(2016) Science and education, 2-3, 74-83. Odessa.

Viktoriia Bilodid,
post-graduate student, Department of Developmental Psychology,
Taras Shevchenko National University of Kyiv,
2a, Hlushkov Avenue, Kyiv-03680, Ukraine 

PRACTICAL RECOMMENDATIONS ON THE FORMATION OF LIFE PROSPECT OF STUDENTS THROUGH THE ORGANIZATION OF EDUCATIONAL ENVIRONMENT 

 Based on the author’s conceptual model and empirical research results, the range of problems of the formation of life prospects during professional training is substantiated; practical recommendations on the ways to optimize life projecting by means of the educational environment organization are suggested. Basing on the author’s conceptual model and the results of the empirical research, the article is aimed at substantiating the range of problems of the formation of life perspective during professional training; as well as suggesting practical recommendations on the ways to optimize life projecting by organizing educational environment of a higher educational institution. Life prospect is defined as a dynamic image of the desired or conscious future that plays activating, directing and prognostic role in human activity regulation. It is shown that in the process of educational socialization approaching, extension and specification of life prospect takes place by fixing life plans in new spheres of life. The stages of life perspective in the course of study at a higher educational institution are described. An important socialization factor is subjective position of a student, which conditions the choice of socialization resources required for the effective adaptation and self-development. The following components of the educational socialization are singled out: educational, environmental, interactive, and professionalizing. These components are passively perceived by a student, mediated through his/her skills, abilities, personality traits, motivation and scope of structuring time, forming features of life prospect. One can effectively influence the formation of the coordinated life prospect by social and psychological training. However, the implementation of such a training has limitations because its members are immersed in the microlevel of functioning of socializing influences. Professional, interactive, environmental and educational direction of impact of educational socialization function mainly at the mesolevel - the level of cultural, social, informational, regulatory and supervisory, organizational and material environment of a particular higher educational institution. Therefore, there is a need for the purposeful organization and transformation of the educational environment in order to promote life prospects of students. The relevant recommendations for the administration and heads of departments describe a generalized portrait of a graduate - ideal reference image, personality formation project that embodies values, traditions and opportunities of a specific educational institution (specific areas to create such an image based on the competency model are suggested). It is emphasized that focus of higher education on the development of the professional competencies of students enables forming professionals ready to determine themselves, adequately assess and adjust their own lives. Practical ways to enhance the subject activity of students have been outlined. The recommendations for lecturers of subject disciplines direct didactic planning to be focused on the development of key competencies of students. The recommendations for specialists in educational work describe monitoring of the psychological condition of students in the context of solving specific personal crises that arise during each course of professional training.

  life prospect, life plan, educational socialization, competence.

 1. Bermus, A. G. Problemy i perspektivy realizatsii kompetentnostnogo podkhoda v obrazovanii [Problems and prospects for the implementation of the competence approach in education]. Retrieved from: www.eidos.ru/journal/2005/0910-12.html [in Russian].
2. Zeer, E. F. (2000). Psikhologiya professionalnogo obrazovaniya : uchebnoe posobie [Psychology of vocational education: tutorial]. Ekaterinburg [in Russian].
3. Mikhno, K. O. (2008). Dynamika uiavlen studentivpsykholohiv pro maibutniu profesiiu [Dynamics of studentspsychologists’ vision of future profession]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
4. Pryazhnikov, N. S., & Pryazhnikova, E.Yu. (2005). Psikhologiya truda i chelovecheskogo dostoinstva [Psychology of labor and human dignity]. Moscow : Akademiya [in Russian].
5. Radchuk, H. K. (2011). Psykholohiia aksiohenezu osobystosti u konteksti vyshchoi profesiinoi osvity [Psychology of axiological genesis of personality in the context of higher professional education]. Extended abstract of Doctor’s thesis. Kyiv: NAAN Ukrainy, In-t psykholohii im. H.S. Kostiuka [in Ukrainian].
6. Svyrydenko, D. B. (2014). Akademichna mobilnist: vidpovid na vyklyky hlobalizatsii: monohrafiia [Academic mobility: the challenges of globalization: monograph]. Kyiv: Vyd-vo NPU imeni M.P. Drahomanova [in Ukrainian].
7. Khodkinson, Dzh. P., & Sperrow, P. (2007). Kompetentnaya organizatsiya : psikhologicheskiy analiz prot-sessa strategicheskogo menedzhmenta [The competent organization : a psychological analysis of the process of strategic management]. Moscow : Gumanitarnyy Tsentr [in Russian].
8. Chuhaieva, N. Yu. (2012). Uspishna sotsializatsiia studentiv VNZ yak osnovna meta diialnosti pedahohanastavnyka [Successful socialization of university students as the main purpose of the teacher-mentor’s activities]. Aktualni problemy psykholohii: zb. nauk. pr. – Urgent problems of psychology: collection of scientific works, ХІІ, 14, 284-291[in Ukrainian].

