(2016) Science and education, 2-3, 164-168. Odessa.

Tamara Plaksii,
PhD (Candidate of Historical Sciences), associate professor,
Department of Psychology, Pedagogy and Philosophy,
Mykola Derkach,
fourth-year student, Faculty of Psychology,
Kremenchuk Mykhailo Ostrohradskyi National University,
20, Pershotravneva Str., Kremenchuk, Ukraine 

FEATURES OF SENIOR CITIZENS’ EMOTIONAL STATES UNDER THE CONDITIONS OF THE MODERN UKRAINIAN SOCIETY TRANSFORMATION 

 The article deals with the peculiarities of senior citizens’ emotional states in the modern Ukrainian society. The main ways of interpreting the concepts of «emotions», «experience», «psychological states» have been considered in the study. It has been proved that hard life conditions may be manifested in the emotional sphere of elderly people and their psycho-physiological health. Besides, it has been found that their longevity depends on their life attitudes.

 emotions, emotional states, emotional suffering, emotional sphere, the old age, retirement age.

 1. Vysnevska-Roshkovska, K. (1989). Novaya zhyzn posle shestidesyati [The new life after sixty].Moscow [in Russian].
2. Havrylova, T. P. (1984). O vospytanii nravstvennykh chuvstv [About the instilling of moral sentiments]. Moscow: Prosveshchenie [in Russian].
3. (2012). Zakon Ukrayiny «Pro zakhody shchodo zakonodavchoho zabezpechennia reformuvannia pensiinoi systemy» [Law of Ukraine “On the rightful support of reforming pension legislation”]. Vidomosti Verkhovnoi Rady Ukrayiny – News of the Verkhovna Rada of Ukraine (pp. 12-13) [in Ukrainian].
4. Zaporozhets, A. V. (1986). Izbrannye psikholohycheskie trudy: v 2-kh t. [The selected psychological works: in 2 volumes]. Moscow: Pedagogika [in Russian].
5. Keyd, B., O’Khenlon, V. Kh. (2001). Kratkosrochnaya psykhoterapiya. [The short-term psychotherapy]. Moscow: Institut obshchegumanitarnykh issledovaniy [in Russian].
6. Kolenichenko, T. I. (2007). Adaptatsiya lyudey pokhyloho viku do novykh sotsialnykh umov [The adaption of elderly people to new social conditions]. Retrieved from: http: // www.rusnauka.com/14.NTP_2007/Pedagogica/21849.doc .htm [in Ukrainian].
7. Mynnyhaleeva, H. (2004). Sotsialnopedagogicheskaya rabota s pozhylymi lyudmi [The social and pedagogical work with old people]. Candidate’s thesis. Moscow [in Russian].
8. Novikova, O. Yu. Problemy liudyny pokhyloho viku: sotsialno- pedahohichnyi aspect [The problem of an old man: the social-pedagogical aspect]. Retrieved from: http://bo0k.net/index.php?bid=7939&chapter=1&p=achapter.
9. Kholl, Dzh. (1922). Starinnia, ostannia polovyna zhyttia [The aging, the last half of life]. Washington [in Ukrainian].
10. Shevchuk, N. F. (2010). Dukhovnist suspilstva kriz pryzmu stavlennia do lyudey pokhyloho viku [The spirituality through the prism of relation to the elderly people]. Dukhovnist osobystosti: metodolohiya, teoriya i praktyka – The personality spirituality: the methodology, the theory and the practice, 5(40), 253-263 [in Ukrainian].

(2016) Science and education, 2-3, 169-173. Odessa.

Vitalii Popov,
post-graduate student, Department of Extreme Psychology,
National University of Civil Protection of Ukraine,
94, Chernyshevska Str., Kharkiv, Ukraine 

