Background. Providing emergency psychological assistance to the population affected by emergency situations (ES) today is an integral part of emergency response measures. The required psychological work with the victims and their relatives is carried out by psychologists of the Ministry of Emergency Situations (EMERCOM), Russia. Children are a particular group of victims, so it is important to study how to help them in emergency situations.

The Objective of this paper is to summarize and analyze the experience of the EMERCOM psychological service, Russia, in organizing and providing emergency psychological assistance to children, parents and teachers of secondary schools.

Design. In the past few years, the experts of the EMERCOM psychological service, Russia, have gained experience in providing emergency psychological assistance to children after incidents in educational institutions. The paper describes the experience of psychologists in connection with the incident that occurred in January, 2018 in secondary school 127 in the city of Perm, Russia, where the teenagers attacked younger students and their class teacher. The authors describe the organization and areas of psychological in this situation. The contents and objectives of the psychological work at the emergency site, the process of expert advice in organizing mass events to inform parents and teachers, and examples describing the methods of providing emergency psychological assistance are described.

Results. The authors highlighted the recommended areas of special attention, and also articulated the features that the psychologist should take into account when providing psychological assistance to victims of emergency situations and incidents that occurred on the territory of educational institutions.

Conclusion. The category of those who need psychological assistance in the acute period is wider the category of those who are harmed and who witnessed the event. The public stir results in embracing those who did not participate in the event but was emotionally involved. It is safe to say that such situations affect more people, which induces the necessity of psychological support and implementation of an integrated approach in order to preserve the mental health of both children and adults, which requires involvement of experts of various profiles.

In stressful environment, animal can use different coping strategies. Passive animals manifest freezing behaviour at predator attacks, active ones are trying to have an impact on a stressful situation. Each coping style is presupposed to have a neurobiological basis and it helps animals to survive in aggressive and mutable environment.

Being under a long lasting stress, leaders can be affected by cardiovascular and ulcer diseases, but a short term impact can cheer them up, improve neuroendocrine stress response more than passive coping style in animals.

This paper analyzes animal pattern of coping behaviour, their inheritance based on gender, social status and age.

The research shows how anxiety affects social behaviour of people individuals and typological reactions were compared.

These patterns can be used by people in a situation of uncontrolled stress to prevent diseases and depressive disorders through altering one’s type of behavior to the one which is more effective. In addition, knowledge of behavioural types can assist teachers in implementing the learning process as in stress situations (e.g. taking exams, working on course papers, doing tests) not all students are able to effectively perceive and present the resulting material. On the other hand, active students could encourage short-term rather than long-term stressor irritation. It is necessary to pay special attention to students with low social economic status who display active response to stress. According to statistics, problem students often become aggressors and commit antisocial and sometimes criminal acts.

The coping styles mentioned here above are not polar, there are no clear boundaries of personality. In addition, behaving according to the active / non-active type is identified by customary and inherited behaviour patterns.

The paper researches the possibilities and limitations of coping behaviour in children and adolescents on the Internet and the assistance of significant adults (parental mediation) in the context of the new social situation of development mediated by modern information and communication technologies, in particular, by the Internet. The study based on the EUKidsOnline II project was conducted in 11 regions of 7 federal districts of Russia (1025 “parent-child” pairs).

According to the research results the most common risks include dealing with negative sexual content, fraud and identity theft, meetings with online friends. Features of experiences and coping with risks online depend on the adolescent dominating activity on the web: those focused on their studies are less exposed to the risks mentioned, whereas their feelings are deeper and more enduring, they more frequently seek solutions using passive strategies. Those who fall into “content consumers” category are most exposed to the risk of coming across sexual content on the web as actively use various Internet resources including search engines. They experience fewer negative emotions, more frequently they actively seek to solve the problem almost without offline support.

The opportunity of parental mediation at the present moment is rather insignificant: a strategy of prohibitions associated with reduction of collision risks especially for research of teenagers; while the strategy of positive reinforcement and explanation is used effectively with adolescents doing various things on the Internet, it can be associated with a more realistic risk assessment and child using active coping strategies and social support. According to the data received the Internet could be considered as a complex psychological “instrument” that is internalizing by the child in his/her development. This internalization process determines his/her activities and self-regulation including his/her aptitude to coping with difficult life situations.

The influence of psychological factors on the occurrence, course and prognosis of cardiovascular disease is considered. The pathophysiological mechanisms underlying their effects are analyzed, including direct (physiological) and indirect (behavioural) effects. The results of foreign and national research of psychological factors that cause cardiovascular diseases are shown.