(2016) Science and education, 2-3, 83-90. Odessa.

Аnna Lisovenko,
post-graduate student, Department of General and Differential Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska doroha Str., Odesa, Ukraine 

ENVY AND NARCISSISM 

 The article deals with the results of the theoretical and empirical research aimed at revealing the level of the manifestation of narcissism in personalities, prone to envy in different degrees. It has been theoretically grounded, that envy is a stable individual property caused by the regular comparing of oneself with others not for one’s own favour, and is manifested in the passionate desire to have what the “object of comparing” has; and is characterized by specific emotions, thoughts and considerations regarding oneself and others, which is also manifested in a specific kind of behaviour. In the given study narcissism is considered as an exaggerated sense of self-worth and an intense concern of selfesteem. The following methods have been used in order to find the ratio of proneness to envy and narcissism: original test-questionnaire «Differential diagnosis of personality tendency to envy» (DIZA), the questionnaire «Social identity guidelines towards envy» by O. Sannikova, A. Lisovenko, «Narcissistic Personality Inventory: Narcissism Test (NI) by F.-W. Deneke, B. Hilgenstock (adaptation by V. Vid, N. Zalutska). The significant correlation relationships have been revealed between the different indicators of envy and narcissism. The profiles of the parameters of narcissism in the groups with the highest and lowest values of the general index of envy are considered. It has been empirically proved that personalities, who are more prone to jealousy, are characterized by painful doubts about the value of themselves and a sense of deep insecurity; the tendency to mobilize impulses of rage and revenge; by self weakness, the desire for praise and acknowledgment; the tendency to self-control loss; as well as by the lowering of the basic potential of hope. Personalities with the less manifested proneness to envy are characterized by the great increase of the general index of narcissism; self-confidence without being dependent on other people’s opinion and evaluations (including negative ones); well-developed capabilities of controlling their emotions, thoughts and behaviour; positive self-attitude; hope for the better; self-responsibility, etc.

 envy, proneness to envy, narcissism, the property of the individual personality, personality.

