On Strategies for Ensuring Psychological Well-being and the Specifics of Personality Development in the Digital Era in the New Issue of the Journal Social Sciences and Childhood

The second issue of the journal Social Sciences and Childhood for 2026 (No. 2, 2026) has been published, presenting research dedicated to current issues of ensuring the psychological well-being of students, the specifics of personality development under conditions of digitalization, and evidence-based approaches to diagnostics and support within the educational environment.

The "Pedagogy and Psychology of Education" section features three papers. The first article analyzes the challenges and professional needs of specialists within the secondary vocational education system, substantiating the necessity of transitioning from reactive measures to proactive strategies for creating a psychologically safe environment, particularly for vulnerable categories of students. The second paper examines the potential of game-based methods in literature lessons as a tool for fostering adolescents' capacity for conscious value-based self-determination and the development of reflection. The third publication provides a theoretical grounding for the specifics of psychological and pedagogical support in the context of societal digitalization, emphasizing that digital tools should serve to enhance a human-centered approach rather than substitute for genuine interpersonal interaction.

In the "Social Psychology" section, an empirical study is presented that investigates the long-term consequences of adverse childhood experiences. The authors identify a robust association between early maladaptive schemas (specifically, the "Disconnection and Rejection" and "Impaired Autonomy" domains) and dysfunctional patterns of interpersonal interaction, such as heightened interpersonal dependency, submissive behavior, and suspiciousness in adulthood.

The "Developmental Psychology" section opens with an article dedicated to evaluating the factor structure of the Russian version of the Revised Children’s Anxiety and Depression Scale (RCADS). The research confirms the adequate psychometric characteristics of this diagnostic instrument and highlights the necessity of accounting for gender differences when interpreting the results. The issue concludes with a theoretical analysis of the "digital childhood" phenomenon. The authors consider the digital environment as a new social situation of development, noting that the mediating role of the adult and the nature of meaningful interaction with the child are the key factors in transforming potential cognitive risks into developmental resources.

The materials presented in this issue form a holistic picture of contemporary scientific discussions regarding the transformation of the educational space. All articles are united by the authors' endeavor to integrate fundamental theoretical foundations with empirical data in order to develop effective strategies for promoting the development and well-being of children.

The full issue of the journal is published in open access on the PsyJournals.ru Portal of Psychological Publications.