Background. The research data indicate the magnitude and significance of the problem of cyberbullying (CB) that cannot be ignored, since a large enough number of children are aggressively targeted online and are often at significant risk if both school bullying and CB take place simultaneously. The novelty of the research consists in an integrated approach to the CB analysis, as one of the cyber aggression types, taking into account its differences from real-life bullying, based on large-scale foreign national and intercultural studies, which can be compared both at the theoretical and methodological level and on the basis of empirical data.

Objective. The analysis of the existing theoretical and practical studies of the CB features and mechanisms in the child-adolescent environment has been carried out within the framework of developmental psychology and social psychology over the recent two decades.

Design. The paper analyzes the features and transformations of the CB role structure in comparison with the bullying in real life, personal characteristics and behavioural strategies of participants (the aggressor, the victim, the chameleon, the observer/witness), considers child-parent relationship in the CB situation and coping strategy with CB.

Findings. The results presented in this review can be used as a basis for further theoretical and empirical research, and also for developing practical programs aimed at supporting victims of CB, reducing the probability of such situations, for timely prevention of CBs, for diagnosing risk groups, and to prepare recommendations for psychologists, teachers and parents in schools and other educational institutions.

Conclusion The CB research topic is acute in connection with the constant development of information and communication technologies (ICT) and requires further study in terms of process in terms of dynamics and development. In order to develop effective prevention and intervention programs it is necessary to develop a common theoretical and methodological framework that will support terminological consensus among researchers and international research. This will allow for reliable comparisons and systematization of empirical data, as well as the development of online risk management and safe use of ICTs.

The paper discusses the features of parenting in adolescents and the correlation of these features with the development of respect for parents. The first part of the paper suggests considering respect for parents as an important component of the parent-child relationship; it shows the relevance of studying the respect; it stipulates the choice for the study of adolescence; it describes some concepts of respect and offers the author’s selecting two values of respect for parents. The research is relevant due to the insufficient number of empirical studies of respect for parents and practical demand. The research results of 218 adolescents aged 12 to 17 and 129 of their parents (N=347) are shown. The research is conducted using the author’s questionnaire “Respect for Parents”, ADOR technique, adolescent essays “My parents”, and the technique “Analysis of Family Relationships”. The results are processed using IBM SPSS Statistics version 20.

The Paper describes the research results adolescent respect for parents, adolescents’ perception of parents’ attitude to them, and features of family parenting. A significant correlation between the features of parenting and respect/disrespect for parents in adolescents are considered. Most adolescents have a feeling of respect for their parents and show respectful behaviour; in this regard, the features of family upbringing have a stronger influence on developing the feeling of respect for parents rather than a prescribed respectful behaviour. The paper lists specific characteristics of parenting, affecting the feelinge of respect for parents and respectful behaviour towards them.

The overview and theoretical study of social support for children and adolescents is presented. The issues of social development of children and adolescents in terms of Bronfenbrenner’s ecological systems theory and Kahn’s and Antonucci’s Convoy Model of Social Relations are discussed. The sources, forms and types of social support for the early, pre-school, primary school and adolescents are analyzed. The paper specifies the following issues: the parent-child relationships and characteristics of social support in early childhood can affect the development of the structure and quality of human social relations network throughout his/her life. Social networks and the organization of social support for adolescents are detailed. The patterns of social support of adolescents may affect their psychosocial well-being. The social support systems used by modern adolescents are described. The controversial issues of seeking social support as the leading coping strategy are raised. Various ways of seeking social support for adolescence are analyzed. The importance of parents, teachers and peers in providing social support for children and adolescents is shown. The author’s view of social support as one of the resources of the child’s autonomy, which can be developed only in certain respects, i.e. respect for personal boundaries and accepting differences in individual values and needs, the independence aspiration supported by respect and interest, unpunished by shame or the threat of rejection.

