Collection of Research Papers "Problems of Modern Psychology"

ПСИХОЛОГІЧНІ АСПЕКТИ ФОРМУВАННЯ ЕМОЦІЙНОГО ІНТЕЛЕКТУ В ПІДЛІТКОВОМУ ВІЦІ

Станіслава Мельникова

The paper explores the psychological foundations of developing emotional intelligence (EI) in adolescence and clarifies the conceptual, structural, and functional boundaries of EI as a system of abilities that include emotional awareness, self-regulation, empathy, and social skills. Adolescence is treated as a sensitive period for socio-emotional learning characterized by identity search, emotional lability, and an increased need for peer approval; these features amplify the benefits of targeted EI interventions. The study combined theoretical analysis with an empirical assessment of pupils aged 11–15 years using a diagnostic battery: Chebykin’s Emotional Maturity Scale, the Mehrabian–Epstein Emotional Responsiveness questionnaire, and Hall’s Emotional Intelligence test. Descriptive statistics were applied to summarize the data at the group level. The results indicate a generally moderate level of EI with a marked advantage in empathy and sincerity/openness, while self-regulation and emotional control are comparatively weaker. Mean scores were as follows: Expressiveness 6.8 (σ=0.75), Self-regulation 6.3 (σ=0.63), Empathy 8.1 (σ=0.90), Sincerity 9.8 (σ=0.45). Sensitivity to social emotions and to positive situations is higher than sensitivity to negative ones; at the same time the ability to maintain control under stress remains the most problematic component (M=5.9, σ=1.3). Building on these diagnostics, a brief psycho-educational program was designed and piloted. It combined group training in recognition and labeling of emotions, reflective self-monitoring through an “emotional diary,” elements of art therapy, and role-play for practicing assertive communication and conflict de-escalation. The post-intervention comparison showed improvement across emotional awareness, empathy, and self-regulation indicators, which suggests that structured school-based activities can accelerate the maturation of EI components in early and middle adolescence. The scientific novelty lies in integrating three measurement approaches within a single adolescent sample and in linking specific diagnostic deficits to targeted training modules. Practical significance involves ready-to-use recommendations for teachers, school psychologists, and parents: systematic reflection practices; emotionally safe classroom routines; modeling of empathic feedback; and gradual exposure to moderately stressful tasks accompanied by guided regulation strategies. The main limitations are the single-region sample and the lack of a randomized control group; therefore, future studies should include longitudinal designs, a wider age range, and verification of intervention effects with behavioral outcomes. Overall, the findings support the view that cultivating EI is a necessary condition for successful school adaptation, resilience, and constructive peer interaction among adolescents.

Psychological Attributes of Facilitative Interaction in Multicultural World

Nataliia Khupavtseva — 2025-05-27

The purpose of our research is to show psychological attributes of facilita¬tive interaction.
Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, and generalization.
The results of the research. Facilitation is a subject to special principles: it is designed for an idealized model of activity performance, in which all attributes are idealized or are close to it. Facilitative interaction, without a doubt, is a sub¬ject to knowledge about the essence, the content, structure of learning, its laws and patterns. It is explicated in the form of norms of the person’s activity, regula-tions for practical activity, which it is as guidelines for constructing practical ac¬tivity at the lessons. The attributes of the concept of “facilitative interaction” are: “the basis for participation in cognitive activity”, “a person’s internal belief in the need for providing facilitative interaction”, “norms of the behavior and the activity in the process of facilitative interaction”, “results of facilitative interaction”.
Conclusions. It is quite difficult to talk about the norms of behavior and ac¬tivity in facilitative interaction. A norm is a certain guiding argument, rule, model that the subjects of facilitative interaction accept as personally significant. In the conditions of facilitative interaction in the process of cognitive activity the be¬havior of the subjects of learning will depend on the nature of the relationships with the group, the collective subject of which the student is a member. The suc¬cess of facilitative interaction largely depends on whether the student approves or disapproves of collective goals and motives, emotionally “charging up”, em¬pathizing, subordinating (or do not subordinating) his/her individual behavior to group norms (rules), role-specific features of interaction, etc. Value-based and axiological aspects (needs and motives) of the individual acquire the character of an act, a personally significant act, when the norms of the behavior and the activity are discussed in advance and accepted by the students before the begin¬ning of their participation in cognitive activity.

Procrastination as the Important Problem in Modern Psychology

Nataliia Mykhalchuk — 2025-05-27

The aim of our research is to show psychological peculiarities of procrasti¬nation as the important problem in Modern Psychology, to describe the results of our research of the level of procrastination of teenagers.
Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, and generalization. The experimental method was the method of or¬ganizing empirical research.
The results of the research. Respondents with a low level of procrastination are highly organized and efficient in completing tasks. They are usually able to plan their activities with precision and adhere to the planned schedule, which allow them to avoid procrastination and postponing tasks for later. This ability to complete tasks in time is the result of well-developed time management skills, organization, and self-discipline. Pupils with a low level of procrastination are able to tune into completing tasks, even if they require significant effort or diffi¬culties arise. They can also work effectively under stress, when they are affected by several tasks at once.
Conclusions. Procrastination, as a multifactorial psychological phenomenon, has come a long way from a simple understanding as laziness to the modern interpretation as a complex psychological process. Its emergence and development are associated with the evolution of views on human behavior, motivation and internal conflicts. From ancient times to the present day, pro¬crastination has been changed in its understanding, and today it is considered not only as a personal flaw, but as a problem that requires special attention and intervention.

Health Attitudes in Youth: a Cross-cultural Analysis of Associative Responses

Nataliia Kostruba — 2025-05-27

The purpose of this article is to make an empirical analysis of associative reactions of young people from Ukraine and Congo to the concept of «health».

Methods of the research. We used Linguistic Inquiry and Word Count (LIWC) software to empirically study the resulting associative responses. The survey resulted in 73 different associations, which were further analyzed by categories: emotions, cognitive processes, perception, relativity, etc.

The results of the research. According to the results of comparing associative reactions to “health” in students from Ukraine and Congo according to the criterion of emotions, we found that the indicators of emotional attitude to health are much higher among students from Congo (32.43) than among students from Ukraine (4.62); in the social context it is shown that the indicators of the social aspect of health are 1.54 among Ukrainian students and zero for Congolese; in the cognition context, the indicators demonstrate a greater tendency to cognitively assess one’s own health in Congolese students (18.92) than in Ukrainian students (1.5); in the context of perception, Congolese youth demonstrate higher indicators 2.70 than Ukrainian students 1.54; in the context of biological accents, it was found that Congolese students more often turn to this topic when reviewing the concept of “health” (16.22) than Ukrainian students (1.54); in the context of motivation or need, such indicators were recorded only among Ukrainian students in terms of motivation in relation to health (1.54).

Conclusions. Empirical analysis of associations for “health” in groups of young people from Ukraine and Congo was conducted using LIWC-2015 and it demonstrated a number of differences. Ukrainian students are more likely to use less emotional associations that are more related to relativity and solving health problems, namely “Hospital”, “medicine”, “harmony”, etc. Students from Congo are more likely to use associations with a more emotional response, mainly negative, as well as reactions related to health problems and their evaluation. Young people from Congo often use associations such as “illness”, “evil”, “fear”, “good”, etc.

Shaping the Worldview of Future Translators through Psychology of Discourse

Ernest Ivashkevych — 2025-05-27

The purpose of our research is to show the types of lexical units and their interconnection, to distinguish five types of frame structures, which largely determine the formation of the future translator’s image of the world.

The results of the research. The goal of the Methodological Support is to form students’ communicative competence; conscious positive speech behavior; mastering the norms of the modern Foreign and Ukrainian literary language; acquiring skills in operating with the terminology of a future profession; the ability to use various functional styles and substyles in the educational activities and professional use of them; forming skills in the process of communication justified use of language tools in compliance with the etiquette of professional communication; ensuring the skills of competent compilation of professional documentation.

Conclusions. Depending on the type of lexical units and their interconnection, we distinguish five types of frame structures, which largely determine the formation of the future translator’s image of the world: 1) a semantic frame, in which one and the same entity, content, etc. is characterized by its quantitative, qualitative, existential, positional and temporal characteristics; 2) a transformational frame, in which several elements that are participants in a certain event are assigned roles; 3) a possessive frame, which contains the subject entities some / any, which are related to each other as a whole and its part: the frame is characterized by certain semantic characteristics; the whole one consists of different parts; 4) a taxonomic or identification frame represents a separate categorization of relationships; 5) a comparative frame, which illustrates the similarity relations, which are based on the convergence of concepts in a paradigm of human perception.

Resourcefulness of a Personality as a Psychological Phenomenon

Eduard Ivashkevych — 2025-05-27

The purpose of our article is to analyze resourcefulness of a personality as a psychological phenomenon; to show the characteristics of personal resourceful¬ness of the individual as a special mental state; to propose the classification of the structural components of the psychological resourcefulness of a personality.
Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, and generalization.
The results of the research. Considering the functional state of the psycho¬logical resourcefulness of a personality, it is necessary to distinguish two qualita¬tively different sides in its structure: subjective and objective ones. Such a division is due to the presence of the following two functions of this dynamic structure, which is the psychological resourcefulness of the individual: ensuring motiva¬tional (or goal-directed) behavior and restoring the disturbed homeostasis of the psychological resourcefulness of a personality. Moreover, the subjective side of the psychological resourcefulness of a personality is reflected primarily in the experiences of the subject and determines the features of the formation of highly motivated behavior of a personality. In turn, the objective side of the psychologi¬cal resourcefulness of a personality is associated with physiological processes and determines the features of the regulation of homeostasis.
Conclusions. We proved, that for any person the subjective side of the func¬tional state of the psychological resourcefulness of a personality was leading, since during adaptive restructuring, subjective shifts, as a rule, precede all ob¬jective components of the psychological resourcefulness of a personality. This position reflects a general physiological regularity of the psychological resource¬fulness of a personality, which consists in the fact that the mechanisms of regula¬tion of the components of psychological resourcefulness of a personality begin active work much earlier than the systems controlled by them, which are a part of the structure of the psychological resourcefulness of a personality.

Research on Сreativity in the Project and Innovative Activities of a Psychologist

Nataliia Honcharuk — 2025-05-27

The purpose of the article. The study aims to analyze creativity as an integrative component of a psychologist’s project-innovation activity.

