Russian Journal of Education and Psychology

Background. Current transformations in education, influenced by digitalization and legal integration, emphasize the importance of strengthening legal training for future teachers. The teacher becomes not only a transmitter of knowledge but also a bearer of legal culture capable of shaping students' respect for the rule of law and individual rights.

Purpose – to identify methodological foundations and pedagogical approaches to developing legal literacy in future teachers, and to propose strategies for integrating legal components into professional training.

Materials and methods. The methodological framework is based on systemic, competence-based, person-centered, and integrative-activity approaches. The methods of comparative-analytical and conceptual analysis, as well as modeling (model construction), were used.

Results. The pedagogical outcomes of each approach were determined: development of legal awareness, acquisition of practical skills, and value-based orientation to lawfulness. The article justifies the need for updating educational programs, expanding legal practice components, and enhancing interdisciplinary interaction to build professional legal identity among teacher trainees.

Background. This study presents an analysis of the challenges in teaching the discipline "Networks and Information Transmission Systems" within professional education, as well as an investigation into the effectiveness of implementing the 4C/ID pedagogical model to balance theoretical and practical aspects of training. A comparative analysis of existing pedagogical approaches was conducted, highlighting the shortcomings of traditional methods and justifying the selection of the 4C/ID model to enhance educational quality. During the experiment carried out from 2021 to 2023, students trained using the 4C/ID methodology demonstrated a higher level of material comprehension, practical skill development, and increased interest in the discipline compared to traditional approaches. The results confirm the effectiveness of employing the 4C/ID model to bridge the gap between theory and practice in IT education, contributing to the development of professional competencies and student independence. The work demonstrates the feasibility of integrating this model into the educational process to improve the quality of training specialists in network technologies.

The purpose of the research is to analyze the problems of teaching the discipline «Networks and information transmission systems» in the professional education system, study existing pedagogical methods and develop an adaptation of the four-component educational design model (4C/ID) to balance the theoretical and practical aspects of the discipline. The discipline occupies an important place in the training of specialists in the field of information technology, however, traditional teaching methods do not always ensure effective assimilation of the material and the development of the necessary practical skills. In this regard, there is a need to adapt modern pedagogical approaches aimed at improving the quality of education.

Materials and methods. The research uses methods of comparative analysis of pedagogical approaches and practical testing of the 4C/ID model. The analysis of pedagogical approaches revealed the key problems of teaching the discipline, including insufficient attention to practical aspects and the gap between theoretical knowledge and its application in practice. In the course of the work, various models of pedagogical design were studied, such as ADDIE, SAM, Action Mapping and 4C/ID, and the choice of the latter for use in the educational process was justified.

The experiment was conducted as part of the educational process in 2021-2023 and included the participation of students studying in the discipline «Networks and information transmission systems». The groups were trained using different methods: traditional and based on the 4C/ID model. The effectiveness was assessed on the basis of students' engagement, the level of material assimilation and their ability to apply knowledge in practice.

Results. The use of the 4C/ID model has shown an increase in student engagement and the level of learning of educational material. The main components of the model provided more structured and practice-oriented learning. Students who studied using the 4C/ID model demonstrated a higher level of understanding of the educational material, as well as improved skills in solving practical problems. As a result of the experiment, there was an increase in interest in the discipline, an increase in the number of completed additional tasks and an improvement in the results of the final testing.

The use of the 4C/ID model helps bridge the gap between theory and practice in IT education. Its structure ensures a balance between theoretical knowledge and practical application, fostering professional competencies, engagement, and student autonomy. The model effectively aligns education with industry demands. Promising directions include integrating 4C/ID with immersive technologies for simulating complex network scenarios, as well as testing its scalability in large and international student groups. Implementing the model is highly advisable for modern IT education.

