The regularities of disturbances in the psychophysical development of the child at an early age are investigated in special psychology insufficiently in comparison with later ages. The existing classifications of types of developmental disorders are not created for the early age, which complicates both the scientific research and the practical work of psychologists in the system of early intervention. Early age – the period from one year to three years – is traditionally regarded as a sensitive period for the child development, it characterized by a high tempo of psychophysical development; a child at this age is easily exposed to the harmful effects of biological and psychological factors. However, a holistic picture of the regularities of violations of child development at an early age is absent. The article presents classifications of developmental disorders which have been worked out in child neurology, child psychiatry, special psychology and correctional pedagogy. Their limitations are shown in relation to the characteristics of developmental disorders in young children: important types of disorders are not included, it is inapplicable to very small children. There is only one classification DC 0-3, which presents the types of developmental disorders in children from very birth to three years, but it considers emotional and behavioral disorders in children and is not included, in particular, speech and cognitive development disorders, motor function disorders. A model of disturbances in the psychophysical development of early age children is proposed in the article, in which available scientific data are systematized: the model is based at the concept of primary and secondary defects in the structure of psychophysical development. The leading sphere, which is violated in the first place in the structure of the child’s psychophysical development, has been chosen as a criterion for classifying the types of developmental disorders.

The psychological analysis of the personal psychological well-being is presented in the article. The process of experiencing psychological well-being in the human consciousness and the dynamic process of creating an experience of psychological well-being or unwell-being by personality is described.The experience of psychological well-being is considered as a psychic institution that has its own structure and can be represented in human consciousness as a representative form of its own internal reflexed successful I-existence, in which person implements the process of life.It has been outlined that psychological well-being is connected with emotionally rich living of positive emotions with the feasibility of plans, actions, affairs, work and life in general, as well as with the care of the closest surrounding. The peculiarities of the personality’s experience of distress, which is connected with the emotionally rich analysis of the I-existence, with the fear of the impossibility of realizing one’s own life, isolation, which leads to anxiety, frustration, depression and mental deprivation of the individual as a mental state, is described, and occurs in situations where prolonged time is impossible and limited to the satisfaction of life needs.The experience of psychological well-being is considered as a dynamic, immanent process that is directly given and tested by the subject and subordinated to the target determination. It is noted that the substantive context of the experience of well-being reflects not the surrounding object world itself, but the subjective reflection of the inner world of meanings, behavior and activities, as well as the external world in its diversity of possibilities to satisfy the actual motives and needs of the subject.In this context, the experience of psychological well-being-unwell-being appears in the consciousness of the subject as the result of the internalization of these three worlds (semantic or behavioral (activity) worlds or the space of being) in the form of subjective contemplation of its own I-existence, which is evaluated as prosperous or disadvantaged.

The unprecedented development of neuroscience in the early 21st century raises the problem of rethinking the research paradigm of modern neuropsychology. Since the establishment of objective neuropsychology, its main achievements lay in the field of clinical neuropsychology – detection of behavioral consequences of organic and physical brain damage. Numerous neuroscience studies within a number of research programs give new results that improve understanding of the neural foundations of the psyche. In the middle of the second decade of the century, it was announced the beginning of large-scale projects of brain research in the European Union (Human Brain Project /HBP) and the United States (Brain Research Through Advancing Innovative Neurotechnologies). Financial support has also been expanded for previously initiated public and private research projects, such as the Canadian program (Brain Canada) and the Allen Institute for Brain Science program. In the process of their implementation there are new technologies of diagnosis of individual characteristics of the nervous system appear and significantly improved the existing ones. The most promising methods are non-invasive neuroimaging based on functional magnetic resonance tomography and computed tomography scanning. It is also noted that there is a need for a harmonious combination of new and traditional research methods. This gives large data sets for their correlation with the peculiarities of mental processes and social behavior of the individual. In such a situation, the focus of neuropsychological research is shifting from traditional methods of clinical psychology of diagnosis and correction of nervous system disorders, improvement of cognitive and social adaptation of a person. Among the researchers there are discussions about the optimal choice and priority of promising research strategies, as well as long-term social consequences of the development of neuroscience. The current state of research strategies, projects in which they are implemented, the development of technologies for the study of the nervous system and the impact of the results on the improvement of human existence are discussed in the article. The article analyzes the problems of development of neuropsychology in Ukraine and considers the ways of participation of Ukrainian neuropsychologists in international research programs.