Methods of the research. In order to accomplish the proposed tasks, the following scientific research methods were used: theoretical analysis, generalization, conceptual provisions, comparison, systematization, interview, and questionnaire.

The results of the research. The creative approach in the professional activity of a psychologist is described by us as the ability to generate new ideas in the context of various types of activities. It is based on creative activity, supersituationality, the ability to think associatively and broadly, the ability to see extraordinary logical connections between certain aspects of activity. The creative potential of a person is considered as an integrative property that characterizes the ability to creative self-realization and is manifested in talent and giftedness. These components are necessary for the performance of various types of psychologist’s activities.

In the practice of psychologist’s work, different types of project innovative activities are observed: a) professional startup projects; b) problem-oriented activity; c) organizational and managerial actions; d) creative innovative practice; e) research projects; e) social and volunteer projects. Professional startup projects are important for psychological professionals as a primary basis of professional activity aimed at finding a new professional niche. Problem-oriented activity is important in dealing with psychological problems of clients. Organizational and management projects are to develop new strategies for working with colleagues within the framework of supervisory activities and the implementation of support programs. Creative and innovative practice is implemented in the context of new professional activities. Scientific research is focused on a creative approach to experiments. Social and volunteer projects help to creatively combine professional practice with social initiatives.

To find out the levels of creativity in professional psychologists the questionnaire “Creativity in Different Types of Activities” was developed to determine the levels of creativity in professional activities, which allowed determining the peculiarities of this quality in psychological profile specialists.

Conclusions. Having summarized the main points on the study of psychologists’ creativity, we noted that higher rates of creativity were established by the “Problem-oriented activity”, “Creative innovative practice” criteria. At the same time, the most difficult for creative self-realization were “Professional startup projects”; “Organizational and Management Projects; and Research Projects. This is manifested in startup projects, interaction with clients and colleagues within the framework of organizational, managerial and research projects. With this in mind, we express our conviction that the work in this area requires increased attention.

Conceptual Model for Diagnosing Parent-Child Relationships in Psychological Science

Andrii Honcharuk — 2025-05-27

The purpose of the article is to analyze psychodiagnostic methods for assessing parent-child relationships and develop a model for empirically studying parent-child relationships in the context of scientific research.

Methods of the research: theoretical monitoring of scientific research on the problem, analysis of psychodiagnostic tools, comparison of the conceptual foundations of domestic and foreign psychodiagnostics, and modeling.

The results of the research. In the context of the presented scientific research, the main directions of the problem are analyzed. Based on the outlined directions, the components of parent-child relationships are characterized, among which cognitive, motivational, individually oriented, communicative, emotional-evaluative, problem-oriented are distinguished. Within each component, the tasks of a psychodiagnostic examination are formulated and psychodiagnostic methods are selected taking into account the research tasks. New approaches to assessing parent-child relationships, developed in the modern scientific paradigm, are analyzed. Tests, projective techniques, questionnaires, which are widely used in the work of a psychologist to study various aspects of the interaction of parents and children in the process of upbringing, are thoroughly described. Based on the conducted research, a model for assessing parent-child relationships is developed.

Conclusion. The analysis of psychodiagnostic and scientific research tools made it possible to determine the main components, indicators, and structural scheme of studying parent-child relationships, which made it possible to develop a model of scientific research, which is presented as the basis for psychological diagnostics of parental educational influence. The components of the empirical study were identified as cognitive, motivational, individually oriented, communicative, emotional-evaluative, problem-oriented spheres. The criteria were parental competence, parental attitude, upbringing style, communicative tactics of parents, humane relationships, psychological climate of the family and conflict interaction.

Psychological Ways of the Development of Different Types of Thinking of Students as Their Soft Skills

Olena Verovkina — 2025-05-27

The purpose of our article is to analyze psychological ways of the development of different types of thinking of students as their soft skills.

The results of the research. We proved, that a distinction had to be made between theoretical and practical thinking. Practical thinking has the aim to solve certain problems or transforming practical situations, and often exists in conditions of time shortage. Theoretical thinking acts as a process of cognition. Another dichotomous classification of thinking divides it into analytical, namely, that which unfolds in time, consists of different stages in the consciousness of the person who thinks, who is intuitive, who proceeds quickly, does not have clear stages and who is realized in a little degree. A distinction is also made by us between creative and reproductive thinking. We believe that mental culture implies a productive nature of thinking, which cannot exist outside the assimilation of reproductive procedures by a person, therefore, both types of thinking are important for the formation of a mental culture. All these characteristics of different types of thinking are so called soft skills, which are the basis of the development of students as future professionals.

Conclusions. To learn a new subject and solve a problem facing a person, the subject’s creative thinking progresses through the implementation of many operations that are components of the thinking process. The following groups of thinking components are conventionally distinguished: thinking operations –> analysis, synthesis, comparison, generalization, abstraction, concretization, classification, systematization; thinking forms –> concepts, judgments, inferences; thinking qualities –> proveness, criticality, objectivity, laconicism, etc. We note that thinking cannot be reduced only to a system of intellectual operations. Occupying a central place in the structure of general intelligence, thinking and soft skills determine intelligence both procedurally and personally.

The Self-Reflection Questionnaire: Argumentative Results of Content Validity

Olena Shtepa — 2024-11-28

The aim of the article is empirical substantiation of the possibility of psychological diagnosis of self-reflection as an individual’s ability to self-actualize.

Methods. The approbation of the self-reflection questionnaire was implemented by updating the reliability and validity data of the reflexivity technique, which we developed on the theoretical basis of the description of the components of reflexivity by L.I. Ponomarenko. Existential feasibility and personal self-realization questionnaires, self-reflection and insight scale, self-evaluation scale, and psychological resources questionnaires were used to describe the content validity of the self-reflection questionnaire. The following applied methods of mathematical and statistical analysis were used: correlational, comparative, multifactorial, classification, cluster analysis, and analysis of causes and effects.

Research results. It was confirmed that the descriptors of self-reflection are: detachment, positive dissociation, gnostic competence, articulateness, lability, originality, criticality, and cognition. The internal consistency of the scales of the questionnaire is high (r=0.37-0.60; p < .01)). The structure of the eight descriptors of the technique is described by a one-factor empirical model that explains 57% of the variance in the group. Lability (rank 100), positive dissociation (rank 98), articulateness (rank 89), and cognition (rank 82) were found to be the most influential predictors of the general level of self-reflection. The three types of self-reflection are distinguished. The connections of descriptors of self-reflection and manifestations of self-awareness (self-esteem, self-concept), as well as with personal existential self-realization, psychological resources, and indicators of the value-meaning sphere of the individual, were determined. The results of content validity made it possible to highlight the described phenomenon of empirical reality, such as self-reflection.

Conclusions. Self-reflection is characterized as the subject’s ability for personal self-fulfillment, in the way of self-recognition as a result of accepting the ratio of one’s own interpreted available opportunities and the goals of desired psychological well-being. This relationship is made possible by the realization of the person’s internal work on himself, which manifests in the reduction of both a biased self-limiting attitude towards the realization of one’s capabilities and an authoritarian-egoistic attitude towards others. The main manifestation of self-reflection is criticality, which determines the ratio of one’s own interpreted possibilities and the realities of the existing situation, in which the impartiality of the subject enables him to be ready to “read a personal message” in the existing life conditions. It is concluded that self-reflection enables an individual to determine a realistic “version of himself” as a result of a certain lived experience, therefore the function of self-reflection is monitoring to self.

The Peculiarities of Confidence Manifestation and Psychological Conditions of its Development in the “Doctor – Patient” System

Nataliia Shevchenko — 2024-11-28

The aim of the article is to present the results of empirical study on the peculiarities of the manifestation of confidence and psychological conditions of its development in the “doctor-patient” system.

Methods. The following methods were used: empirical method to study the manifestation of patient’s confidence in a doctor – “Methodology for assessing confidence / suspicion of an individual in other people” (adapted by O. Savchenko, V. Petrenko); in order to research the ability to take risks in interpersonal communication – the technique “Personal decision-making factors”; to identify strategies of self-presentation of doctors – the methodology “Strategies of self-presentation” (S. Lee, B. Quigley); mathematical and statistical methods of data processing.

The results of the research. The research has proved that patients show a high level of trust in doctors: the subjects are able to form stable positive relationships with other people, interact constructively with others in specific situations, they are confident in other people, and are able to rely on them in the process of interaction. The psychological conditions of confidence development in the “doctor-patient” system have been empirically investigated. According to the data obtained, the self-confidence of patients appears at an average level: in general, they trust their feelings, experiences, logical conclusions, but, at the same time, they may sometimes have doubts about their own competence, they do not always believe in their own strength, significance, value. It has been established that the studied patients have a high level of willingness to take risks in interpersonal communication, that is, they are ready to take a certain risk by establishing confidence in another person. Peculiarities of self-presentation among doctors have been studied. Among the studied doctors, the strategy of “Attractive behavior” is dominant.

Conclusion. According to the results of the study, the assumption that the development of confidnce in the “doctor-patient” system is determined by a complex of psychological conditions (self-confidence, willingness to take risks, the effectiveness of the strategy of self-presentation in communication) has been confirmed.

Psychological Mechanisms of the Emergence, Development, and Establishment of Civic Identity

Inha Petrovska — 2024-11-28

The aim of the article is to empirically reveal the regularities of the manifestation of the psychological mechanisms of civic identity formation.

Methods. A retrospective narrative “I am in the State” and thematic analysis, which intended for processing the verbal content of narratives were used to identify descriptors of the psychological mechanisms of civic identity formation. 205 citizens of Ukraine aged 16 to 60 (62% women and 38% men) took part in the research.

The results of the research. According to the results of the study, the following averaged percentage distribution of psychological mechanisms descriptors of civic identity formation was obtained: internalization of civic content (25%), imitation of civic behavior models (23%), individualization of the content of citizenship (19%), exteriorization of stereotypes, attitudes, and patterns of civic behavior (15%), implementation of the experience of interaction with the state and fellow citizens (10%), comprehension of one’s own citizenship (8%).

