(2016) Science and education, 5, 233-238. Odessa.

Nataliia Portnytska,
PhD (Сandidate of Psychological Sciences),
associate professor, Department of Social and Applied Psychology,
Irina Dolinchuk,
student, Department of Social Psychology,
Zhytomyr State University named after Ivan Franko,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine

METHODS OF RESOLVING CONFLICTS AS A FACTOR OF BUILDING MARITAL RELATIONSHIP: CURRENT TENDENCIES

Transformation of social norms, values, traditions and views is happening in the modern society. It causes the changes in the system of marriage and family relations. Common-law marriage is getting more popular; it gives more personal freedom and decreases the requirements for taking responsibility for the relationship. On the other hand, conflicts in relationship are conditioned by the inconsistency of partner’s self-conception. Another problem is the lack of ways for constructive interaction. The analysis of young people’s ideas about resolving family conflicts is presented in the article. The study involved young people who had different experience of marital relations: official marriage, common-law marriage, romantic affairs, loneliness. The respondents were asked to list as many reasons for conflics and ways of their resolution as possible. The research results make it possible to describe the most common reasons for conflicts: lonely respondents list age, stress, financial difficulties, etc.; young people having romantic affairs mention dis  harmony in sexual relations and gender stereotypes, bad habits, breaking private space, etc.; people having common-law marriage note the influence of secondary factors (such as horoscope, parents); officially married young people perceive the reasons of conflicts through the daily routine problems. They list the greatest number of reasons, which demonstrates their low level of interpersonal interaction culture. Unfortunately, almost nobody of the surveyed is able to resolve the conflicts. In psychological counselling, the 5-step model of N. Pezeshkian for the formation of young people’s efficient conflict resolution with the formation of skills of their resolution in everyday life, is considered to be efficient. It involves the development of skills of supporting a partner, reconsiderations of events and taking responsibility for one’s own deeds.

marital relations, common-law marriage, family conflicts, conflict processing, ways of conflict resolution.

1. Andreeva, T. V. (2004). Semeynaya psikhologiya: ucheb. posobie [Family Psychology: textbook]. Saint Petersburg: Rech [in Russian].
2. Bogdanova, L. P., Schuklina, O. S. (2003). Tsivilniy shlyub u suchasniy demografichniy situatsiyi. [Civil marriage in modern demographic situation]. Sotsiologichni doslidzhennia – Sociological studies, 7, 18-33 [in Ukrainian].
3. Gornostay, P. P. (2007). Lichnost i rol. Rolevoy podhod v sotsialnoy psihologii lichnosti [The personality and role. Role-based approach in social psychology of personality]. Kiev: Interpress LTD [in Russian].
4. Popovich (Gisem), T. O. (2006). Hendernyi aspekt vyboru molodymy liudmy stratehii vyrishennia simeinykh konfliktiv [The gender aspect of choice of strategies for resolving family conflicts by young people]. Retrived from: http://www.newlearning.org.ua/sites/- default/files/praci/2012_8/st9.pdf [in Ukrainian].
5. Druzhinin, V. N. (2006). Psikhologiya semi [Family Psychology]. Saint Petersburg: Piter [in Russian].
6. Zakharchenko, V. H. (2004). Podruzhni konflikty ta stratehii yikh rozviazannia v molodykh simiakh [Marital conflict and strategies to solve them young families]. Ukrainskyi sotsium – Ukrainian society, 3, 48-55 [in Ukrainian].
7. Kocharyan, G. S. (1994). Psihoterapiya seksualnykh rasstroystv i supruzheskikh konfliktov [Psychotherapy of sexual dysfunction and marital conflicts]. Moscow: Meditsina [in Russian].
8. Moskvicheva, N. L. (2003). Obraz semii i yego dinamika do gerontogeneza [The image of the family and its dynamics to gerontogenesis]. Ananevskiie chteniia: materialy nauchno-prakt. konf. – Proceedings of the scientific and practical conference. Saint Petersburg: SPbGU [in Russian].
9. Pezeshkian, N. (1996). Semeynaya pozitivnaya psikhoterapiya: semya kak terapevt [Family positive psychotherapy: family as a therapist]. Moscow: Izd-vo Mart [in Russian].
10. Portnytska, N. F., Dolinchuk, I. O. (2015). Obraz maibutnoho podruzhnoho partnera u svidomosti yunok z riznym dosvidom doshliubnykh stosunkiv [The image of the future spouses in the minds of young women according to different experience of premarital relations]. Molodyi vchenyi – Youg scholar, 1(16), 169-172 [in Ukrainian].
11. Syisenko, V. A. (1989). Supruzheskiie konflikty [Spousal conflicts]. Moscow: Prosveschenie [in Russian].
12. Shneyder, L. B. (2006). Semeynaya psikhologiya: uchebnoe posobiie dlia vuzov. [Family Psychology: Textbook for universities]. 2 nd ed. Moscow: Akademicheskii Proekt; Ekaterinburg: Delovaia kniga. [in Russian].
13. Shuman, S. G., Shuman, V. P. (1989). Konflikty v molodoy semie: prichiny, puti ustraneniia [Conflicts in a young family: causes, ways of solving]. Minsk: Universitetskoe [in Russian].
14. Edeymiller, E. G., Yustitskiy, V. (2000). Psikhologiya i psikhoterapiya semi [Psychology and Psychotherapy of the family]. Saint Petersburg: Piter [in Russian].

