Abstract: A person's life is constantly accompanied by conflicts in various areas - in communication with peers, in the educational, professional environment, in sports activities. Conflicts in our life are inevitable, since they are the source of movement and development of the individual. In the description of the essential characteristics of a conflict, the underlying contradiction, the opposition of views, as well as the activity of the conflicting parties, which can manifest itself to varying degrees, are often noted. For example, the style of behavior in a conflict depends on this, which determines the effectiveness of interaction as a whole. The choice of behavior style in a conflict situation is influenced by many factors: what psychological characteristics a person has, how long the conflict lasts, what consequences the development of the conflict can lead to, how significant the conflict situation is for the opponent, what resources he has, etc. Of particular interest among the listed factors is the factor "personal characteristics", since this is an internal factor, it is more stable and determines the style of behavior in a conflict as a whole, since the conditions of the conflict, resources and goals of the conflicting parties can change in different conflict situations, and personal characteristics are quite stable. There is a need to study the relationship between the personality traits of an individual and his or her style of behavior in a conflict. The sample was taken from an organization producing repair products, where employees of different professions work: repairmen, designers, appraisers, etc. The purpose of this study is to study the relationship between personality traits and behavior style in a conflict.
All respondents were male, their age ranged from 28 to 40 years.

Abstract: The subject of the study is the relationship between child–parent relations and the effectiveness of adaptation of first-graders.The purpose of the study is to determine the level of adaptation to learning among first-graders brought up in families with different types of child-parent relationships. The importance for a child of child-parent relations in a difficult period for him at the beginning of school education is emphasized by many authors. Often, the reason for difficulties in adapting to school lies in the lack of formation of personal forms of communication between a younger student and his parents, in the inability of parents to build communication with a child according to the type of "child – adult as equal", in the habit of a parent to communicate with an already grown-up child according to the stereotype formed in preschool childhood. The study was conducted on the basis of the municipal autonomous educational institution "Secondary School No. 19 named after A.V. Sedelnikov" of the city of Krasnoyarsk. 30 parents (mothers of first-graders) and 30 children aged 7 years were diagnosed. There is a direct relationship between child-parent relations and the adaptation of first-graders to school. Students who are brought up in families with a democratic type of upbringing are characterized by successful, full adaptation. Schoolchildren from families in which permissive and authoritarian parenting styles are the predominant types of child-parent relationships, incomplete adaptation and maladaptation prevail.
The conducted research makes it possible to develop psychological programs to increase the level of adaptation of first-graders to education for parents with an authoritarian parenting style and for parents with a permissive parenting style.