EMOTIONAL COMPONENT OF ACQUIRED HELPLESSNESS AMONG EMPLOYEES OF STATE EMERGENCY SERVICE OF UKRAINE 

 The extreme nature of the professional activity of rescuers has a negative impact on the psyche of a wide range of negative factors, which often cause mental breakdowns, reduction of professional capacity, maladjustment, which leads to the formation of professional destruction. Helplessness leads to a change in the structure of individual activities, a negative impact on productivity and interaction with colleagues. Acquired helplessness is a psychological phenomenon, which is formed as a result of prolonged traumatic experience on the basis of subjective awareness of the lack of control of events under the influence of destructive environmental factors and intrapersonal factors. Learned helplessness is a tendency to generalize to other areas of activity, manifested in two forms – situational and personal. The article deals with the issue of acquired helplessness of employees of State Emergency Service of Ukraine. Basing on the review of the psychological literature there has been allocated a four-component structure of the phenomenon of acquired helplessness, including cognitive, emotional, motivational and volitional components. The article is aimed at studying the emotional component of acquired helplessness. In domestic psychological sources the issue of acquired helplessness formation and manifestation among the rescuers is still understudied. The lack of control over the actions of causes emotional deficit, which leads to depression. Lack of control makes helplessness affect behavior in other situations. Depressive people know from experience that they cannot control the negative complex situations, as they consider themselves to be helpless. Helplessness destroys and complicates social communication and interpersonal contacts. The carried out research has shown that employees with personal helplessness consider themselves to be passive and indifferent. It has been determined that employees with situational helplessness tend to be indecisive, nervous, unconfident and strained. It has been found that employees with personal and situational helplessness are characterized by insufficient responsibility. The employees with a high level of situational anxiety tend to perceive a threat to their self-esteem and life in a vast range of situations and respond with the expressed condition of anxiety. The study does not cover all aspects of the issue of the acquired helplessness formation and development. The above theoretical and empirical analysis of this problem enriches knowledge on the phenomenon of acquired helplessness and can be useful for the development of programs for psycho-correction of rescuers’ acquired helplessness.

 acquired helplessness, emotional component, anxiety, depression, employees of State Emergency Service of Ukraine.

 1. Baturin, N. A., Vyboishhik, I. V. (2010). Analiz podkhodov k profilaktike i korrektsii vyuchennoy bespomoshhnosti [The analysis of approaches to the prevention and correction of learned helplessness]. Teoreticheskaya, eksperimentalnaya i prikladnaya psikhologiya – Theoretical, experimental and applied psychology, 2, 116-127. Chelyabinsk: JuUrGU [in Russian].
2. Burlachuk, L. F. (2006). Psikhodiagnostika [Psychodiagnostics]. Saint Petersburg: Piter [in Russian].
3. Duchimіnska, T. І. (2013) Psyholohichni osoblyvosti podolannia osobystisnoi bezporadnosti v navchalnii diialnosti studentiv [Psychological features of overcoming personal helplessness in the learning activities of students]. Extended abstract of candidate’s thesis. Ostroh [in Ukrainian].
4. (2013). Zakon Ukrainy «Kodeks tsivіlnoho zakhystu Ukrainy» [The Law of Ukraine «Code of Civil Defense of Ukraine»]. Vіdomostі Verhovnoi Rady – The news of the Verkhovna Rada [in Ukrainian].
5. Zeer, Ye. F., Symaniuk, Ye. Ye. (2005). Psikhologiya professionalnykh destruktsiy: uchebnoe posobie dlya vuzov [Psychology of professional destruction: textbook for high schools]. Ekaterinburg: Delovaya kniga [in Russian].
6. Izard, K. Ye. (1999). Psikhologiya emotsiy [Psychology of emotions]. Saint Petersburg: «Piter» [in Russian].
7. Raigorodskiy, D. Ya. (2001). Prakticheskaya psikhodiagnostika. Metodiki i testy: ucheb. posob. [Practical psychodiagnostics. Procedures and tests: tutorial]. Samara: «BAHRAH - M» [in Russian].
8. Romek, V. G. (2000). Teoriya vyuchennoy bespomoshhnosti Martina Seligmana [The theory of learned helplessness of Martin Seligman]. Moscow: «Zhurnal prakticheskogo psihologa» [in Russian].
9. Hekhauzen, H. (2003). Motivatsiya i deyatelnost [Motivation and activities]. Saint Petersburg: «Piter» [in Russian].
10. Tsiring, D. A. (2005). Psikhologiya vyuchennoy bespomoshhnosti [Psychology of learned helplessness]. Moscow: «Akademiya» [in Russian].
11. Shipovskaya, V. B. (2009). Bespomoshhnost – teoriya, eksperimenty, praktika [Helplessness - theory, experiments, practice]. Krasnodar: IJeiU MiSS [in Russian].
12. Abramson, L. Y., Seligman, М. Е., Teasdale, J. D. (1978). Learned helplessness in humans: critique and reformulation. Journal of Abnormal Psychology, (Vol. 87), (pp. 49-74) [in English].
13. Dweck, C. S., Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, (Vol. 25), (pp. 109-116) [in English].
14. Hiroto, D. S. (1974). Locus of control and learned helplessness. Journal of Experimental Psychology, (Vol. 102 (2)), (pp. 187-193) [in English].
15. Peterson, C. (1978). Learning impairment following insoluble problems: learned helplessness or altered hypothesis pool? Journal of Experimental Social Psychology., (Vol. 14), (pp. 53-68) [in English].
16. Seligman, M. E. (1975). Helplessness: on depression, development, and death. San Francisco: W. H. Freeman [in English].
17. Natsionalna dopovid pro stan tekhnohennoi ta pryrodnoi bezpeky v Ukraini. Retrieved from: http://www.mns.gov.ua/content/national_lecture.html [in Ukrainian].