(2016) Science and education, 5, 238-246. Odessa.

Victoria Senkevych,
practical psychologist,
Zhytomyr Regional Center of Prevention and Control of AIDS,
28, Shchorsa Str., Zhytomyr, Ukraine

AGE DIFFERENCES IN PSYCHOLOGICAL RESPONSE TO THE RISK OF HIV INFECTION

The article presents the empirical comparison of age-related differences in the response to the danger regarding HIV infection. The psychological response is considered as a coping mechanism and emotional reaction. The psychological response to the risk of HIV infection is understood as cognitive-affective-conative process, during which empathy and control of the risk of HIV infection are joined into a single strategy. Empathy is seen as a separate component of the response. The control of the risk of HIV infection includes the emotional, cognitive and behavioural components, which are represented by the following structural elements: emotional maturity, concerned with its own security, coping strategies and coping mechanisms, the level of knowledge about HIV/AIDS, the real risk assessment of infection, subjective control over the situation of infecting, the risk factor of sexual experience and dangerous behaviour. The study involved 145 respondents. The age differentiation of empathic relationship is proved. The significant differences in the age groups of 18-19-year-old and 25-55-year-old students have been found. The age differentiation of the empathy attitudes has been proved. The age group of 25-55-year-old respondents has shown higher levels of empathy attitudes towards the surrounding people and people living with HIV. They demonstrate the highest indices of emotional maturity and a higher level of knowledge about HIV/AIDS. All age groups have a coping mechanism of adaptation in the boundary condition. But, 18-19-year-old respondents’ intensity of coping strategies “positive reappraisal” and “escape – avoidance” is significantly higher. With age, the average values of the integral index of “experience of dangerous behaviour” are increasing, particularly the coefficients of sexual risk of HIV infection, and the number of unprotected sexual relations and the experience of severe alcohol intoxication.

psychological response, emotional response, empathy, components of the response to the risk of HIV infection, adolescence.

1. VIL-Infektsiya v Ukrayini: Inform. Byul. [HIV infection in Ukraine: Inform. Bulletin] (2013). [in Ukrainian].
2. Zhuravlova, L. P. (2007). Psykholohiia empatii: Monografiia [Psychology of empathy: Monography]. Zhytomyr: Editorial Zhytomyr State University of I. Franko. [in Ukrainian].
3. Zhuravlova, L. P., Senkevich, V.G. (2015). Empirichne doslidzhennya empatiynosti u strukturi reaguvannya molodi na nebezpeku schodo urazhennya  VIL [Empirical research of empathy in the structure of youth reactions to the HIV infection risk]. Naukovi zapysky natsionalnoho universytetu “Ostrozka akademiia”. Psykholohiia – Scientific notes. National University «Ostroh Academy». Series «Psychology», 2, 39-54. Ostroh: Publisher National University «Ostroh Academy» [in Ukrainian].
4. Pidlitki grup riziku v Ukrayini: vikliki ta chas diy. AdvokatsIyniy dokument [Teens at risk in Ukraine: Challenges and action time. Advocacy document]. (2011). UNICEF Ukr. In.-t sots. doslidzh. im. O. Yaremenka. Kyiv [in Ukrainian].
5. Rubynshtein, S. L. (2007). Osnovy obschey psikhologii: Uchebnoe posobie dlya stud. Vuzov [The Principles of Global Psychology: Textbook for students High schools]. Saint Petersburg: Piter [in Russian].
6. Senkevich, V. G. (2013). Strukturizatsiya fenomenu nebezpeki schodo urazhennya VIL [Structurisation of the phenomenon of HIV infection risk]. Nauka i osvita. Spetsvypusk – Science and education. Thematic Special Edition. «Psychology of personality: theory, experience and practice». Оdesa [in Ukrainian].
7. Senkevich, V. G. (2014). Empatiynist u strukturi reaguvannya molodi na nebezpeku schodo urazhennya VIL [Empathy in the structure of youth reaction to the danger of contracting the HIV]. Nauka i osvita. Spetsvypusk – Science and education. Thematic Special Edition. «Psychology of personality: theory, experience and practice», 5, 189-196. Odessa [in Ukrainian].
8. Chebykin, О. Y., Butuzova, L. P. (2006). Psykholohiia stavlennia pidlitkiv do nebezpeky urazhennia VIL [Psychological peculiarities of adolescents’ attitude towards the danger of contracting the HIV]. Оdessa: South scientific center of NAPS of Ukraine [in Ukrainian].
9. Shapovalenko, Y. V. (2005). Vozrastnaya psikhologiya (Psikhologiya razvitiya i vozrastnaya psikhologiya) [Age psychology (Developmental Psychology and Age psychology)]. Мoscow: Hardaryky [in Russian]. В

