Actual Problems of Psychology, Volume 1, Issue 45 – 2016
Abstracts and Information about Authors
UDC: 316.42
Karamushka, L.M.
Karamushka, Liudmila Mykolaivna, corresponding member, NAES of Ukraine, Dr., Prof., Head, laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Social tension in the organization: the nature, approaches to studying and main types
The article introduces the concept of ""social tension in the organization"" referred to as an organization's psychological state characterized by grave intra-organizational and external organizational contradictions of objective and subjective character and manifested in staff's individual and group behaviors. The author proposes an integrated socio-psychological approach to studying social tension in organizations. The sociological part of the approach focuses on researching primarily ""objective"", ""external"" aspects of social tension in the organization, its organizational and functional factors as well as the organizational and functional conditions for social tension prevention and management, while the psychological part of the approach specializes on researching primarily ""subjective"", ""internal"" aspects of social tension in the organization which include staff's and organization's psychological states, psychological factors behind social tension in the organization as well as the psychological conditions for social tension prevention and management. The author proposes a classification of the main types of social tension in the organization based on specific criteria.
Keywords: social tension, social tension in the organization, indicators of social tension in the organization, levels of social tension in the organization, psychological factors behind social tension in the organization, psychological conditions for prevention and management of social tension in the organization
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Aktual_probl_psihol 2016, 1(45): 3-9 (pdf)
UDC: 316.647.5:005.32:373
Baranova, V.A.
Baranova, Victoria Anatoliivna, PhD student, Laboratory of Organizational And Social Psychology, G.S.Kostiuk Institute of psychology of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Relationship between the levels of development of educational collectives and types of organizational culture of extracurricular educational institutions
On the basis of empirical research, the author analyzes the levels of extracurricular educational institution teaching staff's integral characteristics (value-organizational maturity, organization, cohesion) and overall performance. The author analyzes the types of organizational culture found in extracurricular educational institutions (power culture, role culture, task culture and person culture) both in the real and ideal dimensions, with task culture being the leading type of organizational culture. Almost all extracurricular educational institution teaching staff's integral characteristics and overall performance have been shown to have statistically significant positive correlations with task culture (at the real and ideal levels), person culture (at the real level) and role culture (at the real level): as teaching staff's integral characteristics and overall performance increase, the levels of these types of organizational culture in extracurricular educational institutions increase, too. All the extracurricular educational institution teaching staff's integral characteristics and overall performance have been found to statistically negatively correlate with power culture: as teaching staff's integral characteristics and overall performance increase, this type of organizational culture in extracurricular educational institutions decreases
Keywords: extracurricular educational institutions; a general indicator of the teaching staff; integral characteristics of the teaching staff; value-organizational maturity, organization, unity; organizational culture; types of organizational cultures
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Aktual_probl_psihol 2016, 1(45): 10-15 (pdf)
UDC: 005.32:373
Bryukhovetska, O.V.
Brukhovetska, Оlexandra Victorivna, PhD, associate professor, doctoral student, Department of general and applied psychology, University of educational management of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Secondary school principals' tolerance organizational and psychological factors: the nature and analysis levels
The article systematizes the organizational and psychological factors that influence the formation of professional tolerance in secondary school principals at the macro, meso and micro levels. The macro-level factors, which affect the work of secondary schools on a regular basis, cannot be controlled by school principals. These are the conditions to work in. The macro-level factors include the region the school is situated in. The meso-level factors are associated with the types of educational institutions where the respondents work. At the meso level the principals have more ways to minimize the impact of negative factors controlling them and to develop and implement school development strategies. The micro-level factors are directly linked to the personality of the school principal and contribute to the formation of his / her professional tolerance and help support it. These factors include school principals' administrative experience, gender and age. Thus, the system of organizational and psychological factors that affect the levels of professional tolerance in secondary school principals is made up of the macro (level of society), meso (level of the organization) and micro (individual level) level actors. The author emphasizes the importance of the factors in question in developing secondary school principals' professional tolerance
Keywords: heads of secondary schools, vocational tolerance, organizational and psychological factors, macro-level factors, meso-level factors, micro- level factors
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Aktual_probl_psihol 2016, 1(45): 16-20 (pdf)
UDC: 005.32
Gumenyuk, О.G.
Gumenyuk, Оksana Нryhorivna, PhD, Аssociate Professor, Dept. of Philosophy, Social and Human Sciences, Khmelnytsky University of Management and Law, Khmelnitsky, Ukraine
Language: Ukrainian
Analysis of the main forms of civil servants' leadership
The article analyzes the main forms of local government civil servants' leadership. In spite of the importance of the problem of civil servants' leadership in Ukraine whose successful solution can improve competitiveness of the Ukrainian civil service, there is little research on the problem with no clear classification of civil servants' leadership forms. Based on a synthesis of modern concepts of leadership the author has identified and described three forms of civil servants' leadership which include manager leadership, team leadership and self-leadership. Manager leadership is referred to as managers' personal and psychological impact on team members to achieve specific organizational goals. There are two sets of managers' leadership qualities. The first set includes managers' ability to lead and their harmonious combination of administrative and leadership qualities. The second set is made up of three subgroups of attributes: creative and innovative attributes, partnership attributes, and social responsibility attributes. Team leadership is seen in the effective fulfilment of important organizational tasks. Self-leadership is about exercising leadership functions by individuals, i.e. local government officers, in relation to their profession. It is noted that civil servants can become professionally efficient only on condition of the integration of all leadership forms, understanding of their formations and manifestations in key areas of civil service
Keywords: civil servants, leadership, leadership forms, manager leadership, team leadership, self-leadership
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13. Psihologija sovremennogo liderstva: amerikanskie issledovanija / pod. red. Dzh. P. Kandzhemi, K. Dzh. Koval'ski, T.N. Ushakovoj ; per. s angl. ; A.A. Aleksandrova. – M. : Kogito-centr, 2007. – 320 s.
14. Tekhnolohiya psykholohichnoyi pidhotovky personalu derzhadministratsiy do roboty v komandi : navch. posib. / Karamushka L.M., Fil' O.A., Levkovets' V.V., O.I. Al'okhina, V.O. Mykhaylenko. – K. : Nauk. svit, 2008. – 182 s.
15. Tolkovanov V.V. Ukrayins'kym reformam potribni lidery. I my yikh hotuyemo / V.V. Tolkovanov // Mistseve samovryaduvannya ta rehional'nyy rozvytok v Ukrayini. – K., 2013. – № 2 (kviten'-cherven'). – S. 45–47.
16. Fel'kel' T.H. Psykholohichni umovy rozvytku liders'kykh yakostey u maybutnikh naukovo-pedahohichnykh pratsivnykiv : avtoref. dys. … kand. psykhol. nauk ; spets. : 19.00.10 – orhanizatsiyna psykholohiya;ekonomichna psykholohiya / T. H. Fel'kel' ; Natsional'na akademiya pedahohichnykh nauk Ukrayiny, Instytut psykholohiyi im.H.S.Kostyuka APN Ukrayiny. – K. : IP im. H.S. Kostyuka APN Ukrayiny, 2013. – 21 s. – [Elektronnyy resurs]. – Rezhym dostupu : naps.gov.ua/uploads/files/sod/2013.Docx
Aktual_probl_psihol 2016, 1(45): 21-25 (pdf)
UDC: 159.923:338.242.2:338.48
Zhovner, V.Yu.