Background. Socio-economic and political conditions in the country and the world determine the development vectors of the educational system and its outcomes. The need to form socially active individuals is stipulated by federal regulatory documents in education. To understand the specifics of forming social activity in the modern period, it is necessary to research this phenomenon in domestic science from its peak. This will allow educational organizations, teachers, and students to identify effective modern mechanisms for fostering social activity, setting a pedagogical-activity vector.

Purpose. Analysis of the genesis of scientific research on the formation of personality's social activity in domestic science.

Materials and methods. The primary research method is retrospective analysis. Quantitative indicators were used to describe the dynamics of changes in the relevance of research on individual social activity. The article is based on a complex of sources, including normative legal acts, candidate and doctoral dissertations on the research topic.

Results. Pedagogical science systematizes knowledge on the relevance of researching the social activity of personality in Russian science (at the intersection of history, philosophy, sociology, psychology, and pedagogy) from the 1950s to the present. Existing research is divided into 7 major blocks, with a characterization of each. The findings and key provisions of the research can be used in pedagogical practice for developing educational programs and identifying effective mechanisms for fostering personality's social activity.

Background. A critical important condition for the country's informatization is the integration of new information technologies into the educational process, which is declared by the federal educational standards of higher education of the latest generation. This is largely due to integrative processes in education and to the global trends in the genesis of the information and educational environment of modern society. The relevance of the research described in the article is due to the increasing activity of using the electronic information and educational environment in the educational process. The authors, based on the results of the survey, conduct a comparative analysis of the attitude to the digital educational environment of Russian and foreign students of higher educational institutions.

Purpose. Comparison of attitudes towards the electronic information and educational environment of domestic and foreign students studying at Russian universities.

Materials and methods. To achieve the research objectives, the university's COS assessment scale was used (Scale for Assessing University Digital Educational Environment – AUDEE Scale). The research methodology is based on a set of scientific knowledge methods: analysis, comparison, methods of mathematical statistics

Results. The use of digital technologies is one of the dominant areas of modern higher education, ensuring the effectiveness of the formation of universal competencies of graduates. After analyzing the results of the survey, the authors came to the conclusion that, in general, there are no pronounced differences in the assessment of the digital educational environment of the university by Russian and foreign first-year students. At the same time, stress in foreign students is higher than in Russian and, as a result, they need more support when using digital resources in the educational process. The results obtained can be applied to the organization of the educational process of higher education.

Background.The relevance of the study is related to the need of developing methods for objectively assessing the level of students’ communicative competencies in English. Modern requirements for specialists’ training imply a high level of foreign language proficiency, which ensures the competitiveness of graduates in the international labor market. The development of a reliable and valid test will identify the strengths and weaknesses of students, improve the quality of the educational process and ensure effective training of professionals ready for productive interaction in a multicultural environment. The theoretical construct of the developed test and the psychometric verification of the test components are presented. It is external and internal validity.

Purpose. The article is a summary of the work carried out to create and verification the effectiveness of a test aimed at assessing the level of students' communicative competence formation in the process of mastering English.

Materials and methods. The basis of the study is the theoretical justification, empirical verification and application of methods of quantitative analysis of diagnostic results, as well as methods of descriptive and comparative statistics.

Results. The validity of the communicative competencies test has been proved on a sample of linguistic and non-linguistic students’ specialties (n = 155). It has been established that self-esteem in mastering a foreign language among students is a system-forming factor. Mediation takes an orthogonal, isolated position in relation to its practical application. This highlights the importance of integration, the inclusion of mediation in the context of learning English and the integrated development of the student.

Practical implications. This study is important both for the practical implementation of educational projects and for fundamental research in the field of pedagogy and psychology in teaching foreign languages. The developed test can be used to identify problem areas in the educational process, allowing for timely introduction of necessary changes.

Background. The domestic education system is undergoing reform. Some of the latest changes are related to the full return of educational work to schools and the emergence of a new independent subject, “Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia”. There are certain problems on the path to the full implementation of this program, related to the limited experience of teaching this discipline. These include problems with the motivation of students and teachers, problems with the content and substance of the subject, as well as the preparation of teachers to teach it. In this regard, we believe it is necessary to refer to the historical and pedagogical experience of the pre-revolutionary and Soviet periods, when issues related to the formation of students' worldviews were very effectively addressed on the basis of traditional spiritual and moral values, especially at turning points in the country's development.