Conclusions. Descriptors of all psychological mechanisms of civic identity formation (emergence, development, and establishment) are sufficiently represented in the retrospective narrative texts of the respondents. However, the uneven «involvement» of these psychological mechanisms in the process of forming a person’s civic identity was revealed. The internalization of civic content, imitation of civic behavior models, and individualization of the content of citizenship can be counted among the most universal mechanisms of civic identity formation. Less universal but quite common is the mechanism of exteriorization of stereotypes, attitudes, and patterns of civic behavior. Mechanisms of implementation of individual experience of interaction with the state and fellow citizens and comprehension of one’s own citizenship turned out to be more specific and less widespread. Insufficient engagement of these mechanisms can lead to the formation of a deficient or deformed civic identity.

Psychological Peculiarities of Use of Dialogical Forms of Control of Knowledge, Skills and Abilities of Students at the Lessons of the English language

Nataliia Mykhalchuk — 2024-11-28

The aim of our research is to show psychological peculiarities of use of dialogical forms of control of knowledge, skills and abilities of students at the lessons of the English language.

The results of the research. So, we single out the main norms and principles of organizing dialogic influence: emotional and personal openness of partners of communication; psychological orientation to actual conditions of each other; trustworthiness and openness of expression of the person’s feelings and states. Therefore, in the process of a dialogue two personalities begin to form a common psychological space and time span, forming an emotional “being together”, in which interaction in general, object, monologic sense no longer exists, and in its place a psychological unity of subjects appears. Such conditions of the existence of people contribute to the development of their creativity and the disclosure of the personality.

Conclusions. We proved that a Dialogue has a positive effect on the emergence and development of contacts between people. We believe that a dialogue is the highest level of the organization of communication, because it is characterized by a positive personal attitude of subjects to each other, their “open” address and behavior towards partners of communication. It is indisputable that a dialogical interaction between a teacher and a student in the process of schooling stimulates internal dialogues in the minds of partners of communication, which in turn has a positive effect on the mental and personal development of students.

Psychological Aspects of Activating the Approbation Process of Creative Mathematical Thinking

Lidiia Moiseienko — 2024-11-28

The purpose of the article is to find out the potential influence of cause and effect questions on the approbation process of creative mathematical thinking in order to activate it.

Methods of the research. According to the results of the analysis of research on creative mathematical thinking, it was established that the exploratory mathematical process is the process of setting and solving a mathematical problem. It was found that the approbation of thinking results accompanies the solution of the problem at all its stages. It is emphasized that the process of solving a creative problem is determined by the performance of algorithmic and heuristic methods, which can and should be formed. They should contribute to the production of various ideas, their qualitative examination and selection.

The results of the research. It was established that the psychological essence of the approbation actions of mathematical thinking is the comparative interaction of the knowledge obtained during solving the problem with the existing subjective knowledge system.

The use of a wide range of cause and effect questions when solving creative mathematical problems is established to activate the components of the search process: understanding the problem, predicting solution ideas, approbation of thinking results, turns them into complementary ones.

The approbation actions are found to have different content and psychological significance at different stages of solving mathematical problems.

It was found that special questions ensured the actualization of existing knowledge, experience, and skills, the flow of associations, imagination, which contributes to deepening the understanding of the meaning of a mathematical problem and actualizes approbation actions.

It has been established that there is a significant activation of approbation actions when forming a solution to a mathematical problem. Under the influence of special questions, the structural elements of the task are modified, which requires the study of their properties and functional capabilities.

It is proven that the acquired experience of accompanying the search process with questions turns the approbation of the solution project into a subjectively meaningful process aimed at comparing the parameters of the solution hypothesis with the parameters required in the mathematical task.

It was found out that in such conditions, knowledge is formed about a sufficient level of inspection quality and the skill to necessarily introduce it into the search process is developed.

Conclusions. Activating a wider range of thinking actions, the acquired skill of forming numerous questions changes the depth and quality of approbation actions that take place throughout the entire solution of mathematical problems, forms the ability to analyze and control one’s own thinking steps, contributes to the formation of subjective confidence in the correctness of the solution found.

Modern Cognitive and Informational Warfare: the Role of Consciousness Manipulation of Ukrainians in Personality Transformation

Serhii Maksymenko — 2024-11-28

The purpose of the article is to study the psychological and neuro-psychological nature and strategies of cognitive and information warfare in the Ukrainian context in 2024, as well as the formation of a theoretical basis for individual, personal changes, transformations of personality, as a negative consequence of destructive influence of the methods of propaganda, misinformation and methods of manipulation on the individual’s self-consciousness, brain, cognitive functions, emotional and volitional sphere of a personality during extreme and risky combat operations.

Methods of the research. The theoretical and methodological base of the research consists of a set of theoretical and empirical methods: theoretical-methodological analysis, generalization, systematization, surveys, interviews, test methods, project method, Rorschach projective technique, genetic-creative approach (S.D. Maksymenko) and principles of its construction: development; experiencing freedom; technologies, methods of disinformation and propaganda; self-regulation of behavior; interactions; uncertainty and indeterminism; therapeutic action through the prism of digital technologies; basic philosophical, psychological, sociological principles of understanding the problem of cognitive and information warfare.

The results of the research. For Ukraine, countermeasures against cognitive and informational warfare are of crucial importance for ensuring national security and protecting democratic values. Effective countermeasures require cooperation between government structures, civil society and international partners.

Conclusions. The cognitive-informational war (CIW) in 2023-2024 is an important aspect of the modern world order, especially in the context of the Russian-Ukrainian war. This is a complex mechanism of manipulating the consciousness of Ukrainians, which uses various methods and tools to achieve its invasive goals, leading to the transformation of cognitive and behavioral transformations of a personality.

It has been established that the influence of the cognitive and informational warfare on Ukrainian society is manifested through the division and polarization, undermining trust in the authorities, destabilizing the political situation, and reducing the fighting spirit of the Ukrainian army. However, according to the mentioned plan, there are measures that can reduce the negative impact of CIW, such as the development of critical thinking and media literacy, detection and countering of disinformation, protection of cyber security and support of freedom of speech and pluralism of opinion.

The future prospects of the development of cognitive and informational warfare will be reflected in the constant growth of technologies and changes in the strategies of conducting information warfare. Therefore, it is important to constantly update and adapt countermeasures to new challenges. It has been found in order to counteract effectively against CIW, it is necessary to combine technological and psychological approaches, develop critical thinking and media literacy of population, and create effective mechanisms to counter disinformation and manipulation.

Adaptive and Maladaptive Relationships between Parents and Children of Senior School Age in Different Groups of Families

Larysa Liashenko — 2024-11-28

The purpose of this article is: to describe adaptive and maladaptive relationships between parents and children of senior school age in different groups of families, taking into account dominant strategies of the activity, behavior, their styles and types.

The results of the research. We proved that significant socio-psychological factors that predetermined the formation of destructive manifestations of aggression of children in the system of parent-child relations, were: a socially unacceptable way of life of the family, disturbances in its structure and functioning, intra-family communication and interaction, psychological, physical, sexual violence committed against the child.

Conclusions. The main factor determining the specificity of manifestations of aggression of children is a psychological type of attitude of parents to the child and vice versa. At the same time, authoritarian-aggressive tactics of parents, their characteristics of a psychological type of parental attitude “hypersocialization”, form indirectly manifested by children reciprocal-aggressive attitude towards parents. Emotional and physical distancing, characteristic for the psychological type of parental attitude, such as “rejection”, forms the child’s ability to confront them aggressively. Dominant-suppressive attitude of parents, characteristic for the parental type of attitude of “Infantilization”, belittling individual-psychological characteristics and devaluing the personal achievements and aspirations of the child, provide his/her psychological “occupation” by parents, help to actualize the characteristics of the “symbiosis” type of attitude, suppressing the child as a person, form undisguised helplessness and egoism, negativism and hostility of children.

Psychological Content of the Leading Role of Facilitative Activity

Nataliia Khupavtseva — 2024-11-28

The purpose of our research is to show psychological content of the leading role of facilitative activity, to highlight these basic ideas according to the principles of facilitation and facilitative interaction.

The results of the research. The attributive analysis of facilitation as the type of the activity allowed us not only to identify and correlate its attributes, but also to establish that this activity can be basic for teachers and students in the system of secondary educational institutions. We showed, that statements regarding the social essence of the individual, the leading role of a facilitative activity in the process of its development became the methodological basis for the separation of the principle of learning and interpersonal interaction. As a whole, they make us possible to support the processes of self-expression, self-development and self-realization of the teacher’s personality, the development of his/her unique individuality, by taking into account a complete system of interrelated concepts, ideas and ways of performing actions and activities. The basic ideas that constitute the essence of the principles of facilitation are highlighted: regarding individual freedom; regarding the person’s need for self-actualization; regarding the individuality of a person; regarding education and upbringing as facilitative prerequisites of a person in the development of individuality and personal growth; regarding psychological and pedagogical support; regarding the development of the subjective experience of a person in the process of life; regarding trust and faith in a person, his/her individuality; regarding the equal treatment of all participants in the pedagogical process.

Conclusions. We proved, that ideas of facilitative interaction internalized by the teacher were directly included in his/her subjective experience and create a coherent structure of the teacher’s “Me”. In the existing traditions of the organization of learning, the subjective experience of the participants of interpersonal interaction is considered as imperfect, insignificant, burdened with random ideas, and therefore facilitative interpersonal interaction is either ignored or levelled, or artificially processed. Facilitation to a large extent implies the subjective experience of all participants in the educational process, affects the formation of different and unique personalities.

Psychological Features of Post-Traumatic Stress Disorder of Combatants in the Situation of War in Ukraine

Yevhen Kharchenko — 2024-11-28

The purpose of this article is to show psychological features of post-traumatic stress disorder of combatants.

The results of the research. The following methods were shown to be widely used by psychologists and rehabilitation specialists of military units and unit commanders in the practice of psychological rehabilitation of combatants who had received combat mental trauma: autogenic techniques (performance of mental self-regulation techniques, self-training, meditation, etc.); physiological methods (deep sleep, rest, quality food, drinking a lot of water, shower, field bath); organizational means (establishing a clear regime of work and rest, involvement of servicemen into active combat training, service, preservation of military uniform); medication means (sedatives, tranquilizers, antidepressants, nootropics, psychostimulants, phytotherapy, vitamin therapy, etc.); psychotherapeutic techniques and methods (individual and group rational psychotherapy, music, library, art, nature therapy, etc.).

