Introduction. The problem of the personnel assessment procedure for educational organizations is becoming increasingly relevant along with the growing importance of such factors as competence, efficiency and staff loyalty in the face of constant changes and resource constraints in the industry. The search for new approaches and tools for assessing the activities of workers is determined by the need to formulate individual decisions on the development and motivation of personnel in educational organizations and to intensify the digitalization of all processes.

Materials and Methods. The article describes a model for evaluating the performance of senior executives of educational organizations, formulates approaches to the procedure for evaluating the performance of leaders of educational organizations, describes the methodology for creating the model, reveals the main elements of the model, provides a description of the methodology for a comprehensive assessment of the performance of leaders of educational organizations at the municipal level, based on quality indicators performing various aspects of the work of the leader.

Results. The article presents the main evaluation blocks of the model of an automated system for evaluating the effectiveness of the activity of the heads of educational institutions in the Nizhny Novgorod, and gives a description of each module.

Discussion and Conclusions. According to the results of the model formation, proposals are made on the practical implementation of the model in relation to educational organizations of general, preschool and additional education in the Nizhny Novgorod, recommendations on the development of the system with the aim of forming an information and educational complex that ensures the successful certification of senior officials of educational organizations at the municipal level. Based on the results of the work done, it is concluded that the proposed model can be used for heads of educational organizations of other municipalities. The practical implementation of evaluating the performance of leaders of educational institutions on the basis of the proposed model helps to optimize the assessment process, as well as training and development of executive personnel, ensures the growth of performance indicators of executive personnel, as well as improving the incentive and motivation system for staff as a key factor in managing staff careers.

Introduction: Modern education, becoming more active, flexible, electronic, directly related to practice, is in search of new forms and technologies of education. The use of educational events for the training and development of students is used today throughout the world. Educational events make it possible to effectively engage students in gaining practical experience, create unique conditions for communication and interaction, and form a space of responsibility and reflection. The study of domestic and foreign experience in the implementation of educational events in vocational training and their comparison is of high theoretical and practical importance for the development of the practice of the event-based approach in Russian education.

Materials and methods: n the work methods of a theoretical nature are used, which allow one to study the state of research objects in scientific sources and existing practice, compare various points of view, reveal facts and dependencies, and further generalize the obtained data in the form of conclusions. The work used methods of systematization, analysis and synthesis, abstraction, generalization and comparison. The sources were scientific publications in periodical sources, methodological materials and instructions on the use of educational technologies developed at universities.

Results:As a result of the study, we were able to formulate and clarify the essential characteristics of the educational event in domestic and foreign theory, as well as analyze the experience of implementing educational events in practice. In domestic sources, the main characteristics of educational events are involvement, going beyond everyday activities. reproduction of samples, emphasis on communication and interaction, emotional stress, obtaining a significant unique result, the responsibility of participants. Much attention has been removed to the design of educational events. In foreign sources, the educational event is used as an innovative educational technology, as an element of an ecological educational environment and smart education, as a stage of training based on a scenario. In foreign practice, the emphasis is on the reflective experience of participants.

Discussion and Conclusions: the obtained results expand and enrich the semantic meanings of the educational event in pedagogical practice; The revealed features and characteristics of the implementation of the event-based approach in foreign education will allow us to expand our understanding of the possibilities of this educational technology and to take them into account when designing educational events.

Introduction. To achieve the effectiveness of innovation processes, a new approach to ensuring the participation of teachers in innovation activities is needed, aimed at the effectiveness and manageability of these processes. In this context, the idea of developing ways of educational management of innovative activity of a University teacher arises..

Materials and methods. The main methods were the analysis of sources on the studied problem, including normative documents, scientific articles on the studied problem, as well as generalization and systematization of the obtained data.

Results. Examines approaches to the concept of "educational management" is defined by specificity of educational management innovation, justify the choice of methods of implementation of the educational management of innovative activity of the teaching staff of the universities. Educational management of innovation activity of the teaching staff of the University should include several processes: management of innovations in the University, management of environmental factors, management of personal and professional resources, the process of overcoming professional difficulties of innovation (consulting).

Discussion and Conclusions. Innovative activity of the pedagogical staff of the University is provided by involvement as a way of educational management aimed at overcoming professional difficulties. We associate the further direction of the research with the definition of systemic components of involvement).