Purpose. The goal is to analyze the historical and pedagogical experience of spiritual and moral education of students in Russia in the history of domestic education.

Materials and methods. The main research method is retrospective analysis. In addition, we used historical-structural and historical-genetic methods, which allowed us to identify the pedagogical traditions of spiritual and moral education of students in the pre-revolutionary and Soviet periods of Russia's development.

The article is based on archival sources and includes references to regulatory acts and scientific research literature.

Results. A new subject, “Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia,” has been introduced into Russian schools. Its aim is to give students an understanding of the fundamentals of the spiritual and moral culture of the peoples of Russia, the role and significance of traditional Russian religions, and secular ethics in the development of Russian culture and history. The introduction of this new subject was supported by a number of documents: Decrees of the President of the Russian Federation No. 809 of November 9, 2022, “On the Approval of the Fundamentals of State Policy for the Preservation and Strengthening of Traditional Russian Spiritual and Moral Values”, and No. 314 of May 8, 2024, “On the Approval of the Fundamentals of State Policy of the Russian Federation in the Field of Historical Education”. At the same time, a number of problems have emerged related to increasing the motivation of students and teachers for the new discipline, the content of its curriculum, and the readiness of teachers to teach it. These problems force us to turn to our national historical and pedagogical heritage for solutions. This heritage is particularly relevant given that our country has undergone an ideological shift over the past three decades. Given that both communist and liberal doctrines are variants of Western global ideologies that claim to be universal and universal, it is necessary to turn to our own civilizational uniqueness, which must be creatively rethought. Referring to the works of the prominent philosopher, theologian, and historian V.N. Trostnikov, we were able to ascertain that the core of any civilization is religious beliefs, which form the basis of both a people's self-identification and its views on the categories of good and evil, acceptable and unacceptable behavior, thus forming a system of legal consciousness embedded in culture. Due to this circumstance, in pre-revolutionary Russia, which was a vivid example of a traditional society, the Law of God was studied in all educational institutions without exception. Studying this subject, as well as participating in regular religious services, shaped the worldview of the younger generation. Certain provisions of this academic discipline's program concerning the ethics of human relations can be used today not only in classes on the Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia, but also at parent-teacher conferences. In Soviet times, after a period of revolutionary changes aimed at a complete break with previous traditions, especially in the education of students, in the 1930s, on the eve of the Great Patriotic War, positive retro-innovative changes emerged in the teaching of literature and history, introducing students to the spirituality of our ancestors. This policy continued during the war years. When studying the topic of the Great Patriotic War, it is necessary to pay attention to its relevance in connection with the ongoing Special Military Operation, in which the feats of our soldiers reflect the military tradition of serving the Fatherland, which is historically one of our traditional spiritual and moral values, along with others. When introducing students to spiritual and moral culture, schools should take into account the principles of voluntariness and variability, with the mandatory participation of other entities in spiritual and moral education: families, public and religious organizations. In this regard, the relevance of this study is beyond doubt.

Background. In today’s globalized world, foreign language communicative skills and sociocultural awareness among students are essential for fostering productive international cooperation. This makes it important to find effective didactic tools at different stages of learning. Culturally marked vocabulary can serve a powerful tool for developing communicative skills and understanding other culture however its potential at the intermediate stage of school education remains understudied. The authors prove that using varied teaching methods and techniques based on culturally marked vocabulary contributes to the effective development of students' foreign language communicative skills.  

Purpose. Providing a theoretical foundation and practical validation of the potential of culturally marked vocabulary in developing foreign-language communicative skills among secondary school students.  

