Аннотация: Целью настоящего исследования является изучения процесса переживания разлуки с любовным партнером в его проявлениях в культуре и жизни и то, что предпринимают люди для того, чтобы совладать с нею.
Предмет исследования: процесс переживания разлуки с партнером по любовным отношениям
Объект исследования: лексически формулировка объекта и предмета совпадают, но если при формулировки объекта акцент нашего внимания направлен на само переживание разлуки, то при описании предмета, он сдвинут на процесс переживания, как он проявляется в материале. Основой для данного исследования послужила методология качественных исследований. Поскольку мы ставим своей задачей изучение самого феномена переживания, наиболее адекватным методом его изучения является качественный метод. Новизна данного исследования состоит, во-первых, в том, что по сути, это первое полновесное эмпирическое исследование переживания разлуки в русскоязычной психологии. Во-вторых, данная работа являет собою обширное описание и анализ переживания разлуки, позволяющие составить полноценную картину данного феномена.

Основными результатами данного исследования является составление обобщенной картины переживания разлуки, как оно предстает с одной стороны в художественной литературе, с другой - в реальном феноменологическом опыте испытуемых.
Выявлена и описана конкретная феноменология процесса переживания разлуки, в частности, зависимость силы переживания от того, кто инициировал разлуку. Выявлены конкретные чувства и эмоции, наполняющие данное переживание.
Также, в структуре данного переживания был выявлен конфликт "ум-чувство-тело", представляющий интерес для дальнейших исследований.

Abstract: The aim of this research is to analyze experience of separation with a lover. The matter under research is the romantic separation experience as it has been described by different authors. The bases of the research is the methodology of qualitative research. Taking into account that the objective of the research is to analyze the phenomenon of such experience, qualitative analysis has been chosen by the author as the most suitable research method. The novelty of this research is caused, first of all, by the fact that this is the first full empirical research of separation experience in Russian psychology. Secondly, the research provides a vast description and analysis of separation experience which allows to get a full insight into the phenomenon. The main result of the research is the general description of romantic separation experience as it is described in literature, on the other hand, and in actual experience of respondents, on the other hand. The researcher has discovered and described particular features of the process of romantic separation experience, in particular, dependence of the intensity of emotions on who initiated the separation. The researcher discovers particular feelings and emotions that comprise this experience. The researcher has also discovered the 'mind-feeling-body' conflict that creates prospects for further researches. 

Аннотация: This article analyzes and compares two analytical approaches actively advanced in the school of America hermeneutic psychology and clinical social psychology: “hermeneutics of love” and “hermeneutics of suspicion”. The author examines the hermeneutics as not only a narrow practice of interpretation of texts, but as a foundation for thinking and professional worldview, including for psychological work. Hermeneutics of suspicion serves as the foundation for many research and therapeutic practices. At the same time, hermeneutics of love is the basis for psychological practices, developing within the framework of hermeneutic psychotherapy, including client-centric psychotherapy of Carl Rogers and its branches. This work is completely theoretical. The author claims that the hermeneutics of love may not only be an approach towards interpretation and understanding of text, but also the ethical and epistemological basis for social practices. Moreover, it can serve as the foundation for practices pertaining to interaction with people and communicative practices, and not just for psychological practice.

Аннотация: В настоящей работе рассмотрена проблема этики как явления, разделённого на этику «внешнюю», выражаемую в различных документах и кодексах, и «внутреннюю», несхватываемую формализованными средствами, основывающуюся на внутренней структуре человека. Автор не рассматривает "этику" как набор догм и правил, зафиксированных в документах. Автор также не рассматривает и не предлагает конкретный перечень "норм". В данной статье автор рассматривает "этику" как личностно-психологический конструкт, выражаемый в поведении.

Предметом работы является этический акт/поступок - интенциональный акт, который возможно аксиологически оценить как "этичный" или "неэтичный" ("вписывающийся" в некие рамки "этики").
Статья является не эмпирической, но теоретической работой. Основной метод, используемый автором - анализ литературных источников, исторический анализ, обобщение литературных источников. Автор анализирует преимущественно исторический материал.
На примерах из истории психологии и всеобщей истории, а также из практической психологии, автор демонстрирует, что «внешняя» этика не может являться причиной и мотивом для этического поступка (равно как и для поступка, противоречащего этике). Автор заключает, что подлинно этическое возможно лишь в качестве единичного, конкретного поступка, основанного на внутренней необходимости личности, основывающегося на глубоком внутреннем личном фундаменте. Лишь единичный поступок, способствует формированию «этичности» в сообществе.
Новизна и важность данной работы состоит в том, что она обращает ученых и практиков к обсуждению вопроса этики в психологии, при этом не на уровне "этики - письменных правил", но "этики" как "этического" - как личностного психологического конструкта, тесно вплетенного в поведенческую и мотивационную сферу личности.