Zhovner, Vitaliy Yuriovych, PhD student, Department of psychology, Kyiv National University of Trade and Economics, Kyiv, Ukraine
Language: Ukrainian
Competitiveness as a psychological component in personal professiogenesis
The 21st century society is characterized, among others, by competitiveness as one of the main components of successful business. Radical changes that take place in different social areas, transform all aspects of human life and require professionals to be competitive, which means they should be flexible, adaptive, striving for the highest standards and social status, able to overcome obstacles and achieve goals. Individual competitiveness has been rapidly developed as a psychological component of the personal professiogenesis through interaction and adaptation of individuals to new activities which requires the development of organizational, economic and technical characteristics of the environment. On the other hand, the ontogenetic and professional development of individuals in its unity and interactions of external and internal factors (biological, social, occupational and cognitive subsystems of personality) is characterized by individuals’ motivational orientation, professional competence, adaptive mobility, focus on success, confidence, creativity, need for recognition and self-actualization, which together determine the quality and efficiency of professional activities and gives grounds to consider competitiveness as a psychological component of personal professiogenesis
Keywords: competitiveness, psychological component, professiogenesis, personality, prerequisites, development
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Aktual_probl_psihol 2016, 1(45): 25-31 (pdf)
UDC: 159.923.3
Karamushka, L.M., Grubi, T.V.
Karamushka, Liudmyla Mykolaivna, corresponding member, NAES of Ukraine, Dr. of Psychology, Professor, Deputy Director on scientific and organizational work and international relations of G.S. Kostiuk Institute of Psyhology of NAES of Ukraine, Head of Laboratory of Organizational and Social Psychology of G. S. Kostiuk Institute of Psyhology of NAES of Ukraine, Kyiv, Ukraine.
Grubi Tamara Valeriyivna, PhD in Psychology, Senior Lecturer of Department of Psychology of Education, Ivan Ohienko Kamianets-Podilskyj National University, Kamianets-Podilskyj, Ukraine.
Language: Ukrainian
Diagmostic methods of measuring perfectionism of personality
The brief analysis of currently existing diagnostic methods of measuring perfectionism of personality is carried out in this article. The authors explained the existence of a variety of diagnostic methods is related to the fact that the different models of perfectionism behind the questionnaires. These models are significantly different from each other.The authors noted that the vast majority of perfectionism questionnaires are developed by foreign scholars and some scales are adapted by Russian researchers. The authors observed that Ukrainian researchers advantageously use the adaptation of foreign questionnaires combined with their own works. In the article, authors in chronological order examined “The Burns Perfectionism Scale” D.D. Burns; “The Frost Multidimensional Perfectionism Scale” Frost R., P. Marten, C. Lahart, R. Rosenblate; “The Multidimensional Perfectionism Scale” P.L Hewitt, G.L. Flett; “Perfectionistic Self-Presentation Scale” P.L Hewitt; “Almost Perfect Scale” R. B. Slaney, D. P. Johnson; “Almost Perfect Scale – Revised” R. B. Slaney, K. G. Rice, M. Mobley, J. Trippi, J. Ashby; “Perfectionism Inventory” R.W. Hill, T.J. Huelsman, R.M. Furr, J. Kibler, B.B. Vicente, C. Kennedy; “The Big Three Perfectionism Scale” М. Smith, D. Saklofske, J. Stoeber, S. Sherry; “Perfectionism Scale” N. Garanyan, A. Holmogorova; “Differential test of perfectionism” A. Zolotareva. The authors analyzed that almost all reviewed questionnaires are based on the construct of “personal standards”. This construct is treated as a constructive and positive aspect of the person, but in combination with certain characteristics becomes negative and destructive manifestation
Keywords: Perfectionism personality, model of personality, types of perfectionism personality, diagnostic tools to explore perfectionism personality
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14. Nealis, L.J. Towards a better understanding of narcissistic perfectionism: Evidence of factorial validity, incremental validity, and mediating mechanisms / L.J. Nealis, S. B. Sherry, D.L. Sherry, S.H. Stewart, M.A. Macneil // Journal of Research in Personality. – 2015. – Vol. 57. – P. 11–25.
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16. Slaney, R.B. The Almost Perfect Scale – Revised / R.B. Slaney // Measurement andEvaluation in Counseling and Development. – 2001. – V. 34. – # 3. – P. 130–145.
17. Slaney, R.B. The revised almost perfect scale / R.B.Slaney, K.G.Rice, M. Mobley, J. Trippi, J. Ashby // Measurement and Evaluation in Counseling and Development. – 2001. – Vol. 34. – № 3. – P. 130–145.
18. Smith, M.M. The Big Three Perfectionism Scale: A New Measure of Perfectionism / M.M. Smith, D.H. Saklofske, J. Stoeber, S.B. Sherry // Journal of Psychoeducational Assessment. – 2016. – Vol. 34 (7). – P. 670–687.
Aktual_probl_psihol 2016, 1(45): 31-35 (pdf)
UDC: 316.647.5:005.32:373
Karamushka, L.M., Zaika, I.V.
Karamushka, Liudmila Mykolaivna, corresponding member, NAES of Ukraine, Dr., Prof., Head, laboratory of organizational and social psychology, G.S.Kostiuk Institute of psychology of NAES of Ukraine, Kyiv, Ukraine.
Zaika, Inna Vyatcheslavivna, PhD student of Laboratory of Organizational And Social Psychology, G.S.Kostiuk Institute of psychology of NAES of Ukraine, Kyiv, Ukraine.
Language: Ukrainian
Teaching staff’s social frustration of: relationship with components of secondary school organizational culture
Based on the results of empirical research, the authors analyze high levels of social frustration of secondary school teaching staff, especially in professional life. It has been found that secondary school organizational culture component named ""work"" is at low level of development, while the overall index of teaching staff's social frustration has inverse significant relationships with such components of organizational culture as ""work,"" ""management,"" ""motivation and morality"" and the general index of organizational culture: as teaching staff's social frustration increases, the levels of development of these organizational culture components decrease. The most ""sensitive"" to secondary school organizational culture have been shown to be the components of social frustration that relate to teaching staff's work: the higher the levels of all the components and the overall index of organizational culture, the lower teaching staff's work-related social frustration in the majority of its components. It should be noted that the most pronounced statistically significant relationships can be observed in such measures of social frustration as relationship with school administration and work conditions. Thus, organizational culture of secondary schools can be considered as a factor in reducing teaching staff's social frustration, particularly in their professional life
Keywords: secondary educational institutions; teaching staff; social frustration; organizational culture; organizational culture components
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Aktual_probl_psihol 2016, 1(45): 36-41 (pdf)
UDC: 316.6
Kredentser, O.V., Lagodzinska, V.I., Kovalchuk, O.S.