Materials and methods. The study employs a combination of complementary research methods, including content analysis of scientific and educational literature, analysis of advanced pedagogical experience, empirical methods (observation, surveys, experimental teaching, testing), and mathematical methods for processing the obtained results.  

Results. The increasing societal demand for specialists with advanced foreign language communication skills necessitates the search for effective didactic tools to foster their development. In this regard, the integration of culturally marked vocabulary, reflecting the unique characteristics of a foreign culture, serves as a valuable tool in cultivating students' communicative skills in both receptive and productive speech activities. The potential of culturally-specific lexis is realized through a multi-stage process (preparatory, core, reflective-evaluative) involving the use of communicative and interactive teaching methods and authentic materials. Targeted and systematic work with culturally marked vocabulary has a comprehensive outcome, manifested in expanded student vocabulary, interconnected development of oral and written communication skills, enhanced tolerance, and improved critical thinking abilities.

Background. The modern educational paradigm is characterized by the active implementation of distance learning technologies and inclusive education principles. In this context, ensuring effective learning for students with special educational needs, particularly those with sensory impairments, in an inclusive online environment is particularly relevant. The specifics of their motivation for learning and level of psychological well-being, as well as the interrelationships between these factors, remain insufficiently studied. This is critical for developing adequate pedagogical strategies. Studying these aspects in the context of foreign language learning, which requires a high degree of engagement and cognitive effort, will help identify key determinants of success and adaptation in students with diverse learning needs.

Purpose. The purpose of this study was to identify and compare the characteristics of motivational profiles and levels of psychological well-being in students with typical development, hearing impairments, and visual impairments, studying foreign languages in an inclusive online environment.

Materials and methods. The study involved 60 students from the inclusive online school MySchool, divided into three equal groups of 20 students each: students with typical development, students with hearing impairments, and students with visual impairments. Academic motivation was assessed using the Academic Motivation Scale (Deci & Ryan, 1985, adapted by E.L. Dubovitskaya), which includes subscales of intrinsic motivation, extrinsic motivation (identification, introjection, external regulation), and amotivation. Psychological well-being was measured using K. Ryff's Psychological Well-Being Scales, which encompass six aspects: autonomy, competence, personal growth, positive relationships with others, purpose in life, and self-acceptance. Statistical data processing was performed using comparative and correlational analysis.

Results. The study results demonstrate statistically significant differences in motivational profiles and levels of psychological well-being between the study groups. Students with typical development are characterized by a predominance of intrinsic motivation for learning and high scores on all psychological well-being scales. Students with hearing impairments are characterized by maladaptive motivation and moderately low well-being, although for them, almost all types of motivation are positively correlated with well-being. Students with visual impairments have the lowest levels of psychological well-being, and, importantly, no significant correlations were found between motivation and well-being, which may indicate the prevalence of other, non-motivational factors influencing their mental state.

Conclusion. The identified differences highlight the need for a differentiated approach to organizing the educational process and providing psychological and pedagogical support. The findings highlight the importance of developing and implementing adapted pedagogical strategies aimed at increasing intrinsic motivation, fostering a sense of competence and autonomy, and improving the overall psychological well-being of students with sensory impairments in the context of distance learning foreign languages. This includes the use of multimodal teaching methods, personalised learning pathways and enhanced psychosocial support.

Background. Personality traits among adolescents significantly shape their academic achievement, learning approaches, and goal orientation. Cognitive development plays a central role in personality traits formation during adolescence—a critical period of emotional and intellectual growth. However, limited research has examined this relationship in public day secondary schools in Kirinyaga East Sub-County, Kenya.

Purpose. This study assessed the influence of adolescents’ cognitive development on personality traits development among boys in public day secondary schools in Kirinyaga East Sub-County.

Materials and methods. Guided by the Adolescence Development Dimension Theory, the study adopted a mixed-method approach. The target population comprised 2,524 respondents, including teachers and Form 2 and Form 3 boys across 34 schools. A sample of 345 participants was selected using purposive and simple random sampling. Data collection tools included questionnaires and interview guides. Quantitative data were analyzed using descriptive and inferential statistics, including correlation and regression analysis, with SPSS version 25.