As it was mentioned in one of the previous papers, basic styles of parenting in families with parent-child problems were hyperprotection and overexactness. Another paper described a new so-called existential criterion of normal and abnormal personality based on the works of Erich Fromm. Applying this criterion to personality evaluation of overprotecting and overexacting parents in families with parent-child problems showed that their personality could be identified as abnormal. Research on the influence of hyperprotection and overexactness at children personality development in these families, where existential criterion was also applied, showed that these parenting styles contribute to promoting child specific abnormal personality types: oriented on external assistance, oriented on compliance with other people’s requirements and oriented on protest against such compliance.

In the present study, the direct or indirect hyperprotection or overexactness in 80 per cent of cases was observed. Direct hyperprotection or overexactness means that they are clearly determined in relationship of the married couple. Indirect hyperprotection or overexactness indicates that the couple has abnormal personality types that date have roots in the childhood under the influence of the hyperprotection and overexactness. Classification of these cases was developed, based on various types of direct or indirect input of hyperprotection and overexactness in emerging marital problems. A variety of problems in couples are shown to be closely connected with abnormality of their own personality or the personality of their immediate environment, primarily wives, husbands and parents.

The paper presents the research results that deal with the dependence of individual adolescent autonomy on the characteristics of the social situation of development, i.e. the nature of parent-child relationships and relationships with peers from the perspective of the developmental approach (L.Vygotsky). Non-linear nature of the development and heterochronic components of adolescent autonomy are shown. The highest rates are identified for the evaluative and cognitive components of autonomy, while the lowest ones are identified for emotional components at a fairly low level of behavioural autonomy. Individual autonomy develops functional unity of all the components that form its value-affective and operational-technical component. Advanced development of cognitive autonomy due to the transition to the education and career with elements of self-education is the basis of the formation of behavioural and value autonomy. The latter determines the vector of motivation and sense of identity and consequently also creates conditions for achieving emotional autonomy by adopting self-worth and self-sufficiency. Features of relations with parents and peers in five groups of adolescents, whose individual autonomy level and structure vary, are identified and described.

A relation of autonomy level and its individual components to the nature of the adolescent relationship with parents and peers is identified. The most important parameters for autonomy development are as follows: parent-child relationship as parental control, freedom and autonomy in parent-child relations, cooperation. Relationships with parents and peers play different roles in developing adolescent autonomy. In relations with parents, adolescents get aware of the need for autonomy and motivation. In relationships with peers, the need for autonomy, approbation, role experiments with value choice and decision-making, their behaviour and activities become subjective.

This paper discusses diverse theoretical approaches to the study of adolescent personal autonomy, including psychoanalytic approach (A. Freud, M. Mahler, P. Blos), attachment theory (J. Bowlby, Ainsworth, M. P. Crittenden), self-determination theory (E. Deci and R. Ryan), activity approach (A.N. Leontiev, D.A. Leontiev) and developmental approach (El’konin, T.V. Dragunova, L.I. Bozhovich, G.A. Zuckerman, G.V. Burmenskaya). Analysis of the adolescent personal autonomy has demonstrated the diversity of theoretical approaches and empirical research to explain the phenomenology, mechanisms and conditions of developing the complex personality constructs. The study of modern foreign and Russian research has allowed to analyze the main ways of separating from parents and the role of social context in shaping adolescent autonomy.

The paper describes the structure of adolescent personal autonomy construct. During its operationalization, the necessity of including the moral autonomy as part of the value autonomy in the four-tier personal autonomy is emphasized. The significance of parent-child relationship for developing adolescent personal autonomy is outlined. On the one hand, autonomy is represented as a characteristic of the relationship, i.e. social background, and on the other hand, it is the I-image used by a teenager as pattern in relationships with adults and peers. The paper highlights the benefits of the developmental approach in the research of the personal autonomy and presents how to use the concept of social situation development. The developmental approach that considers the social situation of development as a hierarchy of social contexts that determine the vector and development of the key age-dependent features, opens the opportunity of studying the orienting activity in the system of social and interpersonal relations in the development of personal autonomy.

The article is devoted to the role of family in personal development in childhood. Main negative tendencies of family development, risk factors and basic goals of family consulting are defined. We describe the directions to develop the system of psychological help of the family.