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3. Vid, V. D. & Zaluckaya, N. M. (2003). Indeks funktsionirovaniya self-sistemy (na osnove testa otsenki nartscissizma) [Index of functioning the Self-system (based on test on evaluation of narcissism)]. Saint Petersburg: NIPNI im. V. M. Behtereva [in Russian].
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7. Kogut, H. (2003) Analiz samosti: sistematicheskii podkhod k lecheniyu nartsissicheskih narushenii lichnosti [Analysis of selfhood: systematic approach for treatment of narcissistic disorders of a personality]. Moscow: Kognito-Centr [in Russian].
8. Sannіkova, O. P. & Lіsovenko, A. F. (2015). Uyavlennya studentіv pro fenomen «zazdrіst» [Students views about the nature of the phenomenon of «envy»]. Science and education a new dimension. Pedagogy and Psychology, III (29), 57, 72-75. Retrieved at: http://seanewdim.com/published-issues.html [in Ukrainian].
9. Sannikova, O. P. (1995). Emotsionalnost v strukture lichnosti [Emotionality in the personality structure]. Odessa: Hors [in Russian].
10. Freud, Z. (1999). Vvedenie v psikhoanaliz [Introduction to Psychoanalysis]. Saint Petersburg: Aleteya [in Russian].
11. Deneke F.-W., Hilgenstock, B., Müller, B.R. (1994). Das «Narzißmusinventar» (1989-1994): Handbuch [The «Narzißmusinventar»: Manual]. Bern: Huber [in German].
12. Deneke, F.-W. (1994). Die Regulation des Selbsterlebens bei Gesunden, psychosomatischen, psychoneurotischen und alkoholkranken Patienten. Ein taxonomischer Forschungsansatz [The regulation of selfexperience in health, psychosomatic, psychoneuromatic and alcoholic patients. Taxonomic approach]. Psychotherapie, Psychosomatik und medizinische Psychologie – Psychotherapy, Psychosomatic Medicine and Medical Psychology, 44, 260-280 [in German].

(2016) Science and education, 2-3, 91-98. Odessa.

Olena Kosianova,
post-graduate student,
Department of Theory and Methods of Practical Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine  

EMOTIONAL SPHERE AS A BASIS OF POLYGRAPH EVIDENCE 

 The article presents the results of the theoretical research of emotional sphere, which is considered by the author as an integral structure personal formation, including not only dynamic properties, but also qualitative and meaningful characteristics. It has been revealed that stable emotional features in a certain degree can determine person’s fraudulent propensity. The analysis of educational states in situations connected with deceit through the examples of many researches has shown that excitement is considered to be a part of emotion, and its manifestation is a probable result of deception. It has been discovered that the work of a polygraph is based on this aspect. Besides, the following aspects, which are manifested in the polygraph evidence, have been revealed: motivational, moral and assessment, gnostic, physiological, etc. It has been justified that a polygraph is a detector of emotions, which registers and analyzes their changes in vegetative physiological functions. Along with this, the role of influencing stimuli is considered to be extremely important; and the software helps to transform all the examined parameters (breathing, blood pressure, skin and galvanic reaction, etc.) into digital data, which characterize the level of emotions manifestation. Moreover, neutral emotional properties are significant for polygraph testing because they act like indicators compared to other ones, helping to determine a certain basis for the analysis of changes in psycho-physiological indices. Today the issue of the interrelation between fraudulent propensity and stable peculiarities of the emotional sphere (such as emotional lability, emotional stability, level of empathy and personal maturity) still remains understudied and needs further examination, which is considered to be the prospects for further research.

 emotions, emotional sphere, fraudulent propensity, polygraph testing.