Results. Findings indicated a statistically significant relationship between cognitive development and personality traits (β = 0.130, p = .037). Many boys struggled with independent decision-making and often relied on peers. Impulsive behaviors and peer-influenced creativity were also noted, contributing to both positive and problematic personality outcomes.

Conclusion. Cognitive development significantly influences personality traits among adolescent boys. Challenges in cognitive independence impact how they make decisions and relate socially.

Recommendations. Schools should promote cognitive growth through structured guidance and decision-making training. Further research is recommended on adolescent girls to explore gender-based differences.

Background. Studying the mental health aspects of adolescents living in the Republic of Ingushetia is an important aspect of studying the state of mental health of the nation as a whole. Adolescence is the period of completion of childhood, the transition from childhood to adulthood. Usually, in most existing age classifications, it is, on average, correlated with the chronological age from 10-11 to 14-15 years. This is a very difficult period in a person's life, representing a transitional stage between childhood and adulthood. That is why studying the mental health of adolescents in the Republic of Ingushetia and searching for strategies for its optimization is one of the important components of the implementation of the project to study the mental health of the Ingush nation as a whole.

Purpose – study of the influence of emotional intelligence and critical thinking on the level of school anxiety and its components as aspects of the mental health of adolescents of Ingush nationality of both sexes, taking into account gender differences.

Materials and methods. To implement the study, we used the following methods: analysis of specialized scientific literature within the framework of the stated topic; psychological testing using three psychodiagnostic methods such as the Phillips School Anxiety Test, the Hall Emotional Intelligence Test, and N. Nepryakhin’s Critical Thinking Test for Teenagers; mathematical and statistical processing of the obtained empirical data using data averaging, their descriptive analysis, the single-sample Kolmogorov-Smirnov criterion, the nonparametric Mann-Whitney U-test for two independent samples, and linear regression analysis to establish the degree and specificity of the influence of some variables on others. To process the data, we used standard Windows and Microsoft Office software (Microsoft Excel 10.0), as well as SPSS 20.0 for Windows - Statistical Package for the Social Science.

Results. A theoretical analysis of specialized scientific literature on the topic of the study was conducted, the relevance, theoretical and practical significance of the study and the results obtained were substantiated. The features of the influence of emotional intelligence and critical thinking on the level and specificity of school anxiety in adolescents of the Ingush nationality of both sexes were revealed, taking into account gender differences. The results of the study can be used in the practical activities of specialized specialists providing psychological support to this age category.

Background. The article discusses the phenomenon of burnout in health professionals. The problem of emotional burnout in this professional group is relevant, since the work takes place in the "human-human" system. For this reason, a number of medical specialists leave the profession, exacerbating staff shortages. Individual psychological predictors of emotional burnout in this professional group are considered, which in the future will make it possible to carry out primary prevention of emotional burnout.

Purpose. To identify individual psychological predictors of burnout in healthcare providers. 

Materials and methods. The study enrolled 134 healthcare professionals (physicians and residents) after excluding questionnaires with missing data, lack of clinical experience, and high social desirability scores on the Validity Index of the STQ-77 questionnaire. The gender distribution included 68% of women and 32% of men, with a median age of 25.6 years. To assess the severity of symptoms of emotional burnout, V.V. Boyko, "Diagnosis of the level of emotional burnout," was used, and individual psychological characteristics were assessed using the questionnaire "STQ-77" by I.N. Trofimova, based on the model of the functional temperament ensemble (FET). Data collection was carried out anonymously, in compliance with the principles of voluntary participation and research ethics. Data processing included descriptive methods, correlation and multiple regression analyses using IBM SPSS Statistics 27, at significance levels of p < 0.05 and p < 0.01.