Introduction.In this article the problem of formation of communicative skills of professional communication of students of medical high School is considered.  Theoretical and methodological approaches to this problem are analyzed. The theoretical basis of the study was the work of MV Rodikov, LV Kochetova, Ln. Vasilyeva about the process of formation of readiness of students of medical University for interpersonal interaction in the professional sphere and in particular the formation of skills of building trust between the doctor and the patient. The authors identified individual and personal qualities necessary for the graduate in practice, such as: the ability to diagnose the social situation; skills of effective interaction with colleagues in the workplace; possession of verbal and non-verbal means of communication in building relationships with patients; rejection of all kinds of stereotypes of patient perception [5,6]. The assessment of such important professionally significant qualities in the formation of communicative competence of the future doctor, such as sociability, tolerance, empathy, goodwill, respect, attentiveness, restraint, flexibility [7, 15]. The authors highlight the psychological characteristics of the doctor, affecting the communicative competence, such as: emotional stability; sensitivity to negative attitude on the part of the patient; anxiety; depression [13]. The important qualities of the future specialist include: the ability to be convincing in conversation with the patient and his relatives, respect for colleagues and their opinion, especially when the issue concerns controversial clinical cases and requires open discussion [8,9,10]. It is noted that the success of the interaction between the doctor and the patient depends on the skills: the establishment of primary contact; elimination of possible contradictions (clash of views of the doctor and the patient); correction of conflict behavior of the patient during medical consultation; ability to inform the patient of "bad news" concerning his health; planning joint actions with the patient [4, 14,31].

Materials and methods. A study was conducted on the diagnosis of the ability to empathize in students of a medical university using the method of V. V. Boyko, the specifics of gender attitudes were determined using the «Sex-role questionnaire», the coping styles of behavior were studied using the method «Coping strategies indicator».

Results. The study are showed that 44.7% of respondents have an average level of empathic abilities, 53.2% – understated, 2.1% – very low. The girls is in 86.6%  the emotional channel of empathy prevailed, which allows the latter to easily enter into an emotional resonance with the other person. Among young men, 52.9% showed rational, 47.1% - intuitive channels of empathy. The analysis showed of the structure of coping behavior that the first place for both girls and boys (66.6% and 88.2%, respectively) was occupied by the problem-solving strategy. The second is the search for social support, which indicates the importance of social support at the initial stage of professional activity.

Discussion and Conclusions. It is noteworthy that among those surveyed, attitudes that limit emotional responsiveness prevailed, along with this, students used various empathy channels, allowing them to build the medical process most effectively in the future depending on the situation. The level of communicative competence of students did not differ in terms of "empathy" depending on the specialization. The active position was in the choice of coping strategies allow students to overcome the influence of various types of stress associated with future professional activities.

Introduction. The article discusses various models of early comprehensive care for children with developmental disabilities in healthcare and educational institutions, modern approaches to their comprehensive support. Early comprehensive care is a new, rapidly developing field of interdisciplinary knowledge that integrates the theoretical and practical foundations of integrated support for children with developmental disabilities and children at risk from the first months of life. The timely appearance in the child’s mental development of the necessary age-related achievements depends on a number of conditions: the normal functioning of the brain, the physical health of the baby, the safety of the senses, the well-being of the social environment, and upbringing.

Recently, there has been an increase in the number of infants with a low rate of psychomotor development. Many researchers believe that the cause of this is perinatal damage to the central nervous system. Knowledge of this fact allows us to predict the possibility of adverse psychophysical development of the child in the future. In this regard, early diagnosis and monitoring of the child’s neuropsychic development is important, which allows timely and targeted correction of the revealed violations. The prevention of disability and the reduction in the degree of limitation of vital functions and working capacity in a person’s future life depend to some extent on the effective organization of early comprehensive care.

Materials and methods. The article summarizes the experience of the Moscow City’s early assistance services, which were part of the experimental site of the North-Eastern Administrative District “Enabling Children with Pre-school and Early Childhood Care in the Educational Space” in 2012-2014, as well as the currently functioning early-warning services of the city of Moscow. Dzerzhinsk, Moscow region. The analysis of the contingent of children attending early care services is carried out, follow-up data for these children are given, the effectiveness of these forms of early comprehensive care for children with disabilities is shown. Approaches to accompanying an infant and young child in health care are considered from the point of view of multi-stage, systematic and continuity.