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7. Izard, K. E. (2000). Psikhologiya emotsiy [Psychology of emotions]. Saint Petersburg: Piter [in Russian].
8. Ilin, E. P. (2001). Emotsii i chuvstva [Emotions and feelings]. Saint Petersburg: Piter [in Russian].
9. Petrovskiy, A. B., Yaroshevskiy, M. G. (1998). Kratkiy psikhologicheskiy slovar [Brief psychological dictionary]. Rostov n/Donu [in Russian].
10. Kositskiy, G. I., Smirnov, V. M. (1970). Nervnaya sistema i «stress»: o printsipe dominanty v patologi [Nervous system and stress: about the principle of dominant in pathology]. Izd. «Nauka» [in Russian].
11. Olshannikova, A. E. (1983). Emotsii i vospitanie [Emotions and education]. Moscow: Znanie [in Russian].
12. Gippenreyter, Yu. B., Falikman, M. V. (2009). Psikhologiya motivatsii i emotsiy [Psychology of motivation and emotions]. Moscow: ACT: Astrel [in Russian].
13. Aleksandrov, Yu. I. (Ed.). (2012). Psikhofiziologiya: Uchebnik dlya vuzov [Psychophysiology: textbook for universities]. 3 rd ed. Izdatelskiy dom “Piter” [in Russian].
14. Sannikova, O. P. (2003). Fenomenologiya lichnosti: Izbrannye psikhologicheskie trudy [Phenomenology of personality: selected psychological works]. (pp. 102- 108). Odessa: SMIL [in Russian].
15. Simonov, P. V. (1970). Teoriya otrazheniya i psikhofiziologiya emotsiy [Theory of reflection and psychophysiology of emotions]. Moscow: Nauka [in Russian]. 16. Smirnov, V. M. (1967). Issledovanie mekhanizmov emotsiy v protsesse lecheniya metodom dolgosrochnykh intertserebralnykh elektrodov [Study of the mechanisms of emotions in the process of curing by means of the method of long-term inter-cerebral electrodes]. Voprosy sovremennoy psikhonevrologii. Trudy in-ta imeni V. M. Bekhtereva – Issues of modern psycho-neurology. Works of the university named after V. M. Bekhterev, 43, 67-72. Leningrad [in Russian].
17. Tikhomirov, O. K. (1984). Psikhologiya myshleniya: Uchebnoe posobie [Psychology of cognition: textbook]. Moscow: Izd-vo Mosk. un-ta [in Russian].
18. Fray, O. Lozh (2006). Tri sposoba vyyavleniya. Kak chitat mysli lzhetsa, kak obmanut detektor lzhi – Three ways of revealing. How to read the liar’s thoughts, how to cheat the polygraph. Saint Persburg: PraymEVROZNAK [in Russian].
19. Fress, P. (1975). Emotsii [Emotions]. Eksperementalnaya psikhologiya – Experimental psychology, 5, 111-195. Moscow: Progress [in Russian].
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21. Chebikіn, O. Ya., Pavlova, І. G. (2009). Stanovlennia emotsіinoi zrіlostі osobystostі: Monografіia [The development of emotional maturity of a personality: monograph]. Odesa : SVD Cherkasov [in Ukrainian].
22. Ekman, P. (1999). Psikhologiya lzhi [Telling Lies]. Saint Petersburg: Piter [in Russian].
23. Ekman, P. (2010). Psikhologiya emotsiy [Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life]. (Translated by Kuzin, V.). Saint Petersburg: Piter [in Russian].
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(2016) Science and education, 2-3, 99-105. Odessa.

Olena Bespartochna,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Psychology, Pedagogy and Philosophy,
Anna Ziuman,
Master’s degree student, specialty “Pedagogy of Higher School”
Kremenchuk Mykhailo Ostrohradskyi National University,
20, Pershotravneva Str., Kremenchuk, Ukraine 

