The purpose of this work was to analyze the possibilities of formation and manifestation of empathy in people with ASD. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), the deficit of socio-emotional reciprocity, which includes a reduced exchange of interests, emotions and affection, is defined as one of the diagnostic criteria of ASD.
The analysis of papers covering this topic has shown that a decrease in empathic manifestations in people with ASD may be associated with unexplored relationships between the affective stimuli and corresponding empathic reactions. To correct this mismatch, a training program aimed at the formation of appropriate vocal and motor reactions in response to affectively charged situations presented was developed. Diagnostics of the initial level of empathic response showed that the main deficiency behind the lack or weak development of empathy is the inability to correlate the context of the situation and the relevance of a certain reaction (even if this reaction is present in the behavioral repertoire).
The implementation of our program showed that 7–8-year-old children with autism can learn to demonstrate socially significant empathic response skills in pre-game conditions, and that these skills can extend to situations and toys not intended for learning, as well as situations in natural conditions. It is connected with the possibility of correlating the context and the relevance of a certain reaction. In other words, we can conclude that empathic response is available for children with ASD.
At the same time, we came to a conclusion that people with ASD are characterized by an inconsistency in manifestation of affective reactions, including empathic ones, which predetermines difficulties in other people’s perceiving of such manifestations. Consistency in the manifestation of empathic response implies the contextual unity of eye contact, facial expressions, intonation accompaniment, and vocal and motor manifestations. As the results of this study show, we can help children and adults with ASD to show contextual components of the empathic response. The integration of empathic manifestations into a coordinated affective response was not observed in this study. To what extent such integration is fundamentally achievable and what are the ways and prospects for the formation of a coordinated empathic response is a question for future research.

This paper presents the results of studying the relationship between subjective well-being and perfectionism on data samples from 238 people. The analysis of the results was carried out taking into account the influence of social desirability and gender of the subjects. Correlations were found between the scales of subjective well-being and the indicators of “negative” perfectionism. These relationships were the most pronounced in women group. In the general sample, no correlation of well-being with self-oriented perfectionism was found. However, in the group of men such relationship may exist.

This article discusses the problem of low demand for psychotherapeutic consulting despite the need of it. The parameters of the value-motivational sphere of an individual and the characteristics of attachment can be the factor influencing the increase in number of people seeking for psychological aid. The study involved 41 participants: 20 of them had the experience of obtaining such aid and 21 did not. Among 41 respondents, 28 showed a desire or need to get psychological aid. As a result, in a group of people who received and did not seek for psychotherapeutic consulting, a specificity of the value and motivational sphere was identified and a connection between the factors of seeking for psychological aid and in it was detected.

The article is devoted to the problem of relationships between intolerance of uncertainty, anxiety and eating disorders. Eating disorders, anxiety and anxiety disorders are highly comorbid. At the same time, intolerance of uncertainty is considered a transdiagnostic factor for anxiety disorders. It can be assumed that the relationships between eating disorders and anxiety could be mediated by intolerance of uncertainty. Two phases of a study has been conducted. In the first phase we surveyed 94 women, in the second phase—325 women. The connection between anxiety, intolerance of uncertainty and eating disorders was confirmed. Eating disorders correlate with intolerance of uncertainty as a tendency to react negatively on an emotional, cognitive and behavioral level to uncertain situations and events, and also interpersonal intolerance of uncertainty as a desire for clarity and control in interpersonal relationships.

The COVID-19 pandemic has led to the use of unprecedented restrictive measures by different countries. Forced self-isolation, social distancing, restrictions on communication and movement, remote work and study, forced (in fact) vaccination, lockdowns, mandatory usage of special masks and gloves, QR codes and the need for testing are all elements of the new reality. We can consider such measures as actions in an emergency, critical, uncertain situation that forces a person to surrender part of his/her rights and freedoms in order to save lives. However, there are differences across countries in terms of the severity and duration of coronavirus restrictions.
Restrictions in the countries of the European Union and the Far East were especially serious. Asian countries have already had experience in dealing with such disasters. In addition, they are characterized by a number of cultural features that contribute to the loyal acceptance and observance of the norms of the new reality. For Western countries, restrictions contradict basic principles of freedom, the structure of the state, the relationship between the private and the public. Therefore, the need arises to comprehend the phenomenon of prolonged renunciation of part of the rights, freedoms and practices for the sake of the idea of personal and public security.
The article presents various possible interpretations of the observed phenomenon: humanity is becoming more altruistic; Christian ideas about morality promote the idea of self-limitation for the benefit of society; the idea of the high value of human life; greater confidence in the state and its institutions. From the author’s point of view, the most productive is the consideration of the role of the spread of post-materialist discourse in developed countries. The idea of renunciation of part of the benefits and practices for the sake of certain ideas and values (ecology, the concept of sustainable development, diversity, altruism, social responsibility of business, etc.) is already incorporated into the public consciousness of Europeans. Disagreement with this discourse leads to the marginalization of covid-dissidents. Thus, in the context of the COVID-19 pandemic, the discourse of post-materialism has facilitated both the introduction and adoption of prolonged emergency restrictive measures. The materialist discourse, on the contrary, leads to skepticism about the need for strict quarantine measures and their rejection.

This scriptum is an attempt to apophatically describe the characteristics that possible future psychology should not possess. Five following characteristics have been highlighted. Firstly, future psychology should abandon its name. Secondly, future psychology will not be a science, but a technological discipline. Thirdly, it should not be a discipline immersed in its own history. Fourthly, it should be a non-reflective science. And lastly, future possible science-oriented psychology should be a field of knowledge where measurement precedes calculation.

Within the section “Pages from the History of Psychology”, we issue the work of famous Soviet psychophysiologist Kekcheev Krikor Khachaturovich (1893–1948) published one hundred years ago by the Central Labor Institute (Moscow, 1922). In this article, the author explores the problem of assessing the aptitude for a profession, gives an overview of the history of psychotechnics and its current – as of 1922 – state, and considers the importance of psychotechnics for pedagogy.