Relevance. The introduction of quarantine measures related to the COVID-19 pandemic in the spring of 2020 has dramatically changed the format of social life leaving an imprint on social interactions within large and small groups. Moving school and college students to the distance education format and the employees of many enterprises to the remote format of work has brought changes both at the level of relationships within school teams and at the level of family relationships.

The objective of the study is to determine the external and internal factors of mutual understanding between parents and children during the period of isolation. 

Design. The sample consisted of 214 parents of schoolchildren living in the cities of the Central Federal District, mainly in the Kaluga Region. The survey was conducted online in April-May 2020 and used Google Forms. External stress factors (housing conditions, financial problems, the sufficiency of computer technology and the quality of Internet connection for remote work / study for all family members) as well as the degree of mutual understanding were studied using a questionnaire. To assess internal factors TIPI-RU, “SHPANA” (PANAS), Brief Cope questionnaires and a questionnaire of behavior style in conflict were used. 

Based on the results of the study a model for the indirect influence of external stressors (financial problems, the sufficiency of computer technology and the quality of Internet connection) on the mutual understanding of children and parents was developed. This influence is mediated by affective states, coping strategies and the style of behavior of parents in conflict. Such personal qualities of the parents as conscientiousness and emotional stability are also important. Mutual understanding between parents and children is facilitated by a positive emotional attitude of parents, their use of coping strategies such as positive reappraisal, planning, humor, acceptance, as well as styles of behavior in a conflict aimed at reconciliation and compromise.

Conclusions. The results of the study showed the need for a differentiated and individual approach to the study of the psychological reactions of the population to the situation of a pandemic and quarantine. Many families perceived the current situation as an opportunity to devote more time to communication and self-development, to the development of children and relationships. The results obtained may reflect the regional specifics – the study was carried out in cities with a less stringent (compared to Moscow) isolation regime during the quarantine period.

The paper describes semantic structures of the teacher personality in the framework of the complete level theory of the personality by B. S. Bratus’ which has also more poetical naming, i.e. “the semantic vertical”. In this approach the personality of the teacher as a career professional is a special case of the personality organization in the psychological meaning where the main task is allocation of that concerns personality proper without identifying the teacher, the scholar or the doctor, but to the personality as to absolutely special psychological form.

In the semantic architecture of the teacher’s personality developed on the basis of psychological approach except the general sense of activity (e.g. “for the sake of what?”) the following semantic levels are identified:

• teacher’s attitude towards the student as to Another (to the Doppelgaener, the Interlocutor and the Person), 
• personal sense, reverberated in the teacher’s mind via the transformed image of the student, 
• dominance and “channels” of acquisition and response which distribute energy within teacher-student, 
• personal negentropy (negative entropy) allowing to speak about to what the teacher will do: depress or develop student’s personality.
  

The results of the empirical research with the group of teachers are described where the «Technique of studying semantic levels in the personality structure of the teacher» was used and the psychological portraits of teachers by the expert psychologists employed with educational institutions. 

The typology of semantic structures of the teacher in the “developing – reproducing – destructive” model is presented.