The article discusses the unique and original psychological model of mental cognitive processes that serve as a foundation for the educational programming. The understanding of the program that is formed in the process of educational action is presented in the form of hierarchical structure. This structure develops through the small, logically finished fragments. Model mechanism of formation of this structure in the process of education is depicted through laconic scheme of three cyclical processes. Mental mechanism of these cycles is explained through the terms of formal logics. The presented model of knowledge formation is universal. It can be used as a platform for development of educational methodology in any sphere of science. The educational programming was chosen for illustration of the model, as this field of science has elaborated hierarchical structure and elements of this structure are the elements of algorithm that can be fast checked for efficiency. The interrelatedness of these schemes is reflected particularly well while modeling the physical processes that have visual component of own development on the screen. All the examples of programming of simple physical processes are discussed within this work.

It’s observed that becoming teenagers children, who have a lack of family care, feel the negative influence and powerful pressure not only of diversity of deprivation, but of the age-related adolescent psychophysical regularities, in particular, it focuses on the feature of puberty as heterochronic pubescence, crisis effects of transferring from the primary to the secondary school, conflict and problem character of interpersonal communication, experience of various complexes etc. It’s found out that as a result of being in the force field of essences and traditions of the boarding school and because of absence of one’s own parents as examples for subconscious and conscious imitation, deprived children have got increased inner conflict, ambivalence, trying of avoidance or loneliness. and other passive and uncomfortable behavioural tendencies that have a very bad influence on the forming of social identity. It was set up that deprived mode of children’s life-being is an obstacle in the way of the full personal development and ability to self-realization. It’s theoretical and empirically proved that unfamilial upbringing in the boarding schools or other institutes without parents forms the blockade of the basic needs in affiliation, stimulates the learning of wrong family, sexual, status and role identity models. According to the investigation, the deprived teenagers are predisposed to pliability and internal self-conflict, they want an avoidance and intend to equation first of all by a reflexive self-prosecution. It is significant that deprived children need psychological pedagogical revitalized accompaniment for making the skills of successful positive self-acceptance and receiving of full personal and social identity.

The article deals with the psychoprophylactic and psychodiagnostic aspects of clinical psychology in the sphere of higher education, which allows not only observing a sick person, but also predicting and preventing emergence and development of different mental changes and disorders. Student’s age is considered as a separate period of a person’s life cycle, where educational and professional activity acts as a leading activity with its specific peculiarities of goal, content, motivation, methods and forms of organization. Educational stress-factors that give rise to negative emotional reactions of students have been distinguished. In particular, informational stress is the main factor in connection with necessity to process a large number of scientific and educational information in short terms. The results of empirical research of the actual state of mental health of student youth during educational activities in higher educational establishment are presented. The indicators of personality health factors, including value-semantic component, attributive style of explanation, self-esteem, character accentuations, and attitude to life situations and indicators of social factors, which are satisfaction with educational activity, reference environment, and ability of effective communication, have been pointed out. The dominant indicators of the actual health state of the general structure of students’ mental health are determined and the psychoprophylactic field of the psychologist’s activity concerning the mental health of students’ environment has been outlined. The complex psychoprophylactic program of work with higher education students has been developed and approbated, aimed at activization of self-cognition, self-development, motivation to personality and emotional self-improvement; organization of positive situational field for psychological and emotional communication; constructive strategies development of educational and pedagogical interaction.

The problem of professional addictions in general and workaholism in part as destructive factor for mental health in organizations is highlighted in the article. The contradictions in the definition of workaholism are underlined. The workaholism contains the positive aspects as high material and social status, high achievements, national wealth and negative aspects: poor physical and mental health, low level of wellbeing and quality of life. The most widespread criteria are the amount of time, spent for a work, attitude to it, extra investments to the work performance, and obsessions over work all time. The main typology of workaholismis defined. Among the main types there are compulsive-dependant, achievements-oriented, perfectionists; bulimic, relentless, attention-deficit, savoring; with and without enthusiasm and satisfaction. The main mechanisms of workaholism and its typology is the concentration on the work itself and its content or on the act of working. The main spheres for risk of workaholismare defined, among them there are state officers. The results of the empirical research of state officials in Volyn oblast show that 28,6 % among them have symptoms of workaholism and demand psychoeducative and therapeutic help. The lower indices of different scales of quality of life: family, social support, spiritual needs and comfort, health in persons with the workaholism symptoms were revealed. The EU policy in mental health improvement and promotion is analyzed and its implementation in Ukrainian organizations is suggested.