Results of the research. An analysis of the activities of various organizational forms of early support for children with disabilities and children at risk in educational institutions has shown the effectiveness of this area in helping children with developmental disabilities. The most important result of the work of such services is to improve the social adaptation of children with disabilities, and, above all, their inclusion in the educational environment.

The healthcare system of the Russian Federation is the initial link in the provision of early assistance to children with disabilities. One of the reasons for the need for early comprehensive care for infants is the steadily growing number of deeply premature babies and a high percentage of their early disability. Among them, the majority are children born deeply premature at the 27-34 week gestation period. Subsequently, such children experience mental and speech development delays, various speech disorders, learning difficulties, and in the most severe cases, cerebral palsy and multiple developmental disorders. In this regard, all the measures for the habilitation and rehabilitation of deeply premature babies in health facilities acquire special social significance. The article provides a qualitative analysis of the content of the work of hospitals of the first, second and third stages of nursing of newborns with perinatal damage to the central nervous system.

Discussion and conclusions. The activities of early assistance services based on educational organizations are currently considered as a social program for children from 2 months to 3 years of age with a lag or risk of lag in development, where a large role is given to the family and mother in implementing individual child development routes. This program is based on the principles of: humanism; personality-oriented approach to the child; taking into account the individual needs of each child; registration of neoplasms and leading activities of age; early detection and correction of developmental abnormalities; active inclusion of the family in the process of correctional development work.

Medical and psychological and pedagogical assistance to children of the first year of life with developmental disabilities is in the form of a comprehensive rehabilitation. Rehabilitation of children of the first year of life is not only the restoration or compensation of impaired body functions, but also the creation of conditions for an adequate age-related formation of all organs and systems, timely recovery of psychomotor skills. Comprehensive rehabilitation of an infant child implies a wide range of long-term medical-psychological-pedagogical measures aimed at the child and carried out in the process of coordinated work of specialists of various fields: neonatologist, neurologist, orthopedist and other doctors, psychologist, teacher defectologist, social educator, as well as family psychologist. In order to ensure the development and effective adaptation of children with disabilities, the interaction of specialists is necessary not only with the child, but also with his entire family, since parents experience many specific difficulties associated with providing constant care and organizing treatment and development [24].

Introduction. The article is devoted to the actual problem of the study of writing disorders in

In the written works of the study participants, specific errors were found associated with violations of sound pronunciation, violations of phonemic hearing and phonemic perception. This indicates that articulatory-acoustic dysgraphia most students participating in the study. In this article, the authors described in detail the stages of the study and presented its diagnostic program, analyzed the results obtained during the study. And also formulated conclusions that confirm the need for continuous diagnosis and prevention of violations of written speech.

Materials and methods. The study of the features of the written speech of younger students with articulatory-acoustic dysgraphy was carried out in several stages. At the stage of analysis of pedagogical documentation, speech cards of primary school students were investigated. During the study of the writing process, students wrote dictation and exposition. These types of works differ significantly in the structure of their implementation, which led to this choice. The lexical material was selected in accordance with the requirements of the training program of students-participants of the study. The study of the sound-pronouncing side of speech included the study of pronunciation of all groups of sounds of the Russian language in all participants of the study. The nature and degree of violation of sound reproduction were determined. The results of the study were interpreted on the basis of a qualitative and quantitative approach.

The results of the study: the study revealed that articulatory-acoustic dysgraphia is one of the most common types of violations of written speech. Specific errors in written works occur both in younger students with dysgraphia, and in students who have no indication of violations of written speech. As a result of qualitative analysis of dictation and presentation of students revealed that a significant number of children are not fully formed the skill of writing the presentation. Children can not fully disclose the topic, there are isolated errors in the construction of phrases. Along with this, children in written works missed some moments of the action, there was a violation of the coherence of the story. In the written works of children there is a significant number of spelling errors. In the study of sound pronunciation, it was revealed that the most mistakes children made when differentiating sounds by sonority-deafness.