Conclusions. We proved that the situation of hostilities, which take place in the east of Ukraine, leads to pronounced changes in the functional state of mental activity, which is characterized by the development of extremely strong negative emotions, such as anxiety, fear, severe mental and physical fatigue. The rapid transition to a peaceful reality often does not allow combatants to adequately respond to certain circumstances from the perspective of the surrounding reality. Post-traumatic stress disorder, becoming chronic, affects almost every aspect of a combatant’s life, including work, activity, interpersonal relationships, physical health and self-esteem.

Types of Parental Attitude towards Children as a Way to Achieve Adaptive Family Relationships

Nataliia Kharchenko — 2024-11-28

The purpose of this article is to study types of parental attitude towards children as a way to achieve adaptive family relationships.

The results of the research. Children of parents with a controlling type of upbringing were obedient, suggestible, fearful, not too persistent in achieving their own goals, non-aggressive. With a mixed style of upbringing children are characterized by suggestibility, obedience, emotional sensitivity, non-aggressiveness, lack of curiosity, originality of thinking and poor imagination. So, we distinguished three types of parental attitudes that are pathogenic for the emotional development of the child: 1. Emotional rejection is the indifferent attitude towards the child, it shows the parents’ unwillingness to satisfy the child’s physical and mental needs, a desire to spend more time without him/her. This also includes cruel treatment, when, along with indifference, parents inflict physical injuries on the child. The reasons are financial difficulties, marital conflicts and mental infantilism of the child. 2. Overprotection is often such style of treatment of the child, which covers up an unconscious rejection of him/her. A feeling of guilt, in the connection with this rejection, often is arisen in parents’ psyche whose child is often and seriously ill. 3. Treatment of the child by a double bind type. The child is completely (and emotionally) dependent on the parents.

Conclusions. The classification of parental attitudes towards children suffering from neuroses, neurosis-like conditions, psychopathies and character accentuationswas proposed: 1. Indulgent hyperprotection: the child is the center of attention of the family, and the family strives to satisfy his/her needs as fully as it is possible. 2. Dominant hyperprotection: the child is the center of attention of the parents, who spend a lot of time and energy to him/her, while depriving him/her of independence, setting numerous restrictions and prohibitions. 3. Emotional rejection: ignoring the child’s needs, often cruelty to him/her. 4. Increased moral responsibility is in education, increased moral demands are combined with inattention and lack of care on the part of the parents. 5. Cruel treatment includes parents do not strive to satisfy the needs of the child, but at the same time practice cruel punishments for the slightest offenses. 6. Neglect: the child is left to his/her own devices, the parents are not interested in his/her personality and do not control him/her. Lack of care and control are perceived by us as hypoprotection.

Psychological Principles of the Development of the Emotional Components of Future Translators’ Image of the World

Ernest Ivashkevych — 2024-11-28

The purpose of our research is to show psychological principles of the development of the emotional components of the image of the world of future translators.

The results of the research. We proposed some more important psychological principles of the development of the emotional components of the image of the world of future translators: 1. The principle of actualization of the person’s consciousness. 2. The principle of managing the person’s emotions. 3. The 3^dprinciple is “Achievement motivation”. 4. The principle of actualization of Empathy. 5. The principle of developing students’ social skills.

Image of the World of future translator is a rather significant element of the subject content of translation activity and it is its product. The Image of the World of future translator is a very thing in which the translation activity is materialized and embodied. So, as a product of listening, an inference appears, Image of the World of future translator becomes clear to the translator in the process of receptive activity. A condition may or may not be realized as a product of the activity, it may play the role of so-called “intermediate decision” taken by the subject of the activity in this process. In particular, the product of speech is an utterance.

Conclusions. The most important element of the content of the translation activity is its result. The result of speaking, for example, is the nature of the recipient’s understanding of the information having been heard. The result of listening, in turn, is the understanding of the content and meaning of the received information. However, the explication of translation activity in so-called intangible form of the product and the result significantly distinguishes it from any other type of the activity. At the same time, translation activity in its structure and direction generally corresponds to the general definition of the activity. The communicative need, reflected in the motive and communicative intention, determines the purpose of the translation activity. This goal is reflected in the subject, that is, in what it is aimed at, therefore, in the very content of the translator’s thought. So, the internal inseparable connection between the structural organization of translation activity and its content is indisputable.

Dominant Functions of Social Intelligence of Teachers of Preschool Educational Establishments in the Conditions of War in Ukraine

Eduard Ivashkevych — 2024-11-28

The purpose of our article is to analyze dominant functions of social intelligence of the teachers of preschool educational establishments in the conditions of war in Ukraine.

The results of the research. The functions of “understanding the actions of other people and influencing them”, “understanding oneself and modeling behavior in accordance with the person’s needs, his/her goals and abilities” are distinguished by us. We consider the level of the development of the specified characteristics of these functions to be indicators of the development of these functions. So, as a result, we distinguish between interpersonal and personal intelligence.

Conclusions. We consider the dominant functions of social intelligence to be “the ability to express spontaneous judgments about other people” and “to predict the behavior of others”. These functions are noted to actualize the so-called “social gift”, that is the ability to adequately express oneself about the surrounding subjects of people. The function of “adaptation to life situations” is also distinguished by us. This function is noted to significantly affect the development of general abilities and personal qualities, facilitates the formation of cognitive competence, which allows people to perceive the events of social life with a minimum of surprises and with maximum of personal benefit. The functions of “solving practical tasks and situations of everyday life” and “social adaptation” are also highlighted. This function actualizes a high level of the individual’s ability to solve daily tasks, including complex situations and situations of cognitive dissonance.

Empirical Research on Studying Psychological Conditions of the Formation of Adaptive Relationships between Parents and Children of Senior School Age

Elina Hlavinska — 2024-11-28

The purpose of this article is to describe psychological conditions of the formation of adaptive relationships between parents and children of senior school age.

The results of the research. We believe that adults should create the most positive conditions for the harmonious mental development of the personality of senior school pupils. Parents should understand that the child’s point of view and dignity should be respected, because this will facilitate the formation of a high or adequate self-esteem of the child. Senior school pupils should definitely be given useful advice, set a positive example, because all this will contribute to the formation of their personal and social maturity.

Conclusions. Both parents and children should be patient with each other, be kind to each other, love each other in all situations, talk to each other. In this difficult period, the period of children’s growing up, everyone in the family has to perceive the people around them in a completely different way, relate to each other and to the surrounding world. The personally meaningful experience acquired by children is useful. The latter greatly helps senior school pupils to overcome conflicts, depression, not to fall into pessimism and take responsibility for their actions, to draw positively labeled conclusions from all events that will help overcome new life problems. Thus, a personally meaningful experience is formed taking into account certain psychological and social conditions that take place in the life space of senior school pupils in different periods of their life and personal development.

Psychological Ways of Forming a Teenager as a Subject of Cognitive Activity

Nataliia Ternovyk — 2024-04-25

The aim of our research is to show psychological ways of forming a teenager as a subject of cognitive activity by providing a confirmatory experiment at secondary schools.

The results of the research. It was shown, that we connect the effective solution of the problem of Subject activity with the solution of the question of what it is the source of this activity. We’d like to note that the external Cognitive Activity of the person depends on the internal Cognitive Activity not only in the sense that any external influences are realized only through the internal characteristics, but the internal ones also have its own direct source of the activity and development. Analyzing Pre-Subjective Cognitive Activity, including genotypic influences, in which the biological and social prerequisites of the development are suppressed. We believe that it is necessary to take into account spontaneity in the development of the Subject of Cognitive Activity. We introduce the concept of a center of Subject’s Activity, the formation of which is manifested in a gradual change in the relationships between External and Internal types of Cognitive Activity: from the prevailing orientation of External through Internal Content to the increasing dominance of the tendency Internal through External Senses.

Conclusions. Taking into account the opportunities given by the nature and acquired them into the process of education and upbringing, as well as the demands of the Ukrainian society, we single out the following structure of the Subject of Cognitive Activity. The content of the Subject of Cognitive Activity is a hierarchy of goals, one way or another presented in the mind of a person and the formed subjective experience of a person. A form of Subjectivity is conscious self-regulation of human activity and behavior. The implementation of the Subject of Cognitive Activity is determined by the interaction of formed self-regulation skills and components of subjective experience. We single out the following components of Subject’s experience: 1) valuable experience (related to the formation of interests, ethical norms, ideals, beliefs); 2) the experience of reflection; 3) the experience of habitual activation; 4) operational experience; 5) the experience of cooperation.

Motivation of Employees’ Personal Self-Construction

Tamara Solomka — 2024-04-25

The aim of the article is to analyze the phenomena and features of motivation as a psychological phenomenon regarding the implementation of constructivism in the «relationship» of personnel and the organization, when the initiative of interaction belongs to a person as a subject of self-creation and production activity.

Мethods: with the help of methods of analysis, synthesis and comparison, career phenomena are highlighted in the relationship of self-design and its management at the individual and organizational levels, which stimulates a positive personal environment of interaction, promotes active behavior in the application of positive personality resources. The categorical and structural-functional methods, units of analysis of motivational structures in the manifestation of conflictogens-tensions of a personal-constructive and communicative character were used. Methods of systematization and generalization as well as modeling method were applied .

Research results. The congruence of well-being and personal self-construction of the organization’s personnel in the context of motivation for higher quality and effective organizational activity on the one hand and movement in the direction of one’s own well-being on the other is determined. The practical possibilities of motivation of self-reinforcement, self-regulation, self-efficacy, as well as the effectiveness of the application of the complex theory of motivation are considered in detail. The key problem of motivation in the process of personal self-construction of personnel is determined by the interdependent formed value orientations in relation to the profession and the vision of the personal meaning of the activity, which corresponds to deep personal meanings.

Conclusions. The specific epistemological context of social constructionism in the motivational paradigm of personal self-construction of personnel, based on integrity, contextuality and preventiveness, is proven. The PERMA model of positive psychology is an important tool in relation to the concepts of self-construction motivation of personnel. Local structure-forming characteristics of the personal self-construction of the personnel of organizations in the motivational dimension are the behavioral capabilities of employees, realized in the recognition of achievements, positive feedback, which initiates the subject of self-construction.

The Scale of Motivationess: an Empirical Description of the Phenomenon and a Presentation of the Method

Olena Shtepa — 2024-04-25

The aim of the article consists in establishing empirical descriptors of the state of motivation.