Kredentser, Oksana Valeriivna, PhD, associate professor, senior researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of NAES of Ukraine, Kyiv, Ukraine.
Lahodzinska, Valentуna Ivanivna, PhD, researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of NAES of Ukraine, Kyiv, Ukraine.
Kovalchuk, Olexandr Serhiiovych, researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of NAES of Ukraine, Kyiv, Ukraine.
Language: Ukrainian
The theoretical analysis of the concept of ""social tension"": an interdisciplinary approach
The authors make a theoretical analysis of the concept of ""social tension"" in the context of interdisciplinary studies. The concept of social tension is analyzed in terms of sociology, sociology of work, economics, management, social philosophy, political science, social psychology, personality psychology. It is shown that this problem has been studied in full measure by sociologists and psychologists. In Ukrainian sociology the concept of social tension is seen from the perspective of the theory of social change at the interpersonal, intergroup, interethnic and social levels with its effects found at socio-psychological and behavioral levels. Social tension, as viewed by psychologists, has its own specific features and can be researched at the macro (society), meso (organizations, small groups) and micro (individual) levels. The authors discuss further research on the psychological phenomenon of social tension in line with the current social, economic and political events
Keywords: social tension, socio-psychological tension, political tension, mental tension, social conflict, social tension in organizations
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Aktual_probl_psihol 2016, 1(45): 42-47 (pdf)
UDC: 159.92
Kutsyy, O.A.
Kutsyy, Olexandr Anatoliyovych, PhD on Psychologу, associate professor, Department of practical psychology and pedagogy, Lviv State University of Life Safety, Lviv, Ukraine
Language: Ukrainian
Theoretical and hypothetical model of career psychological component
The article is devoted to the theoretical foundations of career and its psychological component which is an important problem for todays' Ukraine. It is noted that in Ukraine there is a large number of problems that can be solved through theoretical and practical research on the staff's career development and formation of highly qualified specialists and management. The author presents the results of analytical and synthetic research which aimed to study a theoretical and hypothetical model of career psychological component. The review of past and current scientific concepts of career and the man in it. The current theoretical principles of career have not been sufficiently grounded for their full application in practice. The author proposes to use a systemic approach, in which a psychological component of the career is modeled from the perspective of the differential-psychological theory of the structure of human psyche and based on the levels of human development, i.e. individual, personality and individuality. The model includes two main mechanisms of professional development: socialization and self-actualization. The model also has a description of the procedure, factors, measures and criteria of the professional development assessment. The author emphasizes the importance of career guidance being the basis for successful career development. This approach might be a solution to the theoretical problem of segmental theoretical description of the content of and main factors in career development. The follow up research may focus on practical testing of the model in order to find out its effectiveness and drawbacks
Keywords: theory of career, psychological component, systemic approach, modeling, levels of career development, socialization, self-actualization
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Aktual_probl_psihol 2016, 1(45): 48-52 (pdf)
UDC: 159.944
Lysenko, O.G.
Lysenko, Oksana Heorhiivna, PhD student, G.S. Kostiuk Institute of Psychology of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Psychological features of health workers professional activities
Psychological factors in and conditions of health workers' professional activities not only set professional requirements, but also directly affect medical specialists' personalities. The article analyzes the psychological factors that influence the professional activities of health workers. Intense medical work, besides professional skills development, can also bring about unfavorable changes in medical specialists’ personalities which can affect their work performance, i.e. occupational burnout and professional deformation. Occupational burnout is seen as the result of adverse stress in the workplace. This syndrome is characterized by emotional, mental and physical exhaustion. In this way the body responds to chronic stress that is associated mainly with the profession of medical workers. There are three key features of occupational burnout: exhaustion, detachment from customers (patients, students) and work, feeling of personal inefficiency and poor accomplishments. There are five key groups of burnout symptoms: physical symptoms; emotional symptoms; behavioral symptoms; intellectual symptoms; social symptoms. Studies on psychological characteristics of medical and health specialists' work, including their development of negative mental conditions and burnout, promote the development of medical workers' health preserving techniques and methods
Keywords: psychological factors, professional deformation, burnout, occupational stress, health workers, ambulance, health workers' professional activities
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Aktual_probl_psihol 2016, 1(45): 53-57 (pdf)
UDC: 159.923.2
Rutyna, Yu.V.
Rutyna, Yulia Valeriivna, PhD student, Laboratory of Organizational Psychology, G.S. Kostiuk Institute of Psychology of NAES of Ukraine, Kamyanets-Podilsky, Ukraine
Language: Ukrainian
Professional self-actualization of the individual
The article deals with self-actualization and, in particular, professional self-actualization as an important factor in personality development. The author analyzes different approaches to the problems of self-actualization and professional self-actualization used by foreign (K. Goldstein, A.Maslow, K. Rogers) and Ukrainian researchers (M.G.Tkalych) as well as discusses the concepts of ""self-actualization"" and ""professional self-actualization"". The main categories of professional self-actualization include the process; stages (professional self-identification, professional development and competences development); approaches (system-genetic, subject-activity, holistic and acmeological, humanistic and existential, integrative and synergistic); criteria (intrapersonal and interpersonal); model (manager self-actualization proposed by M.G. Tkalych); structural (resources, process and outcome.) and motivational components of professional self-actualization. The personality traits that contribute to individuals' self-actualization in life and profession include have been shown to include orientation subsystem, personality traits subsystem, creative skills subsystem and individual mental processes characteristics subsystem
Keywords: self-actualization; professional self-actualization; identity formation; personality; self-development
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Aktual_probl_psihol 2016, 1(45): 58-62 (pdf)
UDC: 316.647.5:005.73
Tereshchenko, K.V.
Tereshchenko, Kira Volodymyrivna, PhD, researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
The role of staff's tolerance in shaping educational institution organizational culture in conditions of social tension
The article deals with teaching staff's tolerance in the context of educational institution organizational culture in conditions of social tension. Teaching staff's tolerance is both a personal characteristic and an integrated value, which is manifested in the educational organizations' missions and objectives and found at all levels of organizations' management and encompasses staff's professional interactions both within and outside the organizations (customers and other organizations). Teaching staff's tolerance, especially in its value and moral and normative aspects, has significant influence on the organizational culture of educational institutions. The author notes that social tension foregrounds certain components and types of teachers' tolerance, including, first of all, professional tolerance made up of specific types of social tolerance (intergenerational, gender, ethnic, cultural, religious, social and economic) and communicative tolerance and ambiguity tolerance. It is concluded that a teaching staff's tolerance psychological support system can contribute to the formation of an effective organizational culture of educational institutions in conditions of social tension
Keywords: tolerance, teaching staff, tolerance types and components, social tension, organizational culture, educational institution
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Aktual_probl_psihol 2016, 1(45): 62-67 (pdf)
UDC: 316.6
Dembytska, N.M.