Discussions and conclusions. Based on the results of the study conclusions were drawn: articulatory-acoustic dysgraphy is the most common in this group of study participants; specific errors and violations of sound are observed in most children regardless of whether dysgraphy is detected or not. These studies convincingly prove the need for constant monitoring of the state of written speech of all students, determine the importance of developing methodological recommendations aimed at the prevention and correction of articulatory and acoustic dysgraphy.

Introduction. This article is devoted to the problem of psychological well-being of the individual in the context of the formation of male identity, which has a socio-cultural character and is derived from the canons of masculinity adopted by the subject. The initial setting of the authors is the idea of multi-variant development of the male identity and consequently the availability of different types of this phenomenon. Some of the existing typologies of masculinity and masculine identity are considered. The arguments exposing the traditional standards of masculinity and the corresponding male identity are given. On the basis of the analysis of scientific primary sources the fragmentary nature of the study of certain aspects of psychological well-being of representatives of traditional variants of development of male identity is shown and the relevance of the study of this phenomenon in subjects with other variants of male identity is substantiated.

Materials and Methods. In the logic of the typology of male identity N.K.Radina and A.A.Nikitina and from the standpoint of the concept of psychological well-being K.Riff in line with the emic-approach studied the specificity of the manifestation of the General level and the main components of psychological well-being in representatives of different options for the development of male identity in relation to early adolescence. A comparative analysis of the types of male identity in high school boys from full and incomplete (maternal) families is also carried out.

Results. The data confirmed the validity of the assumption that the majority of young men from incomplete (maternal) families are characterized by Patriarchal and hybrid types of male identity, while their peers from full families, along with Patriarchal and hybrid order of magnitude more common alternative options for the development of male identity. It is stated that there are statistically significant differences in the majority of components of psychological well-being in young men with different types of male identity, most of which are recorded in favor of the subjects with alternative and less – Patriarchal options for the development of male identity. In addition, it was found that the highest rates of overall psychological well-being observed in young men – representatives of alternative types of male identity.

Discussion and Conclusions. According to the results of the study, it is concluded that it is necessary to soften the traditional norms of masculinity and to give a legitimate status to alternative standards and models of male behavior.

Introduction. The article is devoted to the problem of manifestations of joint attention deficit in preschool age. Joint attention is considered as a key skill in dyadic orientation and providing joint access to the reference to the reference object in the communication process. The study focuses on how skills in a joint search in episodes of joint attention and understanding of the intentional actions of another person are interconnected in typical and atypical ontogenesis.

Materials and methods. In the present study, an experiment examines the visual orientation of directional social signals (orientation toward the direction of eye movements of the communication partner) in typically developing children (n = 21) and children with mental retardation (n = 20). The sample of the study consisted of children of preschool age (5-7 years). To fix the data, we used the recognition criteria and using the correct (congruent) or incorrect (incongruent) direction of eye movements of another person to determine the location of the target (object) that the communication partner chooses during the experiment.

Results. A comparison was made of the use of unmarked instructions by preschool children, which help them to carry out a joint search for potential visually accessible referents and contributes to the selection of a relevant object that the adult had in mind. It is shown that preschoolers with mental retardation have difficulty in the functional use of joint attention for social exchange. Markers of joint attention deficit associated with atypical development at an early stage of ontogenesis were found.

Discussion and Conclusions. In the episodes of joint attention with  preschoolers with mental retardation, there are changes in the profile of suggestive attitudes, sensitivity to the direction of the partner’s gaze, differences in the mechanistic and mentalistic gaze. We can single out the following specific difficulties in children with mental retardation: deficiencies in the reference search, deficiencies in the declarative indication and display, deficiencies in the search, where others indicate.

Introduction. The article discusses comparative psychograms of groups of respondents. They are formed on the basis of 9 their reasons for non-participation in political life.

Materials and Methods. For analysis (120 respondents, 2 sociological questionnaires, 6 personality tests), we use the author's method of multiple comparison (generalized version). As a result, the summ extremeness of these 9 groups were determined within the framework of a problem in which 89 groups were compared.