Results. The results of the study showed different severity of burnout symptoms by stages, with the dominance of the resistance phase. Three levels of expression are established for each phase: not formed, formed and formed. Correlation analysis revealed significant positive associations between burnout symptoms and impulsivity, as well as negative associations with social ergicity, physical endurance, and empathy. The constructed regression models for all three phases were statistically significant (explained variance from 19% to 35%). The main predictors are impulsivity (risk factor) and decreased social activity (vulnerability factor), while empathy, physical resilience and family support play a protective role. Sociodemographic variables demonstrated no meaningful contribution.

Background. The social significance of the development of the intelligence of a future officer in the context of a military educational organization of higher education is due both to the needs of the state and society in trained, intellectually developed and morally established professional defenders of the Motherland, and to the need to form and develop in the personality structure of a serviceman-leader value-semantic and intellectual formations that form the core and a set of properties called intelligence. The use of the potential of domestic works of art and literary examples in the development of the intelligence of the future officer is an effective heuristic tool, since intelligence is an educated, formed and developed psychological quality.

The purpose of the study is to reveal the typological psychological properties inherent in the image of a hero in Russian fiction, as well as to identify the functional role of his image in the development of the intelligence of future officers in a military educational organization.

Materials and methods. In this study, the authors used analytical, analogous, synthetic, genetic and systemic methods for searching and processing scientific information, within the framework of methodological positions of activity, systemic, cultural-historical and integrated approaches. The use of the author's methodology made it possible to reveal the typological psychological properties inherent in the image of the hero in Russian fiction, as well as to identify the functional role of his image in the development of the intelligence of future officers in a military educational organization.

Results. The disclosure of typological psychological properties of bogatyrs was made using and in the subject field of educational psychology based on a comprehensive study of the image of a bogatyr in fiction. This image serves as the quintessence of moral values, manifestation of will and nobility of a person in the defense of the Fatherland. The results of the study can be used in conducting further scientific research and substantiation of the psychological image of a professional military man, and can also be introduced into substantive and methodological materials for conducting classes with cadets.

Background. Adolescence is a period of active self-determination of the individual and the formation of a person's ideas about future life achievements, including professional ones. The desire for success acts as an actor of the goal-setting of the individual, a guideline in the implementation of tasks, and ideas about success reflect specific life goals and criteria for assessing a person's effectiveness in implementing his tasks.

Since a person as a subject of activity devotes most part of his life to professional work, most often social success is associated precisely with a person's professional activity and his career advancement.

Features of ideas about a particular part of reality are associated with the culture, society, age and personal characteristics of the subject. Considering that unstable self-esteem, vague prospects for the future, self-doubt prevail in adolescence, this work tested the assumption that insecure adolescents have some peculiarities in ideas about professional success.

Purpose is to reveal ideas about the professional success of unaffected adolescents.

Materials and methods. To study the ideas of adolescents, a questionnaire was developed, including statements describing professional success within 9 categories: material wealth, career growth, social status, satisfaction with the process and result of work, self-realization, recognition and approval by society, creative activity, personal characteristics, professionally important qualities.

Diagnosis of self-doubt was carried out using the MIS self-relationship research technique (developed by S.R. Pantileev) and the test for determining feelings of self-doubt (developed by E.I. Rogov).

The study sample consisted of older adolescents (N = 94, with 42 male (44.7%), and 52 female (55.3%) participants, average age 15.7 years old).

Data processing was carried out using the statistical package IBM SPSS statistics 25 (measures of the central trend, conjugacy tables, Chi-squared test).

Results. The study determined that the pronounced self-doubt in adolescents is associated with the predominance of their internal psychological criteria in the ranking of their ideas about professional success, namely, “self-realization”, “personal characteristics”, “satisfaction with the process”. Insecure adolescents avoid specific objectively fixed criteria for professional success, as opposed to confident ones, who are statistically significantly more likely to have an idea of ​ ​ professional success in the form of a measurable criterion which is “material wealth”.