Dembytska Nataliia Mykolaivna, PhD, Senior Researcher, Laboratory of organizational and social psychology, G.S. Kostyuk Institute of Psychology of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Dialogic and intersubjective context of individual economic subjectivity formation
The article deals with the social and psychological nature of individual economic subjectivity formation. The economic subjectivity formation of a person is treated as the process of formation of fundamentally new economic and psychological personality traits such as the ability to independently and creatively view themselves as the cause of their economic life on the basis of conscious, reflective and actively changing attitudes to the economic reality, especially to the relations mediated by the objects of appropriation. The formation of personality as an agent of economic relations is viewed through its integrative and dialogical function. On the one hand, individuals have an inherent ability to self-integrate in the process of independent, free and creative reproduction of themselves and determination of their boundaries and autonomy. On the other hand, individuals also have an ability to form specific space of appropriation relationships which is always in the presence of other people. It is shown that the appropriation-misappropriation space shared by all participants is of intersubjective nature as a social reality. The process of individual economic subjectivity formation is considered as a dialectical unity of the processes of subjective objectification and objective subjectification of relations which are mediated by the appropriation or misappropriation of economic benefits. Thus, the main function of the economic agent is integrative and dialogical found in the unity of individuals’ relationships with other economic agents, in their integration of the outer world in their inner world and personal structures of their own experience, in this way creating a unique economic subjectivity of personality
Keywords: personality; economic socialization; proprietor; dialogue; subjectivity; property relations; economic subjectivity, formation of personality subjectivity in the property relations, intersubjectivity
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Aktual_probl_psihol 2016, 1(45): 67-71 (pdf)
UDC: 159.9-07. 316.614.4
Melnychuk, T.I.
Melnychuk, Tetiana Ivanivna, PhD, senior researcher, Laboratory of Organizational and Social Psychology, G.S. Kostiuk Institute of Psychology of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Еconomic socialization of children in situations of adoption. Analysis of the problem
The article highlights some aspects of socialization of children after their adoption. On the basis of theoretical and practical analyses, the author analyzes psychosocial factors that influence the formation of children's economic culture and the basic criteria for economic socialization of children in the family setting. Economic education of orphans is aimed at their assimilation of economic concepts and development of interest to economic science. Important in this process is children's understanding of such economic features as providence, thrift, hard work, honesty, compassion, etc. It is noted that the process of economic socialization is associated not only with children's everyday life, but also with quite common socio-economic problems. The leading role in this is played by the real involvement of the individual in the activities by which (s)he acquires economic knowledge and economic experience. After the child enters the family, the parents need to build personal relationships with the adopted child, reduce the psychological distance between people, and develop relationships with and positive attitudes toward each other. The economic socialization of adopted children is considered as a component of their socialization and defined as their development of economic and psychological characteristics through children's assimilation of social economic values as a result of children's economic activities. At the level of society, the family and parenthood are the social institutions that shape children's understanding of economic culture and their adaption to social norms and traditions and customs of the family. The economic socialization in this context is an element of socialization
Keywords: adoption, adaptation, economic socialization of adopted child, formation of economic culture in orphans
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Aktual_probl_psihol 2016, 1(45): 72-76 (pdf)
UDC: 159.923:378.4
Bereziuk, T.P.
Bereziuk, Tеtiana Petrivna, PhD student, Department of developmental and educational psychology, Rivne State University of The Humanities, Rivne, Ukraine
Language: Ukrainian
Psychological approaches to the formation of managers' professional competence
The article discusses the main aspects of formation of managers' professional competence during their professional training, which is a priority research and practice area today. Based on the works of foreign and Ukrainian researchers and practitioners, the author makes a detailed analysis of psychological factors in the formation of managers' professional competence during their professional training. The author gives special attention to the works that feature different psychological approaches to the formation of professional competence of future managers who specialize in economics. The article discusses the characteristics, principles and definitions of the concept of ""professional competence"" as well as the use of the competence approach to education. In considering the problem of competence approach used in the United States, the author analyzes the competence-based education (CBE), or personalized education, based on the ideas found in psychology and education of different countries. The author also presents some examples of the competence-based education in Europe and the United States. The author makes a conclusion about lack of research on future managers' professional competence both in Ukraine and abroad, which calls for further research in this area
Keywords: professional competence, future managers, competence approach, CBE concepts, competence-based education, personalized education
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11. Polyakova H. Pokaznyky yakosti osvity ta osvitn'oho seredovyshcha vyshchoho navchal'noho zakladu v konteksti kompetentnisnoho pidkhodu / H. Polyakova // Humanitarnyy visnyk Derzhavnoho vyshchoho navchal'noho zakladu. – 2013. – №28. – S. 271–277.
12. Panfilov Yu. I. Metodyka formuvannya komunikatyvnoyi kompetentnosti maybutn'oho lidera-menedzhera / Yu. I. Panfilov, V. V. Bondarenko, L. M. Hren' // Teoretychni ta prykladni aspekty doslidzhennya fenomeniv liderstva, upravlinnya ta rozvytku sotsial'noho ob""yekta. – 2016. – №2. – S. 10–19.
13. Samaruk N. M. Formuvannya profesiynoyi kompetentnosti maybutnikh ekonomistiv [Elektronnyy resurs] / N. M. Samaruk // Visnyk Natsional'noyi akademiyi Derzhavnoyi prykordonnoyi sluzhby Ukrayiny. Pedahohichni nauky. – 2011. – №2. – Rezhym dostupu : file:///C:/Users/Valera/Desktop/Vnadps_2011_2_12%20(2).pdf.
14. Upravlinnya formuvannyam profesiynoyi kompetentnosti mahistrantiv pedahohiky vyshchoyi shkoly: teoretyko-metodychni zasady : monohrafiya / I. I. Drach. – K. : Dorado-Druk, 2013. – 456 s.
15. Furman T. Yu. Formuvannya profesiynoyi kompetentnosti u maybutnikh fakhivtsiv ekonomiky ta pidpryyemnytstva v protsesi vyvchennya ekonomichnykh dystsyplin : avtoref. dys. na zdobuttya nauk. stupenya kand. ped. nauk : spets. 13.00.04 «teoriya i metodyka profesiynoyi osvity» / Furman Taras Yuriyovych. – K., 2012. – 21 s.
16. Chelpanov O. S. Diahnostyka kompetentnostey vypusknyka vyshchoho navchal'noho zakladu / O. S. Chelpanov, A. I. Komyshan, K. I. Khudarkovs'kyy. // Problemy inzhenerno-pedahohichnoyi osvity. – 2007. – №18–19. – S. 138–145.
17. Cherednychenko H. A. Formuvannya profesiynoyi kompetentnosti studentiv ekonomichnykh spetsial'nostey / H. A. Cherednychenko // Problemy suchasnoyi pedahohichnoyi osvity. Sep.: Pedahohika i psykholohiya : zb. st. – Yalta : RVV K·HU, 2013. – №41. – S. 386–392.
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Aktual_probl_psihol 2016, 1(45): 77-83 (pdf)
UDC: 31.015.311
Emishyants, O.B.