Methods. The study was implemented according to the Nelson model, which provides for the possibility of determining the essence of the problem under the existing conditions. The empirical research used such methods as the motivation structure questionnaire, the existential feasibility scale of Lange and Orgler, the Schwartz motivational values questionnaire, the Luthans psychological capital method, the Riff psychological well-being questionnaire, the personality life tasks questionnaire (Laboratory of Social Psychology of the personality of Prof. Tytarenko), the questionnaire of Stepa’s reserve motivation, Stepa’s psychological resourcefulness questionnaire, meaningfulness of life method (an adaptation version of the Krumbo and Maholik questionnaire), Muddy’s hardiness questionnaire. The following methods of mathematical and statistical analysis were applied: multivariate, cluster, correlational, comparative, and classification analysis.

Research results. The following indicators of motivationess were determined: confidence in one’s capabilities, realistic goal formulation, a clearly defined sequence of actions, effective self-organization of time, understanding of the ratio of one’s strengths and difficulties, completing a task by applying one’s efforts, interest in the process of completing the task, desire to complete the task, inspiration from one’s own experience of success, the ability to draw analytical conclusions from one’s own experience of failures, resistance to stress during task performance, proactiveness in setting the task, the desire to receive and provide informative feedback during the execution and completion of the task, readiness to learn new knowledge and skills to perform the task, sense vocation for staging and completing the task. Cronbach alpha for statements of the Motivationess scale is within 0.91–0.92. The value of intercorrelations of motivationess indicators is 0.30–0.78 (p < .001). The classification analysis showed that low, medium, and high levels of motivationess were correctly determined by 90%, 100%, and 100%, respectively. The structure of motivationess is two-factor, cumulative multi-factor analysis explained 59% of the variance of the data in the group. A higher level of motivationess is characterized by its procedural, dynamic indicators. The k-means method showed the correctness of distinguishing two types of motivationess - low and high; the type of motivationess is determined by its dynamic indicators.

Conclusions. Motivationess is characterized by us as a dynamic motivational state of existential discourse, which is actualized about a certain life task, is manifested in the ability of the individual to correlate his resources with the challenges of life conditions in a dialogic interaction, and is experienced by him as inspiration. The motivation scale received the necessary indicators of its reliability. The text of the Motivationess scale is included in the appendix to the article.

Empirical Research of Professional Creativity of the Head of Educational Institution

Alexander Nabochuk — 2024-04-25

The aim of our research is to show the concepts of “professional creativity” and “creativity in the process of professional activity”; to organize the experimental research and to analyze its results; to describe the processes cause a creative reinterpretation of stereotypes – meaning-making – and changes in the entire life process – life-making; to show the results of empirical researches of professional creativity of the head of educational institutions.

The results of the research. We proved, that if there was no personal meaning in the process of professional activity, for the sake of which professional activity would be carried out, and only the objective orientation of this activity was expressed. Then such activity would not take the form of creative activity, it would not reflect the actual spiritual search on oneself that is meaningful for a person. The internal objective determinants, the objective orientation of the process of professional activity allows the manager to find his/her own personal meaning, and only when the manager clearly understands why he/she will carry out creative activity, its goals and values will be determined. Only in the case when the process of professional creativity acquires a personally significant meaning for the manager, only then this activity can be considered in a creative aspect, in the paradigm of the manager’s acquisition of personal meanings and the formation of his/her creative individuality. Thus, the professional creativity of a manager is understood by us as a conscious, purposeful, active process of the unique activity of its kind, aimed at finding a new, independent, innovative and original way of managing the activities of subordinates with the aim of highly effective creative resolution of managerial tasks and problems.

Conclusions. The results of professional creativity are: a new understanding of the subject of activity – the creation of new ideas, programs, concepts, projects, paradigms, aimed at obtaining fundamentally new results, which make it possible to involve a wider social community in creative cooperation; the emergence of new ways of carrying out professional activities, hitherto unknown technologies, activity algorithms, etc. Professional creativity of the manager is accompanied by constant personal development – the need for new, original, non-standard and unique ideas.

Psychological Functions of Socio-Cultural Competence

Nataliia Mykhalchuk — 2024-04-25

The aim of our research is to show psychological functions of socio-cultural competence; to present cultural context, which influences the development of socio-cultural competence of students.

The results of the research. We proposed socio-cultural approach in the process of education at high school at the English lessons. We proved that the main function of socio-cultural competence is a cultural function, which has the aim to create cross-cultural competence of the student almost at the same level as a native speaker. The main cultural function is a mean of building up a cultural-historical theme, and the native culture is not ignored. So, there is a parallel study of the cultural manifestations of native people and the people whose language is being studied. It was proved that the ways of developing of sociocultural competence to learning a foreign language has the aim to integrate language education interdisciplinary with the purpose to enrich bilingual competence of the student in order to fulfill the role of a subject of multi-cultural dialogues and to gain a role of a cultural mediator in the process of intercultural communication.

Conclusions. We’ve shown, that from the standpoint of Sociocultural Approach, socio-cultural competence is understood by us as the functionally determined communicative interaction of people who are the representatives of different cultural communities and belong to different geopolitical, continental, religious, regional, national, ethnic groups, as well as social subcultures. It was shown, that partners of communication, of course, can differ from each other in value-oriented worldview, lifestyle, models of speech and non-verbal process of communication. For productive multi-cultural communication, a personality with a high level of socio-cultural competence must be a mediator of cultures, by which we understand a student who has knowledge about the peculiarities of different cultures and the peculiarities of their interaction. Socio-cultural competence allows a person to go beyond the background of his/her native culture and acquire the qualities of a mediator of cultures, without losing his/her personal cultural identity.

Problems with the Requirement to “to Prove” as a Training of Creative Mathematical Thinking

Lidiia Moiseienko — 2024-04-25

According to the results of the analysis of research on creative mathematical thinking, it was established that the exploratory mathematical process is the process of setting and solving a mathematical problem. It has been found that questions activate the mental actions of both those who ask them and those who answer them. It is emphasized that the process of solving a creative problem is determined by the performance of algorithmic and heuristic techniques that can and should be developed. They should contribute to the production of various ideas, their qualitative examination and selection.

The aim of the article research. To analyze the potential possibilities of the experience of solving problems with the requirement to “to prove” with the active use of cause and effect questions to activate creative mathematical thinking. For this purpose, the method of analyzing students’ searching actions while solving creative mathematical problems was used.

The results of the research. It was established that the application of a wide range of questions in the process of solving creative mathematical proof problems activates thinking components: understanding the problem, predicting solution ideas, approbation of thinking results, which become more complementary. It was found that special questions ensured the actualization of existing knowledge, experience, and skills, the flow of associations, imagination, which contributes to deepening the understanding of the meaning of a mathematical problem. It was established that predictive thinking actions, which under the influence of special questions generate a high-quality leading idea for solving the problem, contribute to filling it with content due to the active mental modification of structural elements, the emergence of thought new formations. The possibility of forming the skills of a critical attitude to various kinds of thinking discoveries with the help of their approbation with special questions has been proved. This becomes the basis for building a clear logical chain of reasoning from what is given to what needs to be proved in proof tasks.

Conclusions. Solving mathematical proof problems with the active use of cause and effect questions activates creative mathematical thinking.

Dynamics of the Efficiency of Providing Multidisciplinary Rehabilitation Assistance to Victims with Spine Injuries

Yurii Lukashenko — 2024-04-25

The degree of damage to spine is now a threat to health and optimal functioning of the human body in the post-traumatic period. Taking into account the peculiarities of the mechanism of psychogenic disorders in the conditions of the full-scale Russian invasion contributes to the specialist’s readiness for stress and conflict situations during the rehabilitation period of work with the victims.

The purpose of the article is to substantiate the dynamics of the effectiveness of providing multidisciplinary rehabilitation care to victims with spinal cord injuries. Psychocorrection should contain a list of training exercises aimed at the development of self-awareness, improvement of psychological culture, improvement of reflective personality characteristics, self-actualization and will involve mastering the skills of voluntary psychophysical self-regulation of the state.

Research methods. Among psychodiagnostic methods, the following were used: the questionnaire «Change in the quality of life due to the disease», the method of determining the intensity of the pain syndrome according to the visual analog pain scale (VAS) and the Minnesota Multi-Profile Personality Questionnaire (MMRI-2) to assess the psychological status of the individual. The characteristics of motor activity were determined according to the dynamics of Hauser’s gait index, which determines the mobility of the victim and his ability to move freely and the need for auxiliary means of support.

Research results. In subjects with spinal cord injury during hospitalization and psychocorrection changes in the gait state according to the Hauser index (muscle strength) were improved from 3.18±0.13 points on average for the group to 4.9±0.63 after the injury. This indicates that after 10-12 months’ treatment all subjects moved without the help of other attendants, some of whom were completely independent, within and outside the home to overcome thresholds and low curbs. Motor activity and gait were improved; there was a noticeable decrease in the intensity of pain, anxiety and depression.

The Psychology of Adaptive and Maladaptive Relationships between Parents and Children of Senior School Age

Larysa Liashenko — 2024-04-25

The purpose of this article is: to study the concept of “child-parents adaptive relationships”; to describe The Humanistic Conception of child-parents adaptive relations; to present The Psychoanalytic Model of family adaptive education, The Transactional and The Behaviorist Models of Personality Adaptive Education; to describe the results of the experiment with the aim to explain that a person’s implementation of the feature of aggressiveness in destructive maladaptive behavior.

The results of the research. We proved, that socio-economic factors of family life (a quality of life, a status of a family, living conditions, monetary income, social status, a level of education of parents) does not have a direct impact on the manifestations of aggression of children, however, its pronounced disadvantage can motivate parents’ aggression towards children, causing the aggression as a response.

Conclusions. We proved, that in the typology of a modern family, the main factors associated with manifestations of destructive aggressiveness of children are the influences of the socially disadvantaged microenvironment of the family, which predetermine its manifestations, and the profiles of parental attitudes in it, which determine its manifestations. The influence of the socio-economic characteristics of the family, its structure, composition and number, problems, associated with the health of its members, the culture of their communication, are of great importance in the manifestations of abnormal aggressiveness of children, but to a greater extent these manifestations are mediated by purely psychological family functioning parameters, also parental attitude profile.