Results. Based on the summ extremeness of personal qualities for three groups of high extremeness, full psychograms are given. These are groups whose respondents: 1) were at a loss to answer why they are not taking part in political life; 2) due to personal employment do not participate in political life; 3) do not take part in political life because they trust the president and believe that he will solve all problems. For next gruops on the extremeness (3 groups), abbreviated psychograms are considered, in which only pronounced personal qualities are indicated. These are groups whose respondents: 1) do not participate in political life because politics is a “dirty business” and decent people have nothing to do there; 2) they do not see leaders whom they could follow, and therefore do not take part in political life; 3) do not participate in political life because, in their opinion, professionals should deal with politics. For the remaining three groups, in which no pronounced personal qualities were revealed (the picture quite averaged over the whole of 89 groups), only their names are listed for reasons of non-participation of their representatives in political life.

Discussion and Conclusions. As a result, we can conclude that the reasons for the non-participation of respondents in political life are largely determined by their psychological identity.

Introduction. The study utilizes communicative approach to management, which emphasizes communicative potential of the leader as an important factor of effective business. Communicative potential is understood as a compound of empathy, affiliation tendency and sensitivity to rejection among mid-level managers. 

Materials and methods. Communicative potential was measured with set of tools by A. Mehrabian. Study sample included 84 mid-level managers from industrial and trade organizations. All respondents have higher education and are involved in management activities over 5 to 12 subordinates. Respondents were 34 female and 50 male, aged 24 to 45. Management experience of respondents varied from 2 to 5 years. Data analysis methods included descriptive methods and comparison of means.

Results. The study revealed insufficient level of communicative potential of mid-level managers compared to successful managers. Comparison of genders and work experience showed that sensitivity to rejection is higher among female managers, and also drops down with experience for both men and women. Empathy is also lower for those who are more experienced.

Discussion and Conclusions. Communicative potential of mid-level managers needs to be developed through special communication training. The trends revealed I the study can provide the targets for training programs.

Introduction: psychological image of childhood is considered as a set of parents’ social representations about the value of childhood as a period of life, the purpose and the point of education, the future they want for their children, social and cultural resources of the family. We have assumed that the subjective image of childhood determines the educational trajectory parents choose for their child and becomes relevant in a situation of choice. We present the results of a three-year-long empirical research on structure and content of social representations about the main components of childhood characteristic of the parents whose children move up to a new stage of education: enter primary school, move to secondary school and graduate from secondary school.

Materials and research methods: the research was carried out in the framework of the structural approach by J.-C. Abric, developed in line with the conception by S. Moscovici. As the main methodological technique, we used the method of prototypical analysis of free associations by P. Verges.

The results of the research: it has been found out that parents’ psychological image of childhood is stable in the part which is based on the stereotypes and cultural traditions of the society, as well as on their own life experience. Another part of the childhood image, that is more mobile and variable, reflects the changes associated with the age-related needs of the children as well as the parents’ goals.

Discussion and conclusion: we have confirmed the hypothesis that parents whose children go to schools that implement educational programs of different complexity have different representations about the values and goals of childhood as a life period. Based on the data received, we have reconstructed descriptive models of childhood image that are characteristic of parents who choose schools with different requirements for children’s intellectual and psychological development: ordinary secondary schools or educational institutions having high rating positions.

Introduction. The problem of informational violence in modern society permeates all spheres of human activity and affects all its structural aspects. Information violence, expressed in imposing false ideals and meanings of human life, neuro-linguistic programming, in public debauchery and pseudo information, has a negative impact on the evolution of human consciousness. A special form of informational violence is computer gaming addiction, which in foreign and domestic psychology is no longer new, but due to serious negative consequences, it does not only  lose its relevance, but also becomes more acute due to an increase in number of  addicted computer players.

Materials and methods. The study used theoretical (analysis of psychological, pedagogical and philosophical literature) and empirical methods (questioning, pedagogical observation, testing, stating experiment, forming experiment, quantitative and qualitative analysis) of the study.

Results. As a result of the study, factors of individual and personal development were identified that contribute to the formation of computer gaming addiction with  younger adolescence peculiarities of  development of subjectivity were revealed with balanced and unbalanced development of parameters of subjectivity). The survey sample included 146 students aged 10 to 11 (younger adolescence). A comparative analysis of the results of the study of individual personality factors of adolescents with high and low levels of computer gaming addiction showed significant differences (p <0.001).

Discussion and conclusions. According to the results of the study, it was revealed that computer games, being an element of the information environment of modern society, have a significant impact on the development of the mental characteristics of a younger teenager. With children having high rates of ICD, there are low cognitive abilities; low indicators on the following parameters of a subjectivity: awareness of the ability to reflect; awareness of freedom of choice and responsibility for it; understanding and acceptance of another, awareness of self-development.

