psychological well-being

The purpose of the research presented in the article is to identify and empirically substantiate the psychological indicators of safe social behavior of preschool children in an inclusive educational environment. The relevance of the study is connected with the need to prevent the risks of inclusive education associated with the manifestations of various forms of mental and physical violence against children with developmental disabilities from their peers.

The paper presents the results of theoretical and empirical study of psychological well-being from a cognitive point of view, as a mental representation, including the experience of responding to the diverse dynamic challenges of a social situation. We suggested that psychological well-being is a mental schema. We presented the results of the empirical study performed on a sample (N = 111, aged from 18 to 40 years old), divided into two age groups: 18–25 years old (n = 55) and 26–40 years old (n = 56), using adapted questionnaire by R. A. Steffenhagen and J. D.

The article presents the results of a study on the nature of the direction of intergenerational transmission of psychological well-being. The psychological well-being of a person’s mother is considered as the main determinant of his/her psychological well-being. The relevancy of the study of intergenerational relations in social and psychological conditions of a society of a postmodern and post-postmodernity is grounded.

The paper presents the results of theoretical and empirical research of psychological types and factors of well-being. We suggested the existence of the specifics correlation between personality traits and severity level of psychological well-being, which determines the types of well-being of the personality. The results of empirical research carried out on a sample of students (N = 170, aged 16 to 25 years) with the use of psychodiagnostic tools: questionnaire «Life style index »; «The scale of psychological well-being» (C.