Functions of Facilitative Interaction as a Predictor of Developing Pupils’ Soft Skills

Nataliia Khupavtseva — 2024-04-25

The purpose of the article is: to show the content of facilitative interaction; to present the functions of facilitative interaction; to describe our experimental research at secondary schools and to describe functions of facilitative interaction as the predictor of developing pupils’ soft skills.

The results of the research. According to the results of our research we proposed such functions of facilitation: the function of stimulation; update function; the function of forming the sovereignty of the student’s personality; the function of managing the educational process; the function of organizing the process of interaction; the function of providing a creative educational environment.

Conclusions. We proved empirically, that functions of facilitative interaction in the pedagogical process at secondary schools are real predictors of developing pupils’ soft skills, such as: academic achievements, self-concept, attitude to school, creativity, conformity, curiosity, anxiety, locus of control, cooperation, recognition of value, acceptance, trust, the possibility to create the environment, the ability to participate in creative types of the activities, expressiveness, naturalness, empathetic listening, the ability to make a climate of liberation, stimulating self-initiated personal growth. Also, we proposed three groups of soft skills of such kind of emotive teaching, which can be called facilitative soft skills: empathy, respect, sincerity.

Psychosemantics of Types of Military Stress of Combatants

Yevhen Kharchenko — 2024-04-25

The purpose of this article is to introduce Psychosemantics of Types of Military Stress of Combatants: we mean Chronic constant (or prolonged) stress and Acute situational stress of combatants with Post-traumatic stress disorder.
Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental method was the method of organizing empirical research.
The results of the research. We proved, that combatants with Chronic constant (or prolonged) stress also observed variability in the occurrence and development of a painful emotional state, but, as a rule, at the first stage there was an accumulation of emotional tension, which, due to the interaction of certain personal characteristics and situational influences, did not find a response. We understood, that the main disorders of the servicemen’s mental activity are related to the experience that traumatizes the psyche and which is caused by military conditions, but their degree largely depends on the totality of the reaction to this factor of the entire unit. The collective reaction has a strong influence on the discipline and organization of military units.
Conclusions. Therefore, it should be noted that Post-Traumatic Stress Disorders occur in a case of combatants as a delayed or protracted reaction to a Psycho-Traumatic Stress Event or a situation of an exclusively threatening or deadly nature (combat operations, watching the violent death of others, the role of a victim of torture, being in captivity, etc.). In its essence, Post-Traumatic Stress Disorder is an appropriate reaction of a mind and a body to a powerful emotional stimuli of a stressful situation that occurred.

The Psychology of the Formation of Adaptive Relationships between Parents and Children of Senior Age with Intellectual Disabilities in Ukrainian Society in the Conditions of Military Operations

Nataliia Kharchenko — 2024-04-25

The purpose of this article is to study psychological characteristics and parents-children interpersonal relationships in the family with a child with intellectual disabilities.

The results of the research. Such personal characteristics, as aggression, infantilism, shyness (the result of disrupted relationships between a child and his/her parents) can be attributed to three levels of parent-child interpersonal relationships: Level I – the relationships between parents and a child are characterized as passive-defensive ones, children are in a state of hidden conflict, there is no possibility of establishing emotional intimacy; Level II – there is adaptive atmosphere of emotional incontinence in the family. Children adopt this style and treat their parents in a “mirror” way – it is active-defensive style. Children are confident that their requests and desires will not be satisfied. Accusations are responded to them with aggression. They do not know how to restrain emotional reactions; their behavior is dominated by excitability, conflicts and aggressiveness; Level III – there are the same family characteristics as in the second level, but children are noted to have a weak nervous system. As a result, in response to sharp influences from the side of their parents, physiological disorders arise such reactions, as tic, enuresis, stuttering. Typically, such a child is characterized by obedience, but the possibility of outbursts of aggression towards peers cannot be ruled out.

Conclusions. We showed, that the extreme variant of violations of the relationships between parents and children was “maternal deprivation”. This condition is characterized by severe psychological discomfort of the child, occurs in conditions of constant absence of the mother or severe rejection from the side of her attitude to a child. Both in theoretical and experimental studies which deal with the influence of the family situation on the formation of behavioral tendencies and personality traits of children, play the enormous role of the mother. So, in the situation of the absence of the mother or in the situation where the child saw her extremely rarely, the child felt emotional discomfort, cried more often, was stubborn and aggressive.

Theoretical Basis of the Formation of the Image of World of Future Translator

Ernest Ivashkevych — 2024-04-25

The purpose of our research is to show theoretical basis of the formation of the image of world of future translator; to describe scientific approaches to the study of the image of the world of the person of future translator; to show psychological understanding of the Image of the world of the personality of future translator related to the concepts of development, activity and personal growth; to assess the formation of students’ motivational sphere in the paradigm of the image of the world of the person of future translator.

The results of the research. We proved, that as for “the desire to work with foreigners or abroad without an interpreter”, “to improve one’s material situation thanks to the knowledge of a foreign language”, these motives were dictated, first of all, by social changes in our life, increasing the authority of a foreign language among other disciplines due to the expansion of international relations. Students with good language training rate utilitarian motives more highly. A higher level of knowledge of a foreign language gives them greater confidence in these goals. All these motives are formed by the Image of the World of the personality of future translator.

Conclusions. The analysis of the motivational sphere of students of the experimental and control groups made it possible to conclude that the motives for learning a foreign language are quite diverse, but all of them are highly valued by students. Students with developed Image of the World of the personality of future translator have aspirations and hopes to acquire new and necessary knowledge for their professional activities. However, they still cannot fully assess their capabilities, without having a sufficient level of knowledge and skills to carry out translation activities at a professional level.

The Correlation between Definitions of General and Social Intelligence in the Empirical Study on Teachers of Preschool Educational Institutions

Eduard Ivashkevych — 2024-04-25

The purpose of our article is to analyze the Phenomenological Scientific Approach to the characteristics of general intelligence of a personality; to consider Intelligence structure as a basic general category, to describe the problem of its origin and essence as one concept of the “eternal”, “planetary” problems; to show Measuring (or Testological) Scientific Approach to characterize the general intelligence of a person; to propose the characteristics of Associated-systems theory; to study the problem of general and social intelligence, to analyze correlation of these definitions according to the thoughts of teachers of preschool educational establishments.

Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, like statement study.

The results of the research. We proved that in the paradigm of Cognitive Psychology the study of social cognitions and social intelligence has greatly enriched in the Psychology by the essence and the content of social intelligence, which previously had been developed in the psychometric tradition. Thanks to Cognitive Psychology, the actualization of the concepts of social representation was intensified. However, the analysis of existing models of representations of social knowledge suggests that the greatest attention in the history of Cognitive Psychology was given to abstract representations, and existing mental models (which relate to both verbal and figurative presentation formats of information) were not systematically checked. In addition, the functioning of these models, as a rule, plays a leading role in such a field of social cognition, as actualization of processes of social categorization and stereotyped thinking, in the field of perception of psychological features, the formation of the first impression, understanding of subjects of interpersonal interaction, etc. This situation, we deal with, sets the prospect of further empirical research on the development of social intelligence.

Conclusions. So, Intellect (from the Latin Intellectus – feeling, perception, understanding, concept, mind) is a quality of the psyche of a personality, which is based on the ability to adapt to new situations, the ability to learn on the basis of acquired personally significant experience, understanding and application of both specific and abstract concepts to use their knowledge in order to influence and manage the environment. Intelligence is defined as the general ability of an individual to know and solve problems and tasks, which unite all cognitive processes and present human cognition: feelings, perception, memory, representation, imagination and thinking.

A Pilot Study of Adaptive and Maladaptive Relationships between Parents and Children of Senior Age

Elina Hlavinska — 2024-04-25

The purpose of this article is: to show adaptive family relationships, which are greatly influenced by actualization of gender and role identification; to present mother’s negative family experience, which also affects maladaptive family relationships with children; to give specificity of conflict relationships in singleparent families, and show how these conflicts differ to a large extent from even seemingly similar conflicts in full-parent families; to describe the results of pilot study of adaptive and maladaptive relationships between parents and children of senior age.

The results of the research. We proved, that as a rule, maladaptive family relationships were considered in psychological literature, in particular, in terms of analyzing children’s conflicts with adults. At the same time, conflicts between high school students and teachers as significant adults come to the fore. That is, maladaptive family relationships arise as a result of misunderstandings of senior pupils in school interaction (as a result of failure, misunderstandings with teachers on the basis of various issues and problems). At the same time, maladaptive family relationships are analyzed only fragmentarily. Senior pupils always show the need to be a full-fledged participant in the interaction, and not a simple witness of certain events. Schoolchildren in senior school age claim that they are busy with certain important matters, perform independent actions, seek to express their attitude to events, but their parents do not always fully imagine how adequate or correct their children’s actions are.

Conclusions. We can highlight the personality needs of senior pupils, characteristic of this age period, which amplify adaptive family relationships, such as: the need to independently perform various types of activities, to get pleasure from them; a need to explain the extremely important meaning of one’s personality in relation to others, to be needed by others; the need for self-expression, self-presentation, which actualizes considerable interest and self-respect of senior pupils, the desire to justify one’s opinion and to have it heard, the desire to protect oneself from aggression on the part of others, but not just to agree silently with the situation that develops, but to be able to object, not to agree, not to accept it, etc., and also not to be guided by it in further activities; the need for multicultural, harmonious communication with adults.

The Сonstruct of “Value of Health” as a Predictor of Post-Hospital Compliance in People Affected by TIA

Nikita Bondarenko — 2024-04-25

The article is devoted to the specifics of providing clinical and psychological assistance to people who, after a short-term hospitalization (5-7 days), were discharged from the hospital with a diagnosis of “transient ischemic attack” (TIA).

The purpose of the study is to clarify the hierarchy of value meanings in the value system of patients who have undergone a TIA, as well as to study how exactly these values affect their attitude to taking care of their own health and, more importantly, adherence to the post-hospital outpatient self-care regimen.

Research methods and techniques. Based on the main task of the research, the following diagnostic tools were used: the Mini-mult test adapted by V.P. Zaitsev; method of portrait selections by L. Sondi (MPV); questionnaire “Attitude to health” (author R. Berezovska); patient health questionnaire (Patient Health Questionnaire - PHQ-9); J. Rother’s method of diagnosing the level of subjective control (adaptation by E.F. Bazhyn, S.A. Golinkin, O.M. Etkinda); quality of life assessment questionnaire (SF-36); universal questionnaire for the quantitative assessment of adherence to treatment (QAA-25) by N.A. Nikolaev and Y.P. Skirdenko.