The paper tries to contribute to better understanding of the reliability of metacognitive monitoring. The research is centred in a precise theoretical framework of motivation in metacognitive monitoring of the learning activity of university students(n = 262; M = 19,5; SD = 1,87). Moreover, we aimed to study the role of the learning motivation in such metacognitive monitoring error as the illusion of knowing.To diagnose the role of the learning motivation in metacognitive monitoring reliability a method of motivation diagnosis by Ilyina (2003) was used provided by the study of the structure of motivation in the university activity. The results of the empirical study of the learning motivation in metacognitive monitoring are highlighted. In particular, the results show that among the most important characteristics, student motivation is aimed to provide better understanding of the nature of metacognitive monitoring reliability and can help in the annihilation of the negative impact of the illusion of knowing on metacognitive monitoring of the university learning activity. Those students who were focused on knowledge performed accurate metacognitive judgements. However, among the students targeted for occupation the accuracy of metacognitive monitoring was the highest (MaJOL = -.006; SD = .01; MaRCJ = -.006; SD = .02; MJOL = .03; SD = .02; MRCJ = .00; SD = .01) (p = .05). Possible prospectives of future investigations of the problem are also described.

The article presents the empirical study results of the students’ emotional intelligence and leadership skills in socionomic professions (unemployed who undergo professional retraining). Interrelations are established and the possibility of their development is determined in the learning process. It was established that the majority of respondents have moderate or low development levels of emotional intelligence and leadership skills. They mostly possess information about the nature of the emotions and emotional states, can put themselves in the place of another and take into account in the decision-making process feelings and emotions of other people. However, they have lack of motivation, difficulties in managing their emotions, are not always self-critical and it is difficult for them to make their own decisions independently and in time. 118–130 A holistic and systematic impact on the development of the emotional intelligence of the students was carried out through the course «Development of the emotional intelligence», the purpose of which was to acquire practical skills for understanding, managing their own emotions and emotions of other people. It was established that at the end of the study the scales were significantly increased in «Emotional Awareness», «Managing own emotions», «Self-motivation», «Empathy», «Integrative level of emotional intelligence», «Level of leadership skills».The statistical processing of the results confirmed the significant differences in the average scores of these scales. This made it possible to conclude that the students could develop them through special training sessions in the process of the professional retraining. All correlations are of a direct nature, so, the higher the emotional intelligence level of development, the more expressed are the leadership skills. The following components of emotional intelligence are most strongly influenced by the development of the leadership skills: «Managing own emotions», «Self-motivation», «Recognizing the emotions of other people», «Integrative emotional intelligence»(positive close relations are established). Research perspectives include the design and implementation of training programs for the development of emotional intelligence and leadership skills of the students (the unemployed) who would be successful in their employment.

The article deals with theoretical and methodological analysis of recent studies of the phenomenon of the internal picture of the disease in domestic and foreign literature. An attempt was made to summarize the main scientific approaches to understanding this concept. The role of the clinical psychologist in the research and description of this phenomenon is determined. The main definitions of the concept of the internal picture of the illness are substantiated, its structure, types of reactions and the patient’s response to his illness are described. The most well-known methods of studying the internal picture of illness, which are used for the study of cardiovascular diseases by students, psychologists, counselors, psychotherapists in their practice are considered. We have developed and described in this article the contents of the questionnaire in the form of unfinished allegations. It can serve as an additional tool in the clinical practice of a psychologist, as a psycholinguistic tool. We carried out a pilot study of the internal picture of the disease in people with chronic kidney disease (chronic pyelonephritis with renal insufficiency). The respondents identified the main aspects of the subjective attitude to the illness in the basis of the emotional, cognitive, motivational and regulatory sphere of the individual. Phenomenon of the internal picture of the disease in patients with chronic kidney disease appears in the form of adaptation with negative experiences associated with it, the development of certain coping strategies of behavior, response to the prescriptions of the doctor.