Introduction. The article presents a fragment of a comprehensive study of the formation of the self-concept of people of different ages with intellectual disabilities, dedicated to the study of the social self with younger pupils with mild mental retardation. The questions of diagnostics and qualitative analysis of the state of this structurally-substantial component of the self-concept are highlighted. Structuring the self-conceptual components of the personality is of great importance for the formation of the skills of dialogical interaction with others in a younger student with intellectual disabilities and develops the ability to adapt among peers with subsequent integration into society. In younger students with mental retardation, a violation of the formation of self-image due to intellectual underdevelopment is the basis for the complications of social interaction that arise as a result, and the inability to independently overcome these difficulties entails maladjustment and early-occurring asociality in behavior. It is difficult for a child with intellectual impairment to enter into dialogical relationships with the outside world, the ability to which is an essential characteristic of a person to form adaptive behavior. The behavioral manifestations of a primary school pupils with mild mental retardation in some cases are not conscious, impulsive, reactive, uncontrolled. And in this case, attention is drawn to the qualitative originality of the personal characteristics of such children and the specifics of the formation of their self-consciousness as a regulator of social behavior.

Materials and methods. An anamnestic data analysis was used, a structured conversation, as well as a diagnostic complex, which included several proprietary techniques developed to study the social self with individuals having mild mental retardation. The study of the expected attitude from the representatives of the immediate environment was carried out using the “Balls” methodology, the determination of the attitude to the representatives of the nearest environment was carried out using the «Ladder» methodology. The study of the expected attitude from representatives of the immediate environment and the child’s own attitude to them in the structure of the Self-social is a modification of the method of «Unfinished sentences» - «Finish the sentence». The «You have to be like this» methodology was used to diagnose elements of social longevity of a prescriptive nature, irrespective of a personally attractive prototype.

Results. The article presents the methods and results of studying the social self component with primary school pupils having mental retardation. We study the child’s expected attitude from representatives of the immediate environment and their own attitude to them, socially desirable qualities (according to the child) and the norms of social dignity learned by children. The experiment involved 53 children with mild mental retardation (F 70 according to ICD-10). Participants in the study were divided into groups: depending on the residence / non-residence of the child in a boarding school and the form of education that children receive. Three groups were formed: children receiving differential education, living in a boarding school (31 people) group A; children receiving differentiated education, daily coming to school (9 people) group B; children studying in an inclusive class (13 people) group C. To perform, the children were offered a diagnostic complex, developed taking into account the intellectual and linguistic capabilities of the subjects of diagnosis, which includes several interconnected methods that imply a qualitatively-quantitative assessment, taking into account the main criteria for the diagnosis of the mental sphere of persons with intellectual impairment. An experimental study showed that the self-social component in the structure of the self-concept at the stage of primary school age has a distinctive quality. The level of fulfillment of the tasks of the diagnostic program by children with a mild degree of mental retardation is not uniform. Most of the tasks are carried out at a high and medium level, when respondents understand the instructions, accept the experimenter's small organizing help, adequately answer the questions posed, and often give not only standardized, but also spontaneous answers. This fact is in favor of the relevance of the proposed methods to diagnostic research tasks of studying the self-conceptual components of the self-consciousness of children with impaired intelligence. If the task is performed below the average level, the low marks received by the children are associated not so much with a lack of understanding of the instruction as with a low motivation for the diagnostic procedure. Minimum, maximum, average values and the total distribution of points received by children of groups A, B, C for completing tasks in the Self-social study do not differ significantly, which is confirmed statistically when calculating the non-parametric Mann – Whitney statistic for unrelated samples. Thus, the self-social component  with  children having  impaired intelligence of primary school age is relatively formed. The qualitative specificity of this component of the self-concept at this age stage is its predominantly positive orientation in terms of the child’s expected relationship from representatives of the immediate environment and his own positive attitude towards them. Marked significance for a child with a mental retardation of his personality and activity assessments from his immediate environment and especially significant adults is noted. In children receiving differentiated and inclusive education, Self-social structurally and substantively differ little, with the exception of certain points due to the specifics of these forms of education and the organization of interaction of children in a “barrier-free” peer environment.