Results and discussion. The study found that health is the leading terminal value for patients who have undergone a TIA, a happy family life is the second, and independence is the third one. At the same time, on the basis of regression analysis, the assumption about the overwhelming desirability for patients of such forms and methods of treatment, which minimizes their own efforts in order to overcome the disease, is substantiated.

Conclusions. The results show that there are clearly expressed trends, with the help of which it is possible to orient oneself in the probable post-hospital behavior of the patient in relation to his own health, which in a new way raises the question of defining not so much typical, but rather individual ways of psychological approach to the patient’s personality, which corresponds to the prospects for the development of personalized medicine.

Personality’s Self-Worth as a Resource Process and State

Olena Shtepa — 2023-11-30

The aim of the article is to characterize the resource content of a personality’s sense of self-worth in empirical way.
Methods. The study was implemented according to Bayer’s model, which involves transforming the problem into the form in which it will have a solution, and enables the practical application of the results. In the empirical study, ten psychological questionnaires were used, which made it possible to determine the following types of psychological resources of a person in empirical way: personal resources, interpretive psychological resources, existential resources, “strengths of character” resources, motivational resources, resources of the psychological survival, uncertainty tolerance resources, resources of relationship, coherence. The sense of self-worth was empirically determined according to the “self-worth” scale of the Existence Scale method by A. Lengle. The following methods of mathematical and statistical analysis were applied: predictor analysis and analysis of “causes and effects” to characterize self-worth as a process, multifactor and cluster analysis as a state.
Research results. According to the analysis of predictors, self-worth trends are determined by two resources – the psychological resource of “responsibility” and the existential resource of “belief”; according to the results of the analysis of “causes and effects”, self-worth is the effect of two resources – the psychological resource of “responsibility” and the existential resource of “belief”; the structural resource model of self-worth is three-factor: factor 1 – resources of “strengths of character”, “desire to be involved in a common cause” and “sensitivity in relationships”; factor 2 – interpretive psychological resources of “the intention of wisdom”; factor 3 – existential resource of “belief”; according to the results of the cluster analysis, the sense of self-worth and the existential resource of faith belong to the same cluster.
Conclusions. The study’s results make it possible to confirm self-worth empirically as an existential reality of the personality, manifested in the ability to be free and make choices according to one’s values and beliefs. The phenomenon of self-worth should be characterized not only through its importance in the achievement of virtues by a person but because of explanation of the reasons for predicting one’s own harmony. The resource content of self-worth makes it possible to characterize it as a process of self-discovery and reinterpretation of the meaning of events, enabling non-repetition of decisions recognized as erroneous and a state of free choice.

The Professional Activity of the Head of the Educational Institution as a Sphere of Formation of his/her Professional Creativity

Alexander Nabochuk — 2023-11-30

The aim of our research is to show the professional activity of the head of the educational institution as a sphere of formation of his/her professional creativity.

The results of the research. We believe that the professional creativity of a manager is a process of carrying out creative activity, because it is professional creativity aimed at solving tasks that are characterized by the absence of a solution method in a given subject area, or the absence of such a method in a given management subject. The latter can be explained by the lack of subjectspecific knowledge necessary for a specialist to solve this problem. In the process of implementing professional creativity, the manager becomes aware of new knowledge for him/her as a kind of indicative basis for further development of a method of solving managerial and professional problems and tasks. In professional creativity, at first, the manager is in some uncertainty: there is no clearly formed opportunity to develop new subjects of professional activity and, on their basis, to invent a way to solve the task; this kind of uncertainty is due to the absence of any other knowledge that will clearly determine the development in asking questions.

Conclusions. The practice of the manager’s creative professional activity, its reflection in theoretical studies, allows us to conclude that professional creativity is a specific activity, which is characterized by a professional direction with the aim of finding new, non-standard, original and unique rational solutions, which facilitate a new solution to use creative problem tasks by individual tasks in the professional activity and their implementation into practice.

Communicative Tolerance as a Psychological Phenomenon

Nataliia Mykhalchuk — 2023-11-30

The aim of our research is to show elements of communicative tolerance, to emphasize the actuality of this problem, to introduce communicative tolerance as a psychological phenomenon, which is especially interested in Psycholinguistics and Sociolinguistics.

The results of the research. We proved that communicative tolerant speech was a means of communication in its form, it was directly related to the mental characteristics and states of the individual (as a manifestation of different feelings: moods, emotions, euphoria, anxiety, frustration, etc.; as a manifestation of the person’s attention: concentration, inattention; as a manifestation of will, determination, confusion, composure; as a manifestation of thinking: doubts, confidence; as a manifestation of imagination: dreams, creative thoughts).

Conclusions. In our research we proved that speech behavior was caused by the following social factors: culture, national characteristics, ethics, education and interpersonal communication, which in the process of internalization have become internal components of mental structures. At the same time, the external manifestations of psychophysiological processes of communicative tolerance in human speech behavior are expressed from the phonetic side of speech (as vibration of the person’s voice, timbre modulation, increased tempo, speed of speech reactions).

Age-Related Differences in the Qualities and Properties of Personality in Relation to the Readiness of Ukrainian Winterers for Life in the Antarctic

Olena Miroshnychenko — 2023-11-30

The article reveals the age-related differences in the qualities and properties of the personality in the manifestations of indicators of psychological readiness of winterers to extreme living conditions at the Ukrainian Antarctic “Akademik Vernadsky” Station. The wintering of Ukrainian polar explorers conducting scientific research on the coast of Antarctica is associated with a long stay in a limited area in difficult climatic conditions, which can lead to strong emotional and physical stress. It has been proved that stress resistance, adaptability, and psychological readiness for life activities, which are determined by the presence of relevant qualities and personality traits, are important factors in such extreme working conditions.

The aim of the article is to present the theoretical foundations and practical results of research on age-related differences in qualities and personality traits regarding the psychological readiness of Ukrainian winterers for life in Antarctic conditions using the example of 10 expeditions to the Ukrainian Antarctic “Akademik Vernadskyi” Station.

Methods. A set of methods of psychological research on the qualities and personality traits of winterers of different age groups was used. 71 winterers took part in the experiment, they are participants of Ukrainian Antarctic expeditions during the year from 2011 to 2021.

The results of the research. There were 3 age groups of winterers – mature, middle and young. The components of the professional profile of a winter worker are clarified. As the result of the questionnaire, the qualities and attributes of the personality that contribute to or hinder the performance of professional activities of winter workers are determined. The results of empirical research on the presence of personality qualities and attributes in winterers of different age groups, which are defined as those that ensure the effectiveness of professional activities during wintering, are presented.

Conclusion. It is proved that the greatest number of positive qualities and personality traits, according to the defined professional profile of a winter worker, are demonstrated by representatives of mature age – winter workers aged 46-64 years. It is recommended to include winterers of a certain age in the Ukrainian Antarctic expeditions in a sufficient number (not less than 30% of the total composition of the expedition members), which will ensure the appropriate level of psychological stability of the teams of winterers.

Psychoanalytical Analysis of Post-Traumatic Stress Disorders

Yevhen Kharchenko — 2023-11-30

The purpose of this article is to make a psychoanalytical analysis of posttraumatic stress disorders; to consider a type of PTSD such as military traumatic stress; to describe some certain conditions, which contribute to the formation of military traumatic stress.

The results of the research. We proved, that the main symptoms of PTSD syndrome of combatants because of the russian-Ukrainian war included: pathological memories (obsessive return to the war situation); sleep disturbance; inability to remember, such as amnesia for some events (avoidance of everything that reminds of combat events); excessive excitability (inadequate excessive mobilization); hypersensitivity (increased alertness to the new occurrence of extreme factors).

Conclusions. We considered a type of PTSD such as military traumatic stress. In our opinion, it occurs in direct participants in hostilities. Certain conditions contribute to the formation of military traumatic stress, for example: a sharp change in the conditions of peaceful civilian life to combat conditions, to which it is necessary to adapt quickly. In such conditions, a person is constantly in danger, he/she is a witness to destruction, fires, deaths (of both acquaintances and strangers); a sharp change from the situation of hostilities to a peaceful life. A combatant has to adapt to this situation anew. The maladaptive processes that occur during this period are distinguished by their duration and are called PTSD. Returning to normal peaceful life as a result of the end of hostilities or as a result of demobilization, a person often remains adapted to the situation of hostilities.

The Translation Activity as a Component of Communicative Motivation

Ernest Ivashkevych — 2023-11-30

The purpose of our research is to show the translation activity as a component of communicative motivation.

The results of the research. We proved, that translation activity is characterized by planning. Since the translation can be carried out in quite a variety of conditions (conditions of perception of the message text, such as auditory/visual, single/multiple; memorization conditions – significant-minor memory load; conditions of distribution in time of the main translation operations – synchronicity/ sequence; terms of translation – oral/written, one-time/multiple translations; the conditions of switching the personality from one language to another – limited- unlimited translation time), then the translator, based on this, determines the actions by which, in his/her opinion, the intermediate and final goals of the translation activity will be optimally achieved more quickly.

Conclusions. Translation is characterized by purposefulness, since all the actions of the translator and participants in communication have the aim at achieving a certain defined goal, and, finally, it is different by its structure, because the translation activity exists in actions and operations (perception of the source text, memorization, transition from one language to another, design translation, synchronization of translation operations, etc.). Translation activity is characterized by a certain heuristic nature, because the translation cannot be memorized, algorithmized, it can be carried out depending on the situation, motives and goals of the statement, etc. Thus, in the translation activity, such a component is communicative motivation. It is motivation that is the mechanism of oral translation activity that leads to the state of the activity of other mechanisms that directly implement the translation activity itself.

Abnotivity as the Сharacteristics of Social Intelligence of a Teacher

Eduard Ivashkevych — 2023-11-30

The purpose of our article is to maintain abnotivity as the characteristics of social intelligence of a teacher, to show its main qualities.

Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods, such as statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021).

The results of the research. In the paradigm of the process-activity approach we consider social intelligence as practical thinking of the individual. In such a way we define social intelligence as a practical thinking activity. Analyzing the structure of cognitive activity, we characterize practical activity, including thinking activity as purely situational one. Reflecting on the characteristics of practical thinking, we emphasize that this type of thinking is no less complex in its structure than theoretical thinking. At the same time, it is noted that there are different forms of thinking activity, which determine the level of the formation of the person’s social intelligence.