The problem of the place a social movement within the socio-psychological taxonomyobjects of socio-psychological analysis has been considered in the article.The opposition of the understanding the social movement as a type of group or as a separate class of social phenomena have been indicated. The problem of differentiation of the notion the social movement within the taxonomy of large social groups as a problem of distinguishing social movement from spontaneous groups has been considered. The problem of differentiation of social movement as an organization from the taxonomy of small groups has been considered.The criterions for distinguishing objects of social-psychological taxonomy as different ways of imparting a commonality within the limits of one or another form of social phenomena have been proposed. The differentiation various types of personality characteristics as parameters of possible accedence to one form or another of a social phenomenon have been proposed as the method of the imparting a commonality. It has been proposed to introduce an additional classification criterion for finding the place of social movement within the taxonomy of large organized groups. The notion of the social task as a factor of the organizing of the social movement has been proposed as the additional criterion. It was proposed the understanding of the social movement as a large organized group what is connect by a particular type of social bond and the criterion differentiation of which is the notion of the social task as a set of social conditions and goals of collective activity.The problem of non-detected of factors that determine the relationship between representatives of the public movement has been marked. It’s detect of this problem also involves the disclosure of the motivational substructure of activity which is not included in the structure of the social task.

The article is devoted to the study the socio-psychological differences in professional formation of students of different specialties in spiritual and secular universities (psychologists, religious scholars, theologians). The analysis of such differences were considered within the stages of professional formation (adaptation, mastery and implementation). To achieve the purpose of the study, a complex of 15 psychodiagnostic techniques was used. The obtained results allow to state that there are statistically significant differences between groups (p <0,05). At the stage of adaptation, differences in the professional orientation (motives of the choice of profession), sociometric structure of groups and religiosity of students of different specialties were revealed.At the stage of mastering the professional knowledge and skills, differences between students of different specialties were found in the motivation of educational activities, assessment of teachers, satisfaction with educational activities and the harmony of motivational orientations in professional communication. At the implementation stage, statistically significant differences between representatives of different specialties were revealed in such indicators as communicative competence, professional speech and value orientations. Religious universities’ students compared with other groups demonstrated lesser indexes of sociometric status, assessment of teachers’ psychological and pedagogical skills, a motivational orientations’ harmony in professional commu­nication and communication skills. However, they demonstrated more developed social and professional orientation in career choices and in training activities, religiosity personalities and spiritual values. In general, there were no statistically significant differences in the indicators of personal significance for a student of social learning environment, adaptability in communication, creative and organizational abilities. Prospects for the study are to develop ways to promote the professional formation of students.

Psycho-hermeneutic approach to self-acceptance as a factor of psychological well-being of the contemporary woman based on the auto narratives is highlighted in the article. The methodological basis is represented by principle of social constructivism considering the dynamics of personal development and its reflection in the texts. The suggested scheme of the psycho-hermeneutic analysis contains the form and features of experience revealing, main life events, the peculiarities of their interpretation, context and mechanisms of personal development. The predominant type of narrative for women with low level of self-acceptance is ambivalent type. The low level of personal identity, undeveloped self-image was revealed in the narratives of women with low level of self-acceptance. The components of well-being in the narratives were defined. The unconditional self-acceptance, competence and autonomy are underdeveloped, whereas interpersonal relations, abstract lifegoals and obscure trajectory of self-developments were represented.The predominant type of narrative for women with middle level of self-acceptance is positive and negative types. The middle level of personal identity, life goals and developed self-image were revealed in the narratives of women with middle level of self-acceptance. The main type of narrative for women with high level of self-acceptance is positive type.All components of well-being in the narratives were defined. The unconditional self-acceptance, competence and autonomy,interpersonalrelations, concrete lifegoals and clear trajectory of self-developments were represented. Notwithstanding the negative or traumatic events representations in the narratives, all these events are interpreted and highly aware by the women.

The article is devoted to the problem of setting objectives as the basis of coaching. Contemporary human is constantly faced with the necessity of changing and choosing objectives, solving personality tasks associated with the crisis of values, finding self identity and comprehension of the lifeline. Often human does not reach the defined objective, or faces the problem of its setting and the choice of main life strategies. In this case, coaching is one of the types of practical assistance. The research has theoretical and methodological character. The detailed analysis of the setting objectives theories of leading domestic and foreign psychologists such as L. Vyhotskyi, J. Kelly, K. Levin, O. Leontiev, E. A. Locke, S. Rubinstein, T. Tytarenko, O. Tykhomyrova, Yu. Shvalb and others, has been carried out in presented work. As the result of the study, it has been determined that setting objectives acts as constructive factor of human activity, occupies one of the leading places both in the activity structure and directly in the process of its realization; setting objectives is the determining factor of personality becoming and is the key to successful life activity and subjective well-being; the single process of setting objectives are the lines of interrelations: «motive-objective», «objective-way», «objective-conditions», the central of which is the comparison of objectives and ways. On the basis of the results of theoretical and methodological analysis of the problem of setting objectives of a personality and comparing them with the concept of coaching, the author states that setting objectives is the leading process of the coaching approach in therapeutic activity of a psychologist. In order to increase efficiency in the coaching process, the author proposes to follow the basic stages of coaching. This is the objective setting, verification of the reality of the objective, formation of the ways to achieve the objective, formation of self-motivation, support and performance achievement.