Abstract: The author of this article considers the problem of ethics as a phenomenon divided into external ethics as expressed in various documents and codes and internal ethics that cannot be comprehended by formal means and are based on the internal structure of personality. The author does not consider "ethics" as a set of dogmas and rules recorded in documents. The author also does not consider and does not offer a specific list of "norms". In this article, the author considers "ethics" as a personal-psychological construct expressed in behavior. The subject of the work is an ethical act / act  as an intentional act that can be axiologically evaluated as “ethical” or “unethical” (“fitting” into some kind of framework of “ethics”). Thia article is not an empirical but theoretical work. The main methods used by the author are the analysis of literary sources, historical analysis, generalization of literary sources. The author analyzes mainly historical material. Illustrating by examples from the history of psychology and universal history, as well as from practical psychology, the author demonstrates that "external" ethics cannot be the cause and motive for an ethical (or unethical) act. The author concludes that a truly ethical behavior is possible only as a single concrete act that is performed based on the inner need of a person. Only a single act contributes to the formation of "ethical" in the community. The novelty and importance of this work are caused by the fact that the author draws scientists and practitioners to a discussion of the issue of ethics in psychology, and not at the level of ethics  as written rules, but at the level of ethics as ethical, i. e. as a personal psychological construct closely interwoven in the behavioral and motivational sphere of the individual.

Аннотация: This article presents an original approach to teaching existential psychology and psychotherapy within the framework of academic course. Attention is given to the brief one-semester long courses, offered in terms of specialization in psychological consulting, rather than the entirely existential programs (such as specialized Master’s degree programs).The author examines the question of transferring to the students not only the theoretical knowledge on existentialism, but also the practical aspects of preparation of psychologists. Taking into account the specificity of existential aspect, namely its “untechnical nature”, the author raises a question on possibility of the initial formation of “existential orientation” among the psychology students. For solving this task the author proposes a special approach to teaching the disciplines: instead of the profound study of only one approach or chronological general psychological representation on existential approaches, is suggested an integral model of correlation between existential approaches and existential factors described by I. Yalom. The author proposes a theoretical model of didactical correlation of various vectors of existential psychology and psychotherapy with existential factors, which was put forward by I. Yalom. Moreover, a description is provided to a number of specific techniques that demonstrate their efficiency in teaching existential psychology and psychotherapy. Besides the more traditional techniques such as discussion and demonstration, an innovative technique of “self-therapeutic film” is proposed. This model is suggested for further advancement by the experts in the area of existential psychology and psychotherapy.

Аннотация: In the present report the model developed for teaching existential psychology and psychotherapy to undergraduate students in Russian University is described. The author describes an experience and challenges he faced while teaching existentialism in one of Russian Universities in 20112-2014, and pedagogical approach he used to overcome those challenges, developed on the basis of Irvine Yalom’s Existential Psychotherapy. The author offers the theoretical model that helps to 'match' different concepts of existential philosophy, psychology and psychotherapy with the Yalomian 'ultimate concerns' that are universal for every human being. The author also offers a number of didactic tools that are helpful in teaching existential philosophy, psychology and psychotherapy for psychology majors. Those tools are including but not limited to: discussions, interviews, demonstrations, as well as some more innocative didactic techniques such as 'self-therapy film'. The author invites professionals teaching existential psychology to utilize and use the model described.

Аннотация: In the present paper, the authors will scrutinize the ‘hermeneutics of love’, the concept, which is being developed by the representatives of humanistic psychology (Selig, Robbins) as well as clinical-community psychology (McInerney). The authors deductively consider this approach from different points: ontological, axiological and gnoseological. The authors try to compare and contrast ‘hermeneutics of love’ to ‘hermeneutics of suspicion’. In addition, the authors analyze a more traditional approach to understanding. The authors consider their role as a basis for social and psychological practice and discuss different practices that are being developed under the framework of hermenutics of suspicion and, on the other hand, the hermenutics of love. The authors also introuce hermenutics of love as a basis of psychology in ‘human science’ in contrast to that in  ‘natural science’.