Emishyants, Olga Bоrysivna, PhD, Associate Professor, Faculty of Psychologу, Тaras Shevchenko Кyiv National University, Кyiv, Ukraine
Language: Ukrainian
Problems of psychotherapy of patients with panic attacks
The author analyzes the tasks of psychotherapy, as defined by B.D. Karvasarsky, as a set of methods and techniques that have therapeutic effects on the psyche of patients using explanation, reassurance, etc. to eliminate the painful symptoms. The author also discusses the methods and techniques used in psychoanalysis for treating all neuroses caused by psychologically traumatic situations. The psychoanalytic techniques include classic free associations, the so-called acting-out and the methods developed by individual psychology. These are early memories, family history and favorite fairy tales which allow determining the clients' lifestyles and their current outlooks. These techniques were shown to be most effective when they were aimed not only at clients' getting aware of the symptoms but also at clients' getting aware of their past life events that played important roles in the pathogeneses. The author discusses a specially developed panic attack destructive scenario desensitization strategy and its real case application. Clients guided by therapists work on dispelling their pathogenic beliefs and learn new behaviors, make changes in their self-attitudes and outlooks on life
Keywords: psychotherapy, psychoanalysis, panic attacks, in-depth psychology, desensitization, early memories
1. Adler A. Ocherki po individual'noj psihologii / A. Adler. – M. : Kogito-Centr, 2002. – 219 s.
2. Karvasarskij B.D. Nevrozy. – [2-e izd, pererab. i dop.] / B.D. Karvasarskij. – M. : Medicina, 1990. – 576 s.
Aktual_probl_psihol 2016, 1(45): 84-88 (pdf)
UDC: 925:159.923
Ivashkevych, E.Z.
Ivashkevych, Eduard Zenonovych – PhD in Psychology, assistant of the Department of General Psychology and Psychological Diagnostics of Rivne State University of the Humanities, Rivne, Ukraine
Language: Ukrainian
Recent empirical studies on social intelligence and structure of teacher social intelligence
The article presents the results of empirical research on social intelligence, its structure, characteristics and development. It has been shown that social intelligence of the individual largely depends on his / her gender and ethnic characteristics while its levels depend on psychological and educational factors that include group training, interpersonal knowledge, social activity, competence approach, gradual formation of social intelligence elements, etc. The author describes his concept of teacher social intelligence made up of a cognitive, mnemonic and empathic elements. The cognitive social element of teacher social intelligence includes a set of fairly stable attitudes to, knowledge and rules of interpretation of events, human behaviors, relationships, etc. based on the existing system of interpretations at micro and macro levels. The mnemonic element of teacher social intelligence describes the presence of an individual's ability to interpret phenomena, life events and his / her own and other people's behaviors. The empathic element of teacher social intelligence largely depends on the behavior chosen as a priority behavior and what is expected from other people, on a set of values and attitudes to the world, as well as individual anticipation capabilities in solving various problems of professional and social life, etc.
Keywords: intelligence; social intelligence; intellectual ability; social cognition; interpersonal knowledge; social activity; cognitive, mnemonic and empathic elements of social intelligence
1. Bashirov I.F. Social'nyj intellekt kak faktor uspeshnosti professional'noj dejatel'nosti voennogo psihologa : diss. kand. psihol. nauk : 19.00.05 / Il'dar Faritovich Bashirov. – M., 2006. – 212 s.
2. Belokon' O.V. Vzaimosvjaz' jemocional'nogo i social'nogo intellekta s liderstvom : diss. kand. psihol. nauk : 19.00.01 / Ol'ga Vladimirovna Belokon'. – M., 2008. – 168 s.
3. Berklund A.V. Social'nyj intellekt kak uslovie operacional'noj gotovnosti budushhih psihologov k konsul'tativnoj dejatel'nosti : diss. kand. psihol. nauk : 19.00.07 / Anna Vladislavovna Berklund. – Surgut, 2007. – 208 s.
4. Ishutina E.I. Vzaimosvjaz' urovnja social'nogo intellekta s pokazateljami trevozhnosti u predstavitelej raznotipnyh professij : diss. kand. psihol. nauk : 19.00.01 / Elena Ivanovna Ishutina. – Barnaul, 2002. – 202 s.
5. Molokostova A.M. Osobennosti social'nogo intellekta studentov s razlichnym psihologicheskim tipom lichnosti : diss. kand. psihol. nauk : 19.00.05 / Anna Mihajlovna Molokostova. – Samara, 2007. – 196 s.
6. Pashhenko E.I. Sootnoshenie social'nogo intellekta, kognitivnyh i psihosocial'nyh harakteristik v period rannej vzroslosti : diss. kand. psihol. nauk : 19.00.13: psihologija razvitija, akmeologija / Elena Ivanovna Pashhenko. – M., 2003. – 172 s.
7. Porjadina V.A. Gendernye razlichija v strukture social'nogo intellekta studencheskoj molodjozhi : diss. kand. psihol. nauk : 19.00.05 / Vera Aleksandrovna Porjadina. – Jaroslavl', 2007. – 236 s.
8. Sautina E.S. Psihologo-pedagogicheskie uslovija razvitija social'nogo intellekta studentov-psihologov : diss. kand. psihol. nauk : 19.00.07 / Ekaterina Sergeevna Sautina. – Tambov, 2008. – 206 s.
9. Fjodorova E.A. Social'nyj intellekt kak faktor formirovanija otnoshenija k social'no znachimym objektam u predstavitelej razlichnyh jetnicheskih grupp : diss. kand. psihol. nauk : 19.00.05 / Elena Aleksandrovna Fjodorova. – Jaroslavl', 2009. – 307 s.
10. Jakovleva N.V. Vzaimosvjaz' social'nogo intellekta i divergentnogo myshlenija subjektov raznoplanovoj dejatel'nosti (na primere podrostkov) : diss. kand. psihol. nauk : 19.00.01 / Natal'ja Vladimirovna Jakovleva. Habarovsk, 2010. – 262 s.
Aktual_probl_psihol 2016, 1(45): 89-94 (pdf)
UDC: 316.46:371.8:37.013.77
Kaluzhna, E.M., Dudko, A.O.
Kaluzhna, Eugeniya Mykolaivna, PhD in Psychology, associate professor, vice dean of faculty of social pedagogy and psychology, Department of practical psychology, Zaporizhzhya National University, Zaporizhzhya, Ukraine
Dudko, Аnastasiya Olexandrivna, student of faculty of social pedagogy and psychology, Zaporizhzhya National University, Zaporizhzhya, Ukraine.
Language: Ukrainian
Psychological analysis of school collective informal leader selection criteria
This article analyzes leadership as a social-psychological phenomenon generated by the system of informal relations in the group. Particular attention is paid to the psychological characteristics of the personality of leader, that affect his / her behaviors and interpersonal interaction style. The authors attempted to identify personal characteristics of teenagers that ensure their achievement of leadership status in the peer group. It was suggested that individuals' communication and organizational skills were among the main factors that determine their choosing as informal leaders by adolescents. The psychodiagnostic study conducted by the authors, allowed determining the main criteria for choosing informal leaders in the school collectives. The empirical research conducted by the authors, found direct correlations between teenagers' communication and organizational skills and their inclination for school leadership: the higher the levels of school students' communication and organizational skills, the more inclined they were to lead and vice versa. Based on the obtained results, the authors confirmed the assumption that the individual's communication and organizational skills acted as the most influential factor in choosing informal leader among adolescents in school. It was concluded that the conducted theoretical and empirical research evidenced the importance of studying the links between teenagers' social skills and their statuses in the collectives
Keywords: personality, teenager, leadership, leadership qualities, communication skills, organizational skills, informal relationships
1. Adair D. Psihologija liderstva / D. Adair ; per. s angl. M. Kotel'nikovoj. – M. : Eksmo, 2005. – 352 s.
2. Beljakova N.V. Social'no-psihologicheskie osobennosti projavlenija liderstva v studencheskih gruppah / N.V. Beljakova : diss. … kand. psihol. nauk. – M., 2002. – 197 s.