Discussion and conclusions. The study demonstrated the presence of specific structurally-meaningful manifestations of the self-social component of elementary schoolchildren with mild mental retardation. As a result of the study of the relationship expected by children with mental retardation from representatives of the immediate environment, a positive trend was revealed in the development trends of this aspect of the formation of the social self. The positive orientation of the expected relationship is associated with the child’s own positive attitude towards significant others, and is often associated not with the child’s assessment of the real state of things and actions of individuals, but with the high significance of these representatives for the child himself, the ability to communicate with them, the child’s need for affiliation, acceptance and proximity. At the same time, fragmentation in the evaluation of the semantic content of the concepts “friend”, “acquaintance”, “friend”, “significant person” from the point of view of closeness and trust to the subject falling into this inner circle can negatively affect the social and behavioral implementation of primary school students with mental retardation. The generalization by children with mental retardation of individual frustration experiences and experiences of failure / dissatisfaction with needs and the occurrence in some separate cases of social interaction, transferring them to the general expected attitude from representatives of the immediate and near environment can be the basis for the formation of pathological characteristics of the person at the stage of adolescence based on emancipation or implementation of protest reactions in the context of a general destabilization of behavior. The idealization of antisocial parental prototypes and pronounced uncriticality to the actual behavior of loved ones can become the basis for the subsequent copying of variants of antisocial behavior at later age stages.

Introduction. This article deals with the problem of professional self-determination and the professional career of studying youth. Analyzed the theoretical and methodological approaches to this problem. As a result of the study, it was found that the direction of modern training of young people in educational organizations for the informed choice of profession is largely due to modern socio-economic (labor migration, reduction in the number of working-age population, reduction of jobs, etc.) and socio-pedagogical conditions – standardization of education, scientific and theoretical preparation for the Unified State Exam, etc., while taking into account the personal potential of a person, his interests, values, worldview, goes “into the background”. Some causes of this phenomenon are revealed, namely: insufficient training of teachers of educational institutions of secondary general and vocational education (S.N. Chistyakova); replacement of professional values, focused on the formation of a professional – a master of his craft, on "the ideal lifestyle - American, European, etc."; introduction of information technology into society; government support for the self-employment program from the state, etc.

In this regard, the work actualizes the need for purposeful gradual formation of internal readiness for the studying youth to independently and consciously plan, adjust and realize the prospects for their development.

The relevance of our research is due to the need to bridge the gap between theory and the real system of vocational guidance in the educational process of the school. According to N. Eremeeva, A.P. Panfilova, N.S. Pryazhnikov's modern education system should not only develop the students' intellect, increase its capabilities - it should practically orient it, manage the attention and action of students, teach them the process of independent learning and development, expand their innovative and creative potential.

In this regard, the goal of our research is to provide a comprehensive psychological and pedagogical support for professional self-determination and professional career for students in an integrative school-university environment.

Materials and methods. A model of complex psychological and pedagogical support for professional self-determination and professional career of students is developed and presented. The model is implemented on the basis of the Municipal Public Educational Institution “School No. 187 with in-depth study of individual subjects” in the city of Novgorod. The school carries out general education programs (the normative period of study is 2 years); general educational programs with an in-depth study of the economy (standard training period of 2 years); general educational programs with in-depth study of mathematics (the normative period of study is 2 years).

In order to determine the initial features of professional self-determination of high school students, a pilot study was conducted. The diagnostic tools are based on the following methods: the questionnaire of personal orientations of E. Shostroma, adapted by Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika – measures the self-actualization of the personality (CAT); methods of studying the factors of attractiveness of the profession (V. A. Yadov, modification N.V. Kuzmina, A.A. Rean).

Results. The obtained data of a comparative analysis of the research results for the 2016/2017 academic year and the 2017/2018 academic year. yy. on the basis of Municipal Public Educational Institution “School No. 187 with in-depth study of individual subjects”, it shows that career guidance work on the basis of the created integrative complex “school - university” that implements the development program of the educational institution “School - innovative education complex” corresponds to the specified goals and objectives of the research and effectively prepare students for the choice of a profession and further career growth.

Discussion and Conclusions. The high performance of the proposed methods according to the results of the study suggests that high school students have a sufficient understanding of the process of choosing a profession, the requirements for the individual, professional skills, which allowed young people to decide on the choice of profession and university where they can undergo professional training.

