Keyword: «psychological well-being»

The article presents a theoretical analysis of the relationship between coping strategies and psychological well-being among preschool educational staff. The transactional stress model, conservation of resources theory, and the multidimensional conception of psychological well-being are examined as methodological frameworks. It is argued that the occupational specificity of speech therapists – defined by personalized accountability for correctional outcomes and measurable indicators of children's speech progress – creates conditions for reduced inner stability and increased reliance on maladaptive coping. Meaningful differences in coping profiles between preschool educators and speech therapists are identified. The study concludes that differentiated psychological support is necessary, taking into account the nature of professional tasks and the degree of personal responsibility inherent in each role.

The article presents the results of an empirical study of coping strategies among preschool educators and speech therapists in relation to psychological well-being. The study involved 80 women: 42 preschool educators and 38 speech therapists from correctional and combined preschool institutions in Kirovo-Chepetsk, Kirov Oblast. The diagnostic toolkit included the COPE inventory and the Ryff Scales of Psychological Well-Being. Educators with high psychological well-being showed a tendency toward problem-focused and cognitive coping, while those with low well-being predominantly exhibited avoidance, self-blame, and behavioral disengagement. Group comparisons revealed that speech therapists scored lower on psychological well-being and higher on maladaptive coping compared to preschool educators. The findings provide empirical grounds for developing differentiated psychological support programs aligned with the professional specificity of each occupational group.

The article discusses the results of an empirical study of the relationship between psychological well-being and psychological separation from parents in early adulthood. The sexual characteristics of girls and boys growing up, difficulties and the area of psychological assistance are revealed. It is concluded that independence in judgments and actions significantly affects the psychological well-being and life satisfaction of modern youth.

The article examines the problem of the relationship between health, subjective well-being and personality development in modern socio-cultural conditions. Theoretical approaches to understanding the phenomena of «health» and «well-being» in psychological science are analyzed, special attention is paid to the eudaimonic tradition (C. Ryff, Aristotle) and modern research on psychological health. The article substantiates the proposition that health acts not simply as the absence of disease, but as a resource ensuring the fulfillment of life goals and meanings. The role of education and culture in forming the moral orientation of subjective well-being is revealed. It is concluded that genuine personality development is possible only with the integration of physical, mental and moral components of health.

This article examines the educational environment of a modern university as a source of factors that provoke an increase in anxiety in students. It analyzes the psychological characteristics of adolescence, academic and social stressors, and the impact of the urban environment on students' psychoemotional state. Based on an analysis of Russian and international studies, the main determinants of situational and personal anxiety are identified and areas for preventive intervention are proposed.