3. Beljackij N.P. Menedzhment. Osnovy liderstva : uchebnoe posobie dlja vuzov / N.P.Beljackij. – M. : Novoe znanie, 2002. – 250 s.
4. Bendas T.V. Psihologija liderstva : uchebnoe posobie / T.V. Bendas. – SPb. : Piter, 2009. – 448 s.
5. Bennis U. Kak stanovjatsja liderami. Menedzhment novogo pokolenija / U. Bennis, R. Tomas. – M. : Vil'jams, 2006. – 208 s.
6. Bern Е. Lider i gruppa. O strukture i dinamike organizacij i grupp / Е. Bern. – Ekaterinburg : LITUR, 2002. – 320 s.
7. Vezhevich T.Ye. Pedahohichni umovy rozvytku liders'kykh yakostey uchniv / T.Ye. Vezhevich. – Ulan-Ude : Belih, 2005. –172 s.
8. Karamushka L.M. Psykholohiya upravlinnya : navch. posib. / L.M. Karamushka. – K. : Milenium, 2003. – 344 s.
9. Krichevskij R.L. Psihologija liderstva : uchebnoe posobie / R.L. Krichevskij. – M., 2007. – 542 s.
10. Filonovich S.R. Liderstvo i prakticheskie navyki menedzhera / S.R. Filonovich. – M. : Infra-M, 2000. – 288 s.
Aktual_probl_psihol 2016, 1(45): 95-100 (pdf)
UDC: 316.42
Karamushka, M.I.
Karamushka, Marharyta Igorivna, PhD student, Dept. of psychology, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine
Language: Ukrainian
Features of forming experiment psychological qualities of socially active young people
The article reveals the content of the training aimed at developing psychological qualities socially active young people (In the scientific and educational sphere, assistance to participants ATO and internally displaced persons in the cultural and artistic, sports, ecological sphere, etc.) Analyze the results of the experiment. Presented by the performance indicators developed by the training.Emphasis psychological qualities that have changed their performance after training. As a result of the training program ""Development of psychological qualities socially active young people"", the author makes conclusions that it is an effective way of formation of psychological qualities socially active young people.Grown indicators for organizational skills, leadership, altruism, success, assertiveness, communication control, desire to engage in social contact, and decreased levels of manifestation of behavioral strategies ""avoidance"", ""anti-social activities"", ""aggressive actions.The training program consisted of seven sections and was aimed at developing empathy, stress, motivation, success, self-confidence, leadership skills, reduce aggression through the exercises and studying the required subjects. The results can be used in high schools in teaching subjects: ""Social Psychology"", ""Psychology of Personality"", ""Volunteer work"", as well as activities of public organizations to account for different types of socially active youth and meadow them to different areas of social activity
Keywords: youth, social activity, the development of psychological qualities, training
1. Andreeva Ju. V fokuse – molodezhnyj aktivizm / Ju. Andreeva. – Ul'janovsk : IC Ul'janov. gos. un-ta, 2007. – S. 76–80.
2. Bandura A. Teorija social'nogo nauchenija / A. Bandura. – SPb. : Evrazija, 2000. – 320 s.
3. Bezpal'ko O.V. Rozvytok sotsial'noyi aktyvnosti osobystosti u dytyachomu obyednanni / O.V. Bezpal'ko // Visnyk psykholohiyi i pedahohiky : zb. nauk. pr. – Vyp. 8. – 2012. – S. 3–16.
4. Borisova T.S. Aktivnost' i iniciativnost' kak osnova formirovanija social'noj otvetstvennosti uchashhejsja molodezhi / T.S. Borisova // Vestnik TGPU. – 2011. – Vyp. 1(103). – S. 131–136.
5. Kul'pedinova M. Vovlechenie molodezhi v obshhestvennuju praktiku kak prioritet gosudarstvennoj molodezhnoj politiki : sb. nauchnyh statej / M. Kul'pedinova, G. Nikolaev. – M. : FGU «GosNII sem'i i vospitanija», 2006. – 92 s.
6. Hrabovs'ka S.L. Sotsial'na aktyvnist' v protsesi sotsializatsiyi osobystosti / S.L. Hrabovs'ka, S.M. Choliy : zb. nauk. pr. Instytutu psykholohiyi imeni H.S. Kostyuka APN Ukrayiny ; za red. S. D. Maksymenka. – T. KhII. – Chast. 1. – K., 2010. – S. 171–181.
7. Fromm Je. Avtoritarnaja lichnost'. Teorii lichnosti v zapadnoevropejskoj i amerikanskoj psihologii / Je. Fromm. – Samara, 1996. – S. 263–294.
8. Zinevich O.A. Potrebnost' studentov v sozdanii novyh molodezhnyh ob#edinenij / O.A. Zinevich // Innovacionnoe razvitie i kadrovyj potencial molodezhnoj i social'noj sfery : m-ly Mezhdun. nauch.-prakt. konf. (Sankt-Peterburg, 21–23 nojabrja 2013 g.) / pod red. G.V. Kovalevoj. – SPb. : FGBOUVPO «SPGUTD», 2013. – S. 116–117.
9. Kovaleva A. Sociologija molodezhi: Teoreticheskie voprosy / A. Kovaleva, V. Lukov. – M. : Socium, 1999. – 351 s.
10. Luk'janova V.A. Metodicheskoe posobie po sozdaniju i organizacii raboty Studencheskogo Dobrovol'cheskogo Agentstva v uchebnom zavedenii: opyt, kotorym mozhno vospol'zovat'sja / V.A. Luk'janova, S.R. Mihajlova. – SPb. : Mul'tiProdzhektSistemServis, 2011. – 76 s.
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12. Ruds'ka M.I. Kompleks metodyk dlya doslidzhennya psykholohichnykh osoblyvostey sotsial'no aktyvnoyi molodi / M.I. Ruds'ka // Aktual'ni problemy psykholohiyi : zb. naukovykh prats' Instytutu psykholohiyi imeni H. S. Kostyuka NAPN Ukrayiny / [red. kol. : S. D. Maksymenko (hol. red.) ta in.]. – T. I : Orhanizatsiyna psykholohiya. Sotsial'na psykholohiya. Ekonomichna psykholohiya / za red. S. D. Maksymenka, L. M. Karamushky. – K. : A.S.K., 2015. – Vyp. 43. – S. 125–129.
