The ideas of A. F. Lazursky in the field of medical (clinical) psychology are considered. The history of the origin and development of Lazursky's ideas in the context of a biographical analysis of his personality is shown. The stages of Lazursky's writing of the first national curriculum in medical psychology are considered. The influence of Lazursky's ideas on the formation and development of Russian psychotherapy and medical psychology is demonstrated.

The article presents data on the connection of PTSD and CPTSD symptoms with mechanisms of emotional regulation and dysregulation, alexithymic traits, and somatic symptoms. A number of psychodiagnostic methods were used to assess the studied phenomena: the International Trauma Questionnaire in the Russian adaptation by Padun M.A., Bykhovets Yu.V., Kazyumova N.N., Chentsova-Dutton Yu.E., The Pert questionnaire of alexithymia (Russian version: Larionov et al., 2023), the Russian adaptation of ERQ questionnaire by J. Gross adapted by Pankratova A.A. and Osina E.N., Emotional Dysregulation Questionnaire by Polskaya N.A. and Razvalieva A.Yu., Russian version of the Somatic Symptom Scale-8 (SSS-8) adapted by Zolotareva A.A. The sample consisted of students from Kursk State Medical University. The sample included 50 individuals aged 18 to 22 (average age 19 years), with 14 male students and 36 female students. The study was conducted from February 6 to May 31, 2024, at Kursk State Medical University, using paper-based methods. In the course of the study, 36 individuals were found to have experienced psychological trauma. Through statistical data analysis, a positive correlation was found between symptoms of psychological trauma (PTSD and CPTSD) with alexithymic traits, emotional dysregulation features, and somatic symptoms.

Complex post-traumatic stress disorder is a condition that can occur in response to one or more highly stressful experiences, often prolonged or recurrent, which the individual finds difficult or impossible to escape from. Exposure to various forms of abuse during childhood and adolescence significantly increases the risk of developing a range of psychological conditions, including depression, anxiety, self-esteem disorders, post-traumatic stress disorder, and other mental health issues. The aim of this study was to investigate the relationship between different types of childhood trauma, the manifestation of symptoms of PTSD, and the characteristics of adult self-perception. The study involved a sample of 133 participants who were members of online self-help groups.

Materials and Methods: ICAST-R (developed by Michael P. Dunne et al., 2006, translated and adapted for use by E.N. Volkova), the International Trauma Questionnaire (ITQ), as adapted by M. A. Padun et al. (2022) based on the work of Cloitre (2018), the Self-Attitude Questionnaire developed by V.V. Stolin and S.R. Pantileev (1985) and the Body Image Questionnaire created by Skugarevsky and Sivukha (2006). To investigate the impact of childhood experiences of violence on adult body dissatisfaction and negative self-perception, the study also employed a questionnaire on family emotional communication developed by Kholmogorova and Volikova (2017), as well as the Beck Depression Inventory, adapted by N. V. Tarabrina based on the original work of Beck (1961).

Results: among the two types of childhood trauma discussed in this study, emotional trauma has the strongest and most significant association with body image issues and low self-esteem in adulthood. While physical trauma also has significant associations, these are less pronounced. The negative effects of emotional trauma are particularly evident through its close link with post-traumatic stress symptoms. Conversely, emotional abuse in childhood has a highly significant, although moderate, connection with family communication dysfunction, characterized by excessive parental criticism.

The article describes the results of a study conducted to assess the characteristics of uncertainty in illness and coping behavior, as well as their relationship, in patients with various somatic diseases. The study included 247 patients with cancer and 52 patients with cardiovascular diseases (CVD). The main research methods were socio-demographic and clinical questionnaires, the Mishel Illness Uncertainty Scale (adult form), the COPE Inventory, the Method for Assessing Self-Efficacy in Treatment, the Multidimensional Scale of Perception of Social Support and the Beck Depression and Anxiety Inventories. It was found that uncertainty in illness in patients with cancer is higher than in the CVD group. Both groups of patients predominantly use adaptive coping strategies. Patients with cancer more often use strategies of acceptance and mental disengagement to cope with stress, and the CVD group uses the strategy of restraint. The assessment of social support perceived by CVD is higher compared to the cancer patients. Self-efficacy in treatment and anxiety indicators do not differ between the groups, while the level of depression is significantly higher in patients with cancer compared to the CVD group. Uncertainty in illness is associated with coping strategies of patients with cancer and CVD, while there are similar patterns and differences in the studied groups. A negative relationship between uncertainty in illness and perception of social support, as well as self-efficacy in treatment, was found only in the group of patients with cancer. In the same group of patients, uncertainty in illness is positively associated with anxiety. Indicators of depression and uncertainty in illness are positively associated in both groups of patients with somatic diseases.

Relevance. Today’s researchers of psychotherapeutic interventions mainly highlight positive aspects and results of psychotherapy. They only consider limitations of psychotherapy in connection with contraindications to psychological interventions. Meanwhile, in a subjective intrapersonal reality of another person, psychological interventions inevitably have their limitations caused by differences between individuals, their views, beliefs, and values. Objective. The research aims to analyse the limitations of psychotherapy. Material and methods. The methods used include the literature review on the data presented in randomized controlled trials, reviews of meta-analyses, and systematic reviews. The search was performed through Medline, PsycINFO, Embase, ProQuest Dissertations, Web of Science, and Theses Global, as well as in the Cochrane Library. Works published in the recent 5 years were preferential ones. Research results. The paper presents psychological factors that make psychotherapy more complicated and less effective. We discuss the client factors such as poor contacts with his or her feelings, difficulties in problem identification and problem statement, insufficiently developed capacities for reflection and mentalization, as well as characterological features. The paper also presents the therapist factors that relate to an insufficient ability to accept patient's personality, insufficient capacity for empathy, tolerance, sincerity, and trueness in relationships with the patient. We analyse the factors within the psychotherapeutic process that are caused by fixation on problems that generate too strong feelings. If our client has no adequate psychological resources, this makes him or her affectively overloaded with probably disorganized mental behaviours. Conclusion. Intervention in the world of client psychology requires that we consider the limitations associated with his or her psychological features, therapist’s limitations, as well as the limitations of the therapeutic process itself.

The article shows the influence of acute and chronic psychotraumatic factors in the educational environment on the emergence of the syndrome of pedagogical violence, didactogeny, bullying, victimization, post-didactic stress disorder. The causes and peculiarities of deviations in the state of mental and physical health in children and adolescents, depending on the school climate and relationships “teacher-pupil” are analyzed.

The main factors that play a role in the realization of acts of aggression on the part of participants in the educational process are indicated. It is suggested to unite the efforts of specialists from different fields in order to track information and take preventive measures to prevent these negative phenomena in educational institutions.