Conclusions. The process-activity approach is proved to emphasize the connection between social intelligence and professional orientation of the individual. In particular, studying the professional thinking of a teacher, we single out the structural component of “abnotivity”, the main components of which are: social intelligence, creativity and motivational-cognitive component. Our experimental research showed that teachers with a high level of social intelligence were more objective in evaluating creatively gifted students; teachers with a low level of social intelligence were not capable of an adequate, objective assessment of the creative potential of a pupil (or a student)

Personal Features and Their Impact on an Individual’s Hardiness

Olena Chykhantsova — 2023-11-30

Hardiness characterizes the degree of formation the ability to withstand a stressful situation, maintain internal balance, without reducing the success of activities and is the foundation of personal characteristics.

The purpose of the study is to identify personal resources and determine their impact on hardiness.

Methods of the research. The following methods were used to identify personal resources and determine their impact on hardiness: Maddi’s Hardiness Scale; Shostrom’s Personal Orientation Inventory; Sheldon’s Self Determination Scale; Crumbaugh Purpose in Life Test; Ryff’s Scales of Psychological Well-being; Wiesbaden Inventory for Positive Psychotherapy and Family Therapy. The sample of our study consisted of 807 people, aged from 14 to 70 years, different in terms of education, professional employment, specialty, family and social status and from different cities and villages of Ukraine.

The results of the research. It was investigated that the values of the hardiness indicators components are expressed at an average level and are within the normal range. The average level of hardiness (68.2%) prevails among the respondents. It has been found that the hardiness predictors are meaningfulness of life, autonomy, self-acceptance and self-confidence. We established the relationship between hardiness and personal resources, which include primary and secondary abilities, using the correlation analysis. All components of hardiness have been shown to correlate with primary capacities such as time, contact, trust, hope, sexuality, and love. Diligence, reliability and thrift are influential among the secondary abilities.

Conclusions. The analysis of personal resources proves that meaningful life goals are the resource for the hardiness development. The components of hardiness are related to self-determination, self-organization, psychological wellbeing, and the reality and awareness of life goals. The leading role in the hardiness development belongs to personal resources. The resources that influence hardiness are determined using variance analysis: love, contacts, hope and trust.

Analysis of the Main Aggravating Consequences of Transient Ischemic Attacks

Nikita Bondarenko — 2023-11-30

The purpose of the article is to analyze the psychological consequences, including the aggravating ones, of such a typical phenomenon as a transient ischemic attack.

Methods of the research. Research methods included both hardware (SCT, MRI) and mandatory screening diagnostic methods (MMSE, Verbal Fluency Test), as well as personal questionnaires and tests of emotional states (Mini- Mult, PHQ-9, HADS, etc.).

Research results. TIAs are generally thought to have no long-term effects, but patients report experiencing problems ranging from muscle weakness, poor memory and fatigue to anxiety, panic attacks and suicidal thoughts. Diagnostic tests have shown that in addition to temporary cognitive decline, patients who have suffered a TIA suffer from increased anxiety, low mood, panic attacks, and even suicidal moods. Also, the aggravating component of the mental state can aggravate family problems, which affects the quality of life.

Conclusions. This study places important emphasis on a number of factors for the prevention of aggravating consequences of TIA, emphasizing that a timely visit to a doctor, as well as, above all, the organization of an adequate situation of psychological examination, monitoring and counseling helps patients and their families to receive psychological support, which improves the general psychological state and quality of life. The latter performs an important function in ensuring compliant behavior of the victim, ensuring prevention of new exacerbations.

Professional Sustainability of Personality: Analysis of Volunteering Activity in Modern Conditions

Inessa Viznіuk — 2023-10-04

Volunteer work is difficult to characterize as easy, as it requires people to take a lot of responsibility, energy costs, emotional inclusion and the ability to quickly adapt in situations of increased complexity. There is a growing need to study the characteristics of volunteers’ sustainability.

The aim of the article. The purpose of the article is to envisage volunteer activity in Ukraine as a manifestation of social activity of citizens in the context of determining the relationship between sustainability, value orientations and emotional burnout in volunteers as individual mental structures.

Research methods. The psychodiagnostic toolkit consisted of the following techniques: the method of diagnosing the level of emotional “burnout” according to V. Boiko for studying the components of “emotional burnout” (tension, resistance, exhaustion), O. Kokun’s questionnaire “Professional vitality” in the context of revealing the components of vitality (control, inclusion, acceptance of a challenge (control, commitment, challenge)) and M. Rokych’s questionnaire “Value orientations” to outline the rank list of volunteers’ values.

The results of the research. Involvement of volunteers in various events and programs changes their value priorities from the values of personal life (love, happy family life, productive life) to the values of self-realization and moral responsibility (interesting work, material status, honesty, tolerance, etc.). One of the important factors is the formation and development of civic competence.

Conlusions. According to the results of the research, it was determined that participation in volunteer activities contributes to the development of the professionalism of the future social worker, such values as tolerance, patience, an active lifestyle, responsibility. Personal qualities that need to be developed and improved play an important role in this process. Волонтерську роботу складно охарактеризувати як легку, оскільки вона вимагає від людей великої відповідальності, енергетичних витрат, емоційної включеності та здатності швидко адаптуватися до ситуацій підвищеної складності. Зростає потреба у вивченні характеристик стійкості волонтерів.

Analysis of the Effects of Applying Reflective Ways of Actualizing the Psychological Resourcefulness of a Personality

Olena Shtepa — 2023-10-04

The purpose of the article is to find out the effects of actualizing psychological resourcefulness empirically in various reflective ways.

Methods of the research. One of the qualitative methods of data processing was applied – the method of psychological casuistry, as well as empirical methods - comparative and cluster analysis. The empirical study was conducted according to the Joyce’s model, which allows comparing the results of two identical stages of research for analysis and reflection. A psychological survey (selfassessment method) determines the level of psychological resources.

Research results. The hypothesis that an indicator of the actualization of psychological resources is an increase in the level of resource management indicators was confirmed: for each of the methods of actualization of resources, there was a certain increase in the level of knowledge of self-own resources and the ability to accommodate and update them. The hypothesis that different changes in the level and ratio of certain psychological resources will occur for each reflective method of resource actualization is partially confirmed, in particular, using the example of the contingency method and the method of analyzing experience. In the way of eventuality, a person’s faith in goodness becomes effective and realistic, and the ability to update one’s resources becomes concrete; in the way of analyzing experience, a person’s faith in goodness acquires the opportunity to be revealed through mercy in various and unpredictable life situations, and the ability to renew one’s resources also acquires concretization.

Conclusions. It is not advisable to determine the most effective among the methods of actualization of resources, at the same time, the results of the study make it possible to assert that the reflexive method of actualization of psychological resources is effective for a person, by which she can increase the level of functional and basic resources. It is appropriate to pay attention to the ratio of actualization resources (predictors) and actualization (effects), namely: the resource «faith in good», the resource «kindness to people», the resource «helping others», the ability to operate resources – knowledge of resources, the ability to update and accommodate them.

Psychological Features of Development of the Value Component of Students’ Personal Identity

Nataliia Shevchenko — 2023-10-04

The purpose of the article is to investigate the features of development of the value component of personal identity in student age empirically.

Methods of the research. For the research there were used the following theoretical methods: analysis, synthesis, systematization, generalization of theoretical and empirical data on the research problem; empirical ones like testing by methods: “Methodology for personal identity research” (Колесніченко, 2020); “Methodology for diagnosis the level of reflexivity development” (Колесніченко, 2020); “Portrait of Values” (Семків, 2013); “Self-Assessment Questionnaire Test” (Сенчина, 2019); methods of mathematical statistics: descriptive statistics, correlation analysis.

Results of the research. It has been established that the students under study have the identity status “Moratorium”, which is characterized by an identity crisis. The study of the value orientations has shown that the values of hedonism, kindness, and achievement are priorities for today’s student youth. In the course of the study of self-attitude, such components as self-respect, autosympathy and self-interest have been analyzed. It has been found that the studied students have an average level of self-respect. Self-sympathy of the subjects has an average level: in general, students are characterized by a favorable attitude towards themselves. Indicators of students’ self-interest are at a level higher than the average, which indicates the presence of a stable cognitive attitude to one’s own “Self”, interest in one’s own thoughts and feelings. It has been established that the average level of development of reflexivity prevails among student youth: students reflect on their current activities, are inclined to introspection in certain life situations.

Conclusions. The conducted correlation analysis has confirmed the presence of significant positive relationships between the selected components of the value component of identity and the general status of identity. This indicates that value orientations, self-attitude and reflexivity can act as meaningful components of the value component of students’ personal identity, which has confirmed the proposed assumption.

Manager’s Professional Creativity as a Practice-Oriented Level of Performing Professional Activities

Alexander Nabochuk — 2023-10-04

The aim of our article is: to explain manager’s professional creativity as a practice-oriented level of performing professional activities, taking into attention measurement of creative abilities, intellectual initiative, a cognitive-motivational component of professional creativity, the reflective aspect of self-awareness, the processes of reflection of the activity, transcendence, self-identification and other self-transforming processes.

The results of the research. The systematic solution of the problem of professional creativity allows us to define it as an expedient, purposeful theoretical and practical activity of the manager, which is distinguished by novelty, originality, non-standardity in general social, group or individual plans. In the process of professional creativity the realization of the bioenergetic, intellectual, emotional, and physical forces of a person directly leads to a socially significant result. This content of the concept of “professional creativity” can be considered as a starting point for clarifying the essence of the professional creativity of a manager in any field of his/her activity. In contrast to the existing definitions of professional creativity, it fixes the main, basic feature – professional activity that is the most appropriate for a person, which is characterized by novelty both in terms of the content of the activity and in the relation to its results.

Conclusions. Therefore, the development of professional creativity as a process of qualitatively new creation becomes possible if a person as a bearer of creative intentions is transformed to the status of a self-creative, self-competent individual. In other words, professional creativity requires the use of considerable personal potential and the ability to fully utilize it. Professional creativity, embedded in the process of professional innovations, innovations in any spheres of professional activity, is realized in the processes of reflection of activity, transcendence, self-identification and other self-transforming processes.