The article is devoted to the professional self-realization consideration as important factor of mental health preservation of publicl service personnel. The decrease of professional self-realization prestige in this sphere due to the fall of public confidence in government institutions, as well as high requirements to the professionalism level and personality qualities of specialists: honesty, morality, responsibility, emotional balance and readiness to serve the state and its citizens have been indicated. The psychological peculiarities of professional activity in the public service system have been described, in particular its increased stressogenic factors, that require constant reserves of self-control and self-regulation of public service employees. Characteristics of professional self-realization and personality mental health have been defined. The peculiarities of interrelation of qualitative characteristics of professional self-realization, personality self-actualization and subjective well-being of respondents have been outlined, based on what the general criterial features of mental health of an employee in the system of public service have been described. It has been determined, that professional self-realization is significant for the respondents, and manifests itself in order to achieve the peaks of professional development, to become professional in own business, to get high social status, to achieve the defined goals and objectives, to gain recognition of own merits, to deal in one’s own favorite business. It has been noted, that system of measures for the mental health protection of an employeee at workplace should include the complex of direct psychological interventions (assistance in personality problems overcoming, personal growth and self-improvement activization, etc.), as well as psychological support of organizational changes to form conditions for professional self-actualization of employees in order to prevent and preserve their mental health.

The article examines workaholism as the problem in modern society. It’s a huge problem because uncontrolled growth of competitiveness and high requirements for workers cause fierce competitions for workplaces and struggles for possibilities of career development. Despite that, the problem of work addiction is still unadmitted. Workaholism is a complex social psychological problem, where complexity consists of ambivalent attitude of people to it. Also, many companies popularize workaholism as benefit. The article analyzes the latest researches of work addiction in our country and the world. You can find stages of addictive behavior and read characteristic of workaholism at any of them here. Moreover, the personality of workaholics was put to the test too. Article has special study of thier communication with society, self-esteem, attitude to work and attitude to rest. You can see differences between workaholics and normal people, who just love their jobs without any psychological addictions in this paper. Also, common features of workaholism and manifestation of this addiction at each stage were described here. There are described psychological features of this addiction type’s formation, addict’s attitude to his surroundings, noted changes in addict’s personality, his attitude to problem and emotions which person passes through while being in addiction’s influence. You have an opportunity to watch how a person, while wanting to feel better, without making any effort to change a situation sacrificing himself to the disease that gives him what he wants and then takes everything away. As further research perspective we see detailed consideration of work addictions not described in this article, such as urgent addiction and perfectionism, and also studying of workaholism origins through the prism of early dysfunction schemes theory by J. Young.

The article is devoted to the consideration of ethical aspects of psychotherapeutic assistanceof senior adolescents with different ideas about successful relations with parents. The methods of empirical study of the characterological specificity of senior adolescent’sconceptions about welfare relations with parents havebeengrounded. The results of empirical research have been presented, which allowed to establish the groups of adolescents by the character accentuations types. It has been revealed, that each of these groups has its own peculiarities of representations about welfare relationships with parents. It hasbeengrounded, that the same manifestations of parental attitude in mother’sandfather’s behaviour are differently perceived by adolescents of different types of character accentuations. The necessityof considerationof the specificity of the representations of senior adolescents with different types of character accentuations about the successful relations with parents in the formation of children-parents relationships has been emphasized. It hasbeen noted, that discrepancy of parents’ real attitude towardsa child and its manifestations in their behaviour andtowards adolescents expectations, leads to the destruction of children-parents relationships, that, in case of their aggravation, leads to the appearance of a complex of personality problems and, as a consequence, to mental health disturbance of children as well as parents. The attention is focused on the necessity of solving this problem by professional psychotherapeutic means. The main ethical principles and rules of psychotherapeutic assistance in solving the problem of coordination and harmonization of relations between senior adolescents and parents have been highlighted, including the principles of informed consent, confidentiality, client’s non-impairment, client’s welfare, competence and responsibility of a psychotherapeutist. The main controversial issues in compliance with the ethical principles and rules in psychotherapist’s work with senior adolescence age children have been formulated.