13. Teterskij S.V. Social'nye iniciativy detej i molodezhi: podderzhka obshhestva i gosudarstva : monografija / S.V. Teterskij. – M. : REGLANT, 2003. – 214 s.
Aktual_probl_psihol 2016, 1(45): 100-105 (pdf)
UDC: 316.614.5
Krailyuk, А.І.
Krailyuk, Anna Igorivna, PhD student, Dept. of Social Psychology, Taras Shevchenko National University of Kyiv, Ukraine
Language: Ukrainian
Social and psychological conditions for optimization of family relationships
The article presents the results of the diagnosing and training phases of the study of the effects of parental attitudes on their children's choice of marital partners. The author analyzes the correlations between the marital partner types and the parental family interactions and climate and discusses a specially designed intervention program to prevent family dysfunctions and optimize family relationships. The author describes the principles that underpin the program, its objectives, methodology and the techniques used. The main stages of the program include: 1) awareness of the problem; 2) work with parental attitudes, the formation of constructive relationships; 3) development of the new skills. The author also analyzes the criteria of the program's effectiveness, the respondents' post-training self-reports and the pre-and post-training data. The program has been shown to help individuals' understand the impact of their parents' attitudes on their choice of marriage partners, which can strengthen those individuals' personal responsibility for their family relationships and improve them
Keywords: parental attitudes, intervention, awareness, conditions of self, emotional intimacy
1. Bern Je. Igry, v kotorye igrajut ljudi: psihologija chelovecheskih vzaimootnoshenij. Ljudi, kotorye igrajut v igry: Psihologija chelovecheskoj sud'by / Je. Bern ; [red. M. S. Majakovskogo]. – SPb. ; M. : Universitetskaja kniga, 1998. – 397 s.
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3. Ermoshin A.F. Veshhi v tele: Psihoterapevticheskij metod raboty s oshhushhenijami / A.F. Ermoshin. – M. : Klass, 1999. – 320 s.
4. Kraylyuk A.I. Typolohiya spivvidnoshennya bat'kivs'kykh nastanov ta osoblyvostey vyboru shlyubnoho partnera u zhinok ta cholovikiv / A.I. Kraylyuk // Naukovyy visnyk Khersons'koho derzhavnoho universytetu : zb. nauk. prats' KhDU / za red. Ye. Blynova. – № 1. – Kh., 2016. – S. 140–145.
5. Kraylyuk A.I. Osoblyvosti vplyvu bat'kivs'kykh nastanov na vybir podruzhn'oho partnera / A.I. Kraylyuk // Naukovyy visnyk Khersons'koho derzhavnoho universytetu: zbirnyk naukovykh prats' KhDU / za red. Ye. Blynova. – № 6. – Kh., 2015. – S. 135–140.
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7. Fromm Je. Iskusstvo ljubit' / Jerih Fromm ; [red.-sost. i avt. predisl. D. A. Leont'ev] ; per. s angl. L. V. Trubicina, A. V. Jarho, A. S. Solovejchik. – [2-e izd.]. – SPb. : Azbuka-klassika, 2008. – 220 s.
8. Shutcenberger A.A. Sindrom predkov: transgeneracionnye svjazi, semejnye tajny, sindrom godovshhiny, peredacha travm i prakticheskoe ispol'zovanie genosociogrammy / A.A. Shutcenbergerper ; per. s fr. I. K. Maslakov. – M. : Psihoterapija, 2008. – 256 s.
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Aktual_probl_psihol 2016, 1(45): 106-110 (pdf)
UDC: [159.98+615.851]:159.942.5–053.6(043.3)
Lazos, G.P.
Lazos, Gelena Petrivna, PhD, senior researcher, Laboratory of counselling psychology and psychotherapy, G.S. Kostyuk Institute of psychology of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Post-traumatic growth: theoretical models, new prospects for practice
The article deals with the phenomenon of post-traumatic growth. The author analyzes the following concepts and classifies the terms related to the phenomenon of posttraumatic growth (PTG): stress-associated growth; crisis-related development; trauma-induced positive changes; suffering that led to a positive transformation; disaster-activated development; transformational coping, etc. The author discusses the existing theoretical models of post-traumatic growth as an effective exit from trauma: the functional-descriptive model (R.G.Tedeschi, L.G.Calhoun), a client-centered metatheoretical model (S.Joseph), biopsychosocial (evolutionary) model (M.A.Christopher) and philosophical-psychological model (R.K.Papadopoulos). Based on the results of these models comparison, the author makes a conclusion about the need for a common theoretical basis to find effective practical ways of transforming trauma experiences in order to bring about post-traumatic growth. The author also analyzes the practical possibilities of the PTG theory. From the perspective of the explanatory and therapeutic potential, the most effective approach is that proposed by R.Papadopulos (the psychological and philosophical approach). The objectives of interventions when dealing with the traumatized is to help them reassess the trauma which would lead to their new life outlooks and new life goals, values and meanings. This can be done by unlocking human potential, establishing and developing relations with traumatized clients, their empathic treatment and support as well as consideration and respect
Keywords: post-traumatic growth, theoretical model, trauma, resilience, psychological effects of trauma, psychotherapy
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Aktual_probl_psihol 2016, 1(45): 110-116 (pdf)
UDC: 159.9:351.743
Lunov, V.Ye., Lyubchuk, O.K.
Lunov, Vitalii Yevhenovych, PhD in Psychology, Associate Professor, Honored worker of science and education, leading researcher of laboratory of educational psychology, G.S. Kostiuk Institute of Psychology of NAES of Ukraine, Kyiv, Ukraine
Lyubchuk, Оlha Кonstiantynivna, Dr. in Public Administration, PhD in Psychology, Professor, Head of the Department of Tourism of Azov State Technical University, Mariupol, Ukraine.
Language: English
The social and psychological portrait of the policeman: the technique and results of the study
Scientific bases of development of ""Socially-psychological portrait of policeman"" technique are shown. Criteria and indexes of socially-psychological portrait of modern policeman are indicated. The basic results of research of features of formed modern policeman socially-psychological image in conception of young student population are presented. This"" Socially-psychological portrait of policeman"" methodology directed on the study of such features of policeman personality as: professional orientation personality; moral qualities; professional qualities; communicative qualities. It was found that: the unformed constituents of social-psychological portrait of modern policemen most often is manifested in such situations: abuse of power; aiming to personal enrichments; inadequate behavior, rudeness, boor; performing professional duties in drunken state
Keywords: professional orientation of policeman personality, moral qualities, professional qualities, communicative qualities
1. Lunov, V. Psychological Features of Becoming the Professional Thought of Personality in the System of Internal Affairs of Ukraine [Elektronnij resurs] / V. Lunov // Philosophy of Mind. – Vol 8, Issue 25. – 2015. – Rezhim dostupu : http://ssrn.com/abstract=2624773
2. Metod nezakonchennyh predlozhenij [Jelektronnyj resurs]. – Rezhim dostupa : http:// sitesito.narod.ru/fipsi/babich/4.doc
3.Metodika (metod) nezakonchennye predlozhenija [Jelektronnyj resurs]. – Rezhim dostupa : http://psycabi.net/testy/329-test-saksa-levi-metodika-nezakonchennye-predlozheniya-metod-ssc
4. Semik A.A. Social'no-psihologicheskij oblik rossijskogo policejskogo i sovetskogo milicionera, konec XIX– HH vv.: Sravnitel'no-istoricheskoe issledovanie : monografija / A.A. Semik. – Krasnodar : KRNT, 2003. – 514 s.