The results obtained indicate the feasibility of the study and the reliability of the results. Qualitative and quantitative indicators of monitoring students' enrollment in professional educational organizations, published on the official website of the Municipal public institution of secondary schools “School No. 187 with in-depth study of individual subjects” confirm the effectiveness of the work being done.

Introduction. The purpose of this study is to reveal the specificity of the relationship between ethnogenesis and cultural Genesis in the philosophical works of L. N. ENU, which requires solving a number of interrelated tasks: to define the concept of "ethnogenesis and cultural Genesis", to establish their correlation, dependence and interdependence; to analyze the phenomenon of passionarity and its role in cultural Genesis; to characterize the specificity of ethnogeny two superethnoi (Kievan Rus and Muscovy) in the process of ethnic history.

Materials and methods. The material of the research is the works of the outstanding thinker of the twentieth century L. N. Gumilev, including those devoted to the problems of ethno - and cultural Genesis. Traditional methods for historical and philosophical research are used: historical-logical, comparative, system-structural.

Results. As a result of the study, it was found that "ethnogenesis" and "cultural Genesis" in The philosophical work of L. N. Gumilev are concepts lying in "different planes", so ethnic diversity only to a certain extent determines the diversity of cultures. At the same time, it is important that ethnogenesis is a necessary condition of cultural Genesis, because the ethnos is preserved and protected by the accumulated culture.

According to Gumilev, the most important element of cultural Genesis is passionarity-a phenomenon that determines the intensity of cultural development at different stages of ethnogenesis: thus, the growth of passionarity generates an original culture, the decline allows the ethnic group to borrow from other ethnic groups in order to preserve and develop their own.

The author reveals the features of studying the culture of ethnic groups indicated By L. N. Gumilev, which would allow to create an integral and consistent picture of the cultural achievements of a particular ethnic group: thus, the diachronic approach is the most preferable, while the synchronous analysis of culture can lead to errors in understanding and assessing the place and role of this ethnic group in history.

Finally, the author characterizes the thinker's attitude to the contemporary history of Russia and his understanding of the further development of the Russian state, the main condition of which is the preservation of the ethnic and cultural identity of the Russian superethnos.

Discussion and Conclusions. For L. N. Gumilev it is obvious that ethnogenesis is a necessary condition for the development of cultural Genesis. No crisis can completely destroy, destroy culture. The ethnos is protected and preserved by the accumulated culture. But the logic of ethnic history differs significantly from the logic of cultural history. Given the specifics of the ethnogenesis of the Russian superethnos, the thinker defines the stages of the ethnic history of Russia, which by the end of the twentieth century enters the "phase of quiet life", but, warns Gumilev, the events of the 90s have clearly shown that the main condition for further development is the preservation of our ethnic and cultural originality and identity.

Introduction. The article is devoted to the relations of language, education system and man. The identification of the ontological status of language and education is closely related to their nature and the nature of man as a constantly becoming being. Language is defined as a fundamental condition for the existence of the education system.

Materials and methods. The philosophical and pedagogical research used understanding approaches in education, the article is based on the analysis of classical and modern works on the philosophy of language and philosophy of education. Philosophical research has a hermeneutic and existential Foundation, presented in the works of the largest German thinkers M. Heidegger and H.-G. Gadamer. Hermeneutic methodology in the study is combined with dialectical approach.

Result. The process of understanding in the framework of hermeneutical methodology appears as a way of being a person and the purpose of the education system. Language appears both as a fact of being (a metaphysical phenomenon) and as a phenomenon of culture. It is proved that the object of philosophical research at the border of philosophy of language and education should be primarily the position of the classics, whose works are devoted to the problem of philosophy of language (M. Heidegger, H.-G. Gadamer, G. G. Shpet, A. F. Losev, A. N. Portnov, F. Kaints, etc.). It is concluded that society needs silence, man-made civilization has created a world of "noise" technology, all fell into the age of digitalization. Both teachers and students are unaccustomed to silence, do not know how and do not want to listen to it.

Discussion and conclusion. The article considers the active role of language (language is initiative) in the existence of culture, the importance of language as a fact of existence for human existence. The ontological status of language and the existential concept of education are deduced within the framework of pedagogical hermeneutics.