(2016) Science and education, 2-3, 174-178. Odessa.

Svitlana Fedorenko,
PhD (Candidate of Historical Sciences), associate professor,
Department of Psychology, Pedagogy and Philosophy ,
Anna Kovalenko,
5-th year student, Faculty of Psychology,
Kremenchuk Mykhailo Ostrohradskyi National University,
20, Pershotravneva Str., Kremenchuk, Ukraine 

FEATURES OF PSYCHOSOCIAL READINESS OF RECRUITS FOR MILITARY SERVICE 

 Due to the military conflict in the East of Ukraine one of the most important issues of the modern Ukrainian society is the country’s defense capacity. Therefore, the issue of creating a capable army is one of the priorities in state policy today. An important component of this process is the increasing of the level of recruits’ professional and psychosocial readiness for military service, which can be forced or volunteer. The review of foreign researches has helped to reveal that the level of psychosocial readiness among the young men accepted for volunteer (contract) military service is much higher than that of those enrolled for forced military service. Psychological motivation of the men who volunteered for military service differs fundamentally from the motivation of recruits who execute military duty forcibly. An important component of the successful and psychosocial readiness of today’s youth for serving in the armed forces is a rigorous study of age-related characteristics of this category. In order to study the readiness of young people aged 16 to 25 for military service in the Armed Forces of Ukraine on a volunteer basis an empirical study has been carried out. The following methods have been used in the research: the questionnaire “Adaptivity 200” providing the study of the level of social development and psychological qualities which are basic for adaptive personal processes; individual interviews and special questionnaires, aiming at determining the desire of young men to do military service. The research results have not revealed clear attitude (neither positive nor negative) towards the volunteer military service of the surveyed. It has been determined that the young people are easily influenced by other people’s opinion and especially mass media and propaganda. Besides they are now fully aware in the specificity of the volunteer military service and are not psychologically ready for military service.

 psychological readiness for activity, social and psychological readiness of a recruit for volunteer military service, forced military service, professional psychological selection.

 1.Instruktsіia pro orhanizatsiiu vykonannia Polozhennia pro prokhodzhennia hromadianamy Ukraiiny viiskovoi sluzhby u Zbroinykh Sylakh Ukrainy [Manual on the organization of implementing Regulations on military service in the Armed Forces of Ukraine]. (2009). Zatverdzhenoji nakazom Ministra oborony Ukrajiny vid 10 kvitnja 2009 roku №170, zarejestrovanoji v Ministerstvi justyciji Ukrajiny 19 travnja 2009 roku za №438/16454. [in Ukrainian].
2.Lebedev, A. V. (1991). Voennaya gotovnost gosudarstva: filosofsko-sotsiologicheskiy analiz [The military readiness of the state: philosophical-sociological analysis]. Сandidate’s thesis. Moscow [in Russian].
3.Lytvynenko, E. (2001). Teoretykometodologhichni osnovy psykholohichnoi pidhotovky voiniv [Theoretical and methodological foundations of psychological training of soldiers]. Prykordonnyk Ukrainy – Ukrainian border guard, 3. (pp 38–45). [in Ukrainian].
4.Lutovshov, V. I. (1990). Sootnoshenie podgotovki i gotovnosti molodezhi k zashhite Otechestva (filosofskosociogicheskij analiz) [The ratio of training and readiness of the youth for defending the Fatherland (philosophical and sociological analysis)]. Extended abstract of candidate’s thesis. Moscow [in Russian].
5.Savchyn, M. V. (2005) Vikova psykholohiia [Age psychology]. Kyiv: Akademvydav [in Ukrainian].
6.Sanzharevskiy, I. I. (1995) Professionalnaya gotovnost voennogo letchika i ee formirovanie v aviatsionnom uchilishhe v sovremennykh usloviyakh (sotsiologicheskiy analiz) [Professional preparedness of a military pilot and its development in aviation school in modern conditions (sociological analysis)]. Extended abstract of candidate’s thesis. Moscow [in Russian].
7.Tomchuk, M. I. (1996). Sotsialno-psykholohichni problemy hotovnosti uchniv do sluzhby v Zbroinykh Sylakh Ukrainy [Psychosocial problems of students’ preparedness for doing military service in the Armed Forces of Ukraine]. Doctor’s thesis. Kyiv [in Ukrainian].