Aktual_probl_psihol 2016, 1(45): 116-122 (pdf)
UDC: 159.923.2
Mykhailyshyn, U.B.
Mykhailyshyn, Ulyana Bogdanivna – PhD, Associate Professor, Head of Department of Psychology, SHEI ‘Uzhgorod National University’, Uzhgorod, Ukraine
Language: Ukrainian
Social and psychological features of students' value orientations: formulation of the problem
The article deals with the social and psychological features of students' value orientations. In the modern era of global conflicts and risks, humanistic values are particularly important for their being the spiritual and moral core of the international community and other communities. The author describes the structural-functional model of students' value orientations which comprises the values that are different in nature (situational values, flexible values, stable values, personal nucleus values). It has been found that students' value systems had age, gender, demographic, social, regulatory, and economic statuses. Students from different specialties have been shown to have different value systems that are largely associated with the transformational processes in the modern society. There is a tendency among college students to dissociation and individualism, as well as the weakening of continuity between generations. The value systems of female and male students are made up mainly of the personal values that direct their social activities to achieving personal success, finding protection and emphasizing individualism. The mandatory components of students' value orientations should be professional values (the profession's prestige and appeal, the goals of the profession as an expression of its social function, its social role, the content and work conditions of the profession, social status of the profession, personal model of the profession, professional ethics and traditions), economic values (stability, efficiency), moral values (understanding, emotional well-being), social values (humanism, freedom, human development and improvement of skills, fairness, dignity, teamwork, democracy), family values (the need for procreation, family traditions, relationships between family members)
Keywords: values, value orientations, socialization, self-actualization, situational values, flexible values, stable values
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Aktual_probl_psihol 2016, 1(45): 122-127 (pdf)
UDC: 378.371.159
Pustovalov, I.V.
Pustovalov, Ivan Victorovich, PhD student, senior lecturer, Dept. of General and Applied Psychology, Deputy Director, Educational and Scientific Institute of Management and Psychology at the University of Education Management of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Psychological conditions for development of value-semantic sphere of step-family adolescents
The article deals with the psychological characteristics of adolescent personality with special attention given to the value-semantic sphere of step-family adolescent personality. Step-family adolescents have been found to have mainly low levels of development of both individual components of their value-semantic sphere and the general index of their value-semantic. The author analyzes and systematizes the problems in the development of each component of the value-semantic sphere of adolescent personality in step-families and discusses the ways to solve them. The author also describes a special step-family adolescent personality value-semantic sphere development program, analyzes the role of trainers-facilitators in developing step-family adolescents’ value-semantic sphere as well the main measures of the program's effectiveness. The comparative analysis of the results obtained prior and after the application of the program found statistically significant positive changes in the general index of adolescents’ value-semantic sphere in the experimental group, while in the control group such changes were absent
Keywords: value-semantic sphere, adolescents, blood family, step family, psychological support for adolescents’ value-semantic sphere development, trainer-facilitator
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Aktual_probl_psihol 2016, 1(45): 127-131 (pdf)
UDC: 159.99
Khilko, S.О.
Khilko, Svitlana Olexandrivna, senior lecturer, Dept. of general and applied psychology, PhD student, University of Education Management of NAES of Ukraine, Kyiv, Ukraine
Language: Ukrainian
Nature and types of ambiguity in psychologists' professional activities
The article deals with ambiguous situations in the profession of a psychologist due to complexity, uncertainty and unpredictability of the situations encountered by counselors. The author discusses the sources and features of ambiguity and types of individuals' attitudes (intolerant and tolerant) toward it. Ambiguity intolerance is characterized by sufferings from uncertainty, unpleasant emotions, the desire to fight ambiguity trying to maximize certainty. Ambiguity tolerance is characterized by perception of ambiguous situations as creating conditions for professional development through the use of the advantages of uncertainty. It has been shown that psychologists' specialties which include research, teaching and counseling are characterized by their professional tasks made up of ambiguous situations, which in turn requires psychologists' tolerance for ambiguity. The sources of uncertainty in psychologists' work can be both internal and external. Internal sources of ambiguity are related to psychologists' internal contradictions found in all their professional activities. External ambiguity arises from psychologists' interactions with the environment. The author proposes a classification of ambiguous situations in the profession of a psychologist depending on the professional specialty: education and propaganda, prevention, counseling, psychological assessment, intervention, psychotherapy
Keywords: ambiguity, ambiguous situation, ambiguity tolerance, intolerance, psychologist, superabundance
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Aktual_probl_psihol 2016, 1(45): 132-138 (pdf)
UDC: 159.922
Shevchenko, S.V.
Shevchenko, Svitlana Victorivna, senior lecturer, Dept. of general and applied psychology, Educational and Research Institute of Management and Psychology at University of Education Management, Kyiv, Ukraine
Language: Ukrainian
А theoretical model of future psychologists’ self-trust
Self-trust is an important phenomenon that plays a great role in individuals' communication with themselves and with the environment, thus being the basis of social human existence. Researchers and practitioners show a considerable interest in studying the phenomenon of self-trust of future psychologists who represent communicative, sociological professions (human services) as a basic, integrated personality characteristic. Research on future psychologists' self-trust and its psychological characteristics and levels as well as its development during psychology students' college training have not been found, while knowledge of these characteristics and their development factors are of particular importance for the effective training of psychologists. The purpose of the article was to identify and theoretically describe the structural components of the model of future psychologists' self-trust. Becoming a psychologist means students' mastery of the profession and is naturally accompanied by a change in their self-perception, their abilities, personal strengths and weaknesses, self-identification and finding their place in the professional world. We believe that future psychologists' self-trust arises from their decision to become a specialist in psychology and has certain stages of development during their professional training. Conclusions. Future psychologists' self-trust consists of certain components, among which we highlight the reflective, motivational, cognitive, behavioral and emotional components. These components allow progressive developing of self-trust of future psychologist. Further research may focus on more detailed study and possible expansion of the quality characteristics of the structural components of the model of self-trust as an integrated system from the perspective of psychologists' work
Keywords: future psychologist, development of self-trust, professional development, components, reflective, motivational, cognitive, behavioral, emotional
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Aktual_probl_psihol 2016, 1(45): 138-143 (pdf)
UDC:
Language: Ukrainian
The 70-th Anniversary of G.S. Kostiuk Institute of psychology of the NAES of Ukraine
Aktual_probl_psihol 2016, 1(45): 143-148 (pdf)
UDC:
Language: Ukrainian
ХІ-th International conference on organizational and economic psychology «Psychology of Post-Traumatic Renovation»
Aktual_probl_psihol 2016, 1(45): 149-154 (pdf)