The research paper explains the significance of the social factor in the range of problems of professional psychology. The change in the mechanisms of social stratification in the postmodern society has led to the intensification of social mobility. In these conditions, professional activity is the main means and way of self-realization of personality. Labour mobility is described as a set of professional changes and displacements that perform various functions. Specific subjective motivations and internal factors of the profession change are demonstrated. The specific features of social mobility that characterize post-soviet and modern Ukraine are analyzed: regressive transformations of the economy, unbalanced labour market, significant volumes of labour migration, gender inequality, etc. It has been shown that education and competence are inadequate as a social lift, both because of numerous problems in the educational system and due to the impact of social inequality that occurs at the beginning of the professional path. Crisis social phenomena play a dual role in the life of a specialist: they either stimulate subjective activity and constructive development, or cause manifestations of professional deadaptation. In this case, the action of external factors is refracted through a complex set of personality traits that make up the adaptive potential of an individual. The contradiction is revealed regarding the role of professional identity as a criterion for effective professionalization of an individual. In today’s transformational globalized world, it is a broad and flexible social identity that serves as a resource for the adaptation potential of a specialist. The terminological field, which reflects the peculiarities of professionalism in the 21st century, is outlined as a set of competencies that helps in employment and allows succeeding in different life spheres with stable variability of the environment.

The article is devoted to the empirical study of the factorial structure of the personal characteristics of the unemployed. The research is based on the assumption that integral personal factors determine the content-procedural and productive parameters for overcoming the employment crisis of the unemployed. The empirical correlates of the personal characteristics of the unemployed, which were measured in this study, became indicators of their meaning in life orientations, personal self-actualization and personal attributes. The list of indicators of the purpose-of-life orientations of the unemployed includes: the goals in life, the process of life, the effectiveness of life, locus of self-control, the «life» locus of control, the meaningfulness of life, reflexivity and professional identity. As indicators of personal self-actualization of the unemployed, were determined the following: temporal competence, self-reliance, sensitivity, spontaneity, self-respect, self-acceptance, synergy, cognitive needs, creativity and self-development motivation. As indicators of personal attribution of the unemployed we have defined the internality in the field of achievements, failures and industrial relations. As a result of factorization of the determined indicators the factor model of personal characteristics of the unemployed was singled out, whose structural and constitutive elements are: factor of «internal personal disposition», which reflects the prescriptive personal disposition for the realization of the internal locus of control on life and self; the factor of «semantic personal disposition», which reflects the reflexive (meaning-creating) position of the individual on life and self; the factor of «professional personal disposition», which combines in itself the personal indicators, relevant to the generally accepted criteria of self-realization in the professional sphere.

The article presents the results of the theoretical and empirical research of various stages and levels of moral consciousness of the student’s personality, as well as the psychosemantic space of these stages is distinguished. The main purpose of psychosemantic research is the reconstruction of semantic spaces – the presentation of the content of consciousness, the representation of its semantic structure in the whole variety of possible relationships. It is established that all the manifested stages of moral consciousness: preconventional, konventional, post-conventional are manifested mainly on a high level. Accordingly, students flexibly use different types of moral consciousness depending on the situation. It has been shown that, demonstrating preconventional, conventional and post-conventional stages, students are mostly at a high level of their formation. We observe the same associations with high frequency in people with different stages of moral consciousness, among them: conscience, courtesy, honesty. The common semantic universals of morality for these individuals prove in favor of the simultaneous expression of different stages of moral consciousness in youth and the possibility of manifestation of these stages in accordance with the situation. At the same time, there are differences that express the specifics of each of the stages. Thus, at the preconventional stage we see associations: assistance, person, friend, partner, and that testifies to the importance of mutually beneficial relations between people. In persons with a conventional stage, we observe associations: law, rule, justice, whereas at the post-convention stage: goodness, dignity, honor, which did not occur in previous stages. A meaningful analysis of associations confirms the qualitative interpretation of each stage and expresses the peculiarities of students’ moral consciousness. We consider promising the further research of moral consciousness in the context of the integral identity of students.