Background. Students need self-organisation skills to succeed in their learning activity in general and in learning a foreign language in particular as mastering higher levels of a language requires performing a series of specific actions regularly. Choice of actions as well as their quality depends on student’s level of subject regulation.

Purpose. The purpose of the research is to determine the interconnection of self-organisation components indicators and the indicators of self-assessment of specific actions in learning a foreign language produced by students with different levels of autonomy. This will form the basis for developing recommendations for teachers on activation of students’ cognitive activity and self-organisation.

Materials and methods. “Questionnaire of Self-Organization of Activity” by E. Yu. Mandrikova was used to study self-organisation, questionnaire “Autonomy – Dependence” by G. S. Prygin was used to analyse students’ subject regulation and the authors’ questionnaire was applied to assess students’ self-organisation efficiency in learning a foreign language. The participants were 2^nd - 4^th year students (N=60) in SSU.

Results. The comparative analysis (Kruskal – Wallis test) enabled the authors to determine specific features of students’ self-organisation in each of the groups singled out according to the type of subject regulation. The correlation analysis showed that in the group of “autonomous” students there are more correlations between self-organisation components and the actions focused on achieving goals in learning a foreign language. In the group of “dependent” students self-organisation components mainly correlate with the actions on checking and structuring their language learning activity. In the group of “mixed” students there are more correlations between self-organisation indicators and the actions connected with cognitive activity which ensures students’ adaptation to performing activity including learning a language. Practical value of the research is that its results can be useful for teachers in teaching a foreign language and in providing students with psychological and pedagogical support.

Background. Stress loads on a person in the modern world are very high, which is of course determined by subjective perception of the situation and its assessment, but as some authors indicate, residents of our country quite often use this semantic construct, denoting objective situations that cause their negative state. Excessive stress loads can be designated by the individual as a crisis or crisis state, prolonged experience of which can lead to complete maladjustment. Adequate and optimal coping behavior of an individual can contribute to the prevention and overcoming of crisis states. A crisis state, like other mental phenomena, has a three-component structure, including emotional, cognitive and behavioral components.

Purpose. Search and analysis of scientific data on approaches, methods and techniques of psychological work that have proven their effectiveness in overcoming the crisis state of personality.

Materials and methods. The main method was a critical analysis of scientific sources demonstrating the effectiveness of various psychotherapeutic approaches and techniques in the formation of optimal coping strategies.

Results. It has been proven that art therapy, narrative, cognitive-behavioral approaches, and the use of metaphorical associative cards have proven effective in working with negative emotions, understanding causes and resources, and planning behavior. The practical significance of the systematized information lies in the possibility of its use by practicing psychologists in the planning and implementation of preventive and correctional measures in both individual and group work with personal crises.

Background. In recent years, there has been observed rapid evolution of artificial intelligence (AI) technologies and their increasing integration into various domains, including psychological support. Despite the growing popularity of AI-based services, their application in psychotherapeutic practice entails numerous ethical, technical, and socio-legal risks. This article examines the key challenges associated with the use of AI in psychological support, including the simulation of empathy, anthropomorphism, AI «hallucinations», data privacy, and issues of accountability.

Purpose. To analyze the risks of using AI tools psychological support.

Materials and methods. The main research method is systems analysis with a review of scientific literature and regulatory documents. The study is based on: academic publications (2020–2025) in psychology, AI, and digital ethics; empirical data on user interactions with AI services; legal regulations and recommendations concerning AI control; and real-world cases of AI application in psychological support.

Results. The study identifies key risks associated with the use of AI for psychological support. Empathy substitution: AI imitates emotional support without genuine understanding. Anthropomorphism: users attribute human traits to AI, which might lead to psychological dependence on AI. AI «hallucinations»: generation of false or harmful recommendations. Threats to confidentiality such as data leaks and no legal safeguards. Legal uncertainty: absence of clear norms on liability for AI-driven actions.

The findings highlight the need for clinical validation of AI-based services and the development of ethical standards for their implementation in mental health practice.