(2016) Science and education, 2-3, 178-184. Odessa.

Anzhela Kharchenko,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Psychology,
Poltava V. G. Korolenko National Pedagogical University,
2, Ostrohradskoho Str., Poltava, Ukraine 

TEACHING PEDAGOGICAL PSYCHOLOGY: FROM THEORY TO PRACTICE 

 The article deals with the problem of teaching pedagogical psychology to students of Pedagogical Universities. It is proved that one of the most important directions of improvement of higher education in Ukraine is the transition from the subjective to the person-oriented studying. The aim of this studying is the personality of a student and his/her professional qualities. The qualitative higher education should ensure the formation of a professionally competent person. The democratization and humanization of the relationships of a lecturer and his/her students, as well as the improvement of the content, forms and methods of teaching of students, should be the priority direction in this process. The article is aimed at reviewing the ways of activating cognitive activity of pedagogical university students in the process of teaching pedagogical psychology to them. The role of the methods in enhancing of students’ professional competence, as well as in the organization of pedagogical interaction between a lecturer and students, is substantiated. The review of scientific literature has shown that cognitive activity is defined as the conscious activity, which is aimed at studying the reality. It is carried throughout the whole life in all kinds of activities and social relations. It consists of motivational-volitional, procedural, operational and effective components and is held with the help of cognitive acts of understanding and reflection. The activation of students’ cognitive activity is considered by psychologists and pedagogues as a focused activity of a teacher in order to stimulate interest, to increase activity, creativity and independence of students in the mastering of knowledge and their application in practice. It is also seen as the creative attitude towards the reality, which provides success and gives the nature of independent and creative search for the verity to the student’s learning. There are effective methods of activation of students’ cognitive activity while teaching pedagogical psychology to them: the comparison of approaches to the problem, lecturer’s uncompleted generalization of conclusions, problematic tasks and questions, discussions, analysis of specific situations. Also individual research tasks are used for the activation of student’s cognitive activity. They involve creating presentations on one of the topics of subject. Methods of activation of students’ cognitive activity allow to make the transition from pedagogical psychology as a source of information to pedagogical psychology as a source of communication, from narrow educational tasks to professionallyoriented ones, from the subject-objective relationships of a lecturer and students to pedagogical interaction and cocreation.

 students’ cognitive activity, methods of activation of cognitive activity, lecture, problematic situation in teaching, dialogic interaction, interest.

 1. Vengher, O. P. (2014). Psykhologhopedaghoghichni osoblyvosti rozvytku piznavalnoi diialnosti studentiv vyshhoho navchalnoho zakladu [Psychological and Pedagogical features of development of cognitive activity of students of higher educational institutions]. Сandidate’s thesis. Ostroh [in Ukrainian].
2. Kreyn, U. (2002). Teorii razvitiya. Sekrety formirovaniya lichnosti [Theories of development. Secrets of the formative personality]. Saint Petersburg: praym – EVROZNAK [in Russian].
3. Morghun, V. (2014). Poetychna psykholohiia ta psykholohichna poeziia. Tvorcha zustrich u poetychnii laboratorii psykholoha 27 travnja 2014 r. [Political psychology and psychological poetry. The creative meeting is in the poetic laboratory of psychologist, May, 27, 2014]. Poltava : PNPU imeni V.Gh.Korolenka. – POUNB imeni I. P. Kotliarevskoho [in Ukrainian].
4. Rean, A.A., & Kolominskiy, Ya.L. (2000). Sotsialnaya pedagogicheskaya psikhologiya [Social pedagogical psychology]. Saint Petersburg: izdatelstvo «Piter» [in Russian].
5. Khiell, L., & Zigler, D. (2011). Teorii lichnosti [Theories of personality]. Saint Petersburg: Piter [in Russian].
6. Chebykin, A. Ya. (1991). Emotsionalnaya regulyatsiya uchebno-poznavatelnoy deyatelnosti (vtoroe izdanie): monografіya [Emotional regulation of cognitive activity: monograph]. Odessa [in Russian].