The article presents a review of psychological studies of the self-consciousness of mothers raising children with mental development disorders. The relevance of the topic is described, in particular, the lack of research attention to psychological changes in mothers who raise children with mental development disorders: changes in self-perception, neoplasms of the structure of self-consciousness, specific emotional reactions that arise in response to a traumatic situation — the birth of a child with special needs. Studies of families related to the study of the family structure of a mentally ill relative are presented. The concept of "reference relative" is revealed. Approaches to the definition of self-consciousness are analyzed. A description of the concept of mother's self-consciousness: features and structure is given. Specific psychological formations that arose as a result of the birth of a child, as well as forms that are different from them, caused by the birth of a "special" child, are described. A description of the features of the emotional sphere of mothers raising children with deviations in mental development (self-blame, shame, the phenomenon of "emotional burnout of the mother") is given. Various attitudes of parents of children with developmental disorders are considered. The phenomenon of mother's self-stigmatization is revealed, i.e. the social stigma of the child internalized by the mother and its consequences. Domestic and foreign studies of self-stigmatization are highlighted. The forms of self-stigmatization, identified on the basis of literary analysis, are described. Descriptive, differential-psychological and clinical-psychological approaches to the study of mothers raising children with mental development disorders are highlighted.

The article presents data on the connection between attachment types in the mother-child dyad with an allergic disease and the emotional regulation of the mother and the psychomotor development of young children with an allergic disease. The purpose of the study is to study the characteristics of attachment, emotional regulation and psychomotor development in the mother-child dyad with an allergic disease. Research methods: "Unfamiliar Situation" Method by M. Ainsworth, "Behavior Scale" of the Bayley Test, "Experience of Close Relationships" Method by K. Brennan and R.K. Fraley, N. Hall's Method of Emotional Intelligence, developed questionnaire. The study made it possible to identify the characteristics of attachment, emotional regulation and psychomotor development in the mother-child dyad with an allergic disease.

The article was written on the basis of a report made at a conference in December 2020, additions were made to it, literature was added. The authors consider the tasks and means of clinical and psychological diagnostics in various fields of medicine (psychiatry, neurology, somatic clinic, etc.). The main tasks and means of diagnostics in child pathopsychology, child neuropsychology, and child psychosomatics are given. The article is illustrated with examples of clinical diagnosis of cases. The significance and specifics of the interaction between doctors and clinical psychologists in various fields of medicine are analyzed.

The article analyzes foreign and domestic literature on the provision of psychotraumatic actions on participants in the educational process. The reasons for bullying and victimization of schoolchildren by peers and teachers are analyzed.

Literature suggests that teachers are increasingly exposed to violence from students, their parents, colleagues and school administrators. Educators' perceived threats and experiences of school violence are important components of a problem that currently receives very little attention.

The authors present correction methods used for the rehabilitation of participants in the educational process who have been subjected to psychological violence.

The book is devoted to the develop a new approach to the understanding of Coping Intelligence as a special form of organizing the mental experience of overcoming difficult life situations. There is no doubt that this is one of the most promising areas of research on stress and coping, which unites the efforts of researchers from different branches of science working in this problem area (physicians, psychologists, psychophysiologists, biochemists, culturologists, linguists, etc.), and will make it possible to critically rethink the huge amount of empirical data on stress and coping, including the influence of culture and context, maintaining health, personality development, well-being, and, perhaps, will lead to the creation of a unified theory of stress and coping from the standpoint of the systems approach.