INFLUENCE OF TOBACCO SMOKING ON THE QUALITY OF INTERPERSONAL COMMUNICATION IN YOUNG ADULTHOOD 

 Tobacco smoking is closely connected with the interpersonal communication since this is a good occasion for the very first cigarette to be smoked which can become the addiction in the future. The reasons, which are a significant factor for tobacco smoking in adolescence, are less relevant in young adulthood. As interpersonal communication becomes more significant in young adulthood, the finding of ways of crossing barriers is vitally important. So, it is considered that tobacco smoking can assist in crossing these barriers and as such improves the quality of the interpersonal communication. The article is aimed at studying the effect of tobacco smoking on the quality of young males’ and females’ interpersonal communication. In the course of the study the authors have compared specific features of emotional barriers which can arise during the interpersonal communication and interpersonal social orientation of both smokers and non-smokers. Besides there have been revealed the special aspects of the tobacco smoking process, which help smokers to cope with interpersonal communication barriers. It has been concluded that smokers more often than non-smokers demonstrate emotionally deficient type of behaviour. They communicate in a “superficially friendly” way, holding themselves aback from others, they are afraid that they cannot be loved, and if they get close to anyone, their disadvantages can be discovered. At the same time smokers face less emotional barriers during interpersonal communication. The authors believe that smokers, being emotionally vulnerable, use smoking as a means of crossing the interpersonal communication barriers. Thus, a cigarette is used as a symbol; smoking is considered as a ritual which allows pauses to be filled, time to be gained for thinking, the building of an emotional block, an excuse for a conversation starting, etc. Moreover, a fruitful relationship to be established requires the joint actions of two interlocutors. Thus, smoking, as a joint activity, relieves stress, encourages people for emotional openness and relaxing. The successful usage of this method for the interpersonal communication facilitation in the referent group makes smokers to gradually transfer such a “behaviour criterion” to other areas of life. This is considered to be the main reason of the unsuccessful antismoking campaign. Together with the physiological dependence, faith in tobacco myths, protective and other mechanisms – all of these complicate the overcoming of the tobacco addiction.

 tobacco smoking, interpersonal communication, adolescence, emotional barriers, referent group.

 1. Pavelkiv, R. V. (2011). Vikova psykholohiia [Age-related psychology]. Kyiv: Kondor [in Ukrainian].
2. Dubrovynskaia, E. Y. (2012). Sotsialnopsikhologicheskie usloviya formirovaniya motivatsii pervichnoho otkaza ot tabakokureniya sredi studencheskoi molodezhi [Socially-psychological conditions of forming motivation of primary smoking cessation among students]. Extended abstract of candidate’s thesis. Moscow [in Russian].
3. Kyslytsyna, O. A. (2009). Sotsialnoekonomicheskie faktory riska psikhicheskikh rasstroistv podrostkov [Socio-economic risk factors of mental disorders in adolescents]. SOTSIS – SOTSIS, 8. 92-99. Moscow [in Russian].
4. Kotova, M. B. (2008). Psikhologicheskie usloviya obespecheniya effektivnosti profilaktiki kureniya u podroskov [Psychological conditions of providing the effectiveness of smoking prevention in adolescents]. Extended abstract of candidate’s thesis. Moscow [in Russian].
5. Mendelevych, V. D. (2001). Klinicheskaya i meditsinskaya psikhologiya [Clinical and medical psychology]. Moscow: MEDpress [in Russian].
6. Mendelevych, V. D. (2007). Rukovodstvo po addiktologii [Guidelines for addictology]. Saint Petersburg: Rech [in Russian].
7. Nemov, R. S. (1995). Psikhologiya: uchebnik dlya studentov vysshykh uchebnykh zavedeniy [Psychology: textbook for university students]. (Vols. 3). Moscow: VLADOS [in Russian].
8. Semenyuk, L. M. (Eds.). (1996). Khrestomatiya po vozrastnoi psikhologii [Readings on the psychology]. Feldshtein, D. I. (Ed.). 2 nd ed. Rev. Moscow: Institute of Applied Psychology [in Russian].
9. Spasova, V. & Toteva, S. (1986). Kharakteristika lichnostnykh osobennostei kuryashchykh i nekuryashchikh, ustanavlivaemaya s pomoshchyu dvukh psikhologicheskikh metodik [Characteristics of personality traits of smokers and nonsmokers, installed with the help of two psychological techniques]. Teoreticheskie i klinicheskie problemy sovremennoy psikhiatrii i narkologii: Materialy mezhdunarodnogo simpoziuma – Theoretical and clinical problems of modern psychiatry and narcology: Proceedings of the International Symposium. Moscow: [in Russian].
10. Starshenbaum, H. V. (2006). Addiktologiya: psikhologiya i psikhoterapiya zavisimostey [Addictology: psychology and psychotherapy of additions]. Moscow: Kohyto-Tsentr [in Russian].