(2016) Science and education, 5, 246-251. Odessa.

Nataliya Sydorenko,
PhD (Candidate of Psychological Sciences),
associate professor,
Iryna Fris,
PhD (Candidate of Psychological Sciences),
associate professor,
Department of General, Developmental and Educational Psychology,
Zhytomyr State University named after Ivan Franko,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine

SELF-REGULATION OF BEHAVIOUR AND ITS FEATURES IN FUTURE TEACHERS

The article is aimed at examining the regulatory specificity of future teachers’ personal qualities and searching for ways of forming self-conscious behaviour. Conscious self-regulation is understood as a process of initiating, building, maintaining and managing all kinds of internal and external activities aimed at achieving the objectives. Psychological mechanisms of future teachers’ self-regulation of behaviour can be represented as a system of conscious actions in coordination activities with external and internal requirements of the results, namely, planning and programming educational activities, developing subjective criteria for achieving goals, monitoring and assessing results. The psychological characteristics of persons with different styles of self-regulation (such as balanced, characterised by high empathy and moderately internal level of subjective control; autonomous – high self-control, normative behaviour, active – moderately internal attitude towards life; sustained – sociability, anxiety, externality; ineffective, conformal, low empathy, reasonable internality) has been also presented. The concept of individual style of self-control is considered as individual typical features of self-regulation system, which appear in different types of person’s activities. The presented integrated system of self-regulation of students-future teachers’ behaviour is aimed at improving the regulatory processes and creating conditions for the development of such personality traits as regulatory flexibility, initiativity, independence, emotional stability, self-control, internality, and empathy. The approbation of the developed system has demonstrated positive changes in the ability for self-regulation by students-future teachers of their activities. 

self-regulation, externality, empathy, self-control, independence, internality, conformity.

1. Zeigarnik, B. V., Kholmogorova, A. B. (1989). Samoregulyatsiya povedeniya v norme i patologii [Selfregulation of behavior in health and disease]. Psikhologicheskiy zhurnal – Psychological journal, (Vol. 10), (pp. 12-132) [in Russian].
2. Kalin, V. K. (1983). Emotsii. Intellekt [Emotions. Intelligence]. Emotsionalno-volevaya regulyatsiya povedeniya i deyatelnosti – Emotional and volitional regulation of behavior and activity. (pp. 171-175). Moscow: Pedagogika [in Russian].
3. Mislavskiy, Yu. A. (1991) Samoregulyatsiya i aktivnost lichnosti v yunosheskom vozraste [Selfregulation and activity of the person at youthful age]. Мoscow: Pedagogika [in Russian].
4. Morosanova, V. I. (1988) Individualnyiy stil samoregulyatsii [Individual style of self-regulation]. Мoscow [in Russian].
5.. Plakhotnikova, I. V., Morosanova, V. I. (2004) Razvitie lichnostnoy samoregulyatsii [The development of personal self-regulation]. Moscow: Verbum [in Russian].
6. Chebyikin, A. Ya. (1999). Teoriya i metodika emotsionalnoy regulyatsii uchebnoy deyatelnosti [Theory and methods of emotional regulation of educational activity]. Odessa: Astroprint [in Russian].

(2016) Science and education, 5, 251-256. Odessa.

Iryna Tychyna,
PhD (Candidate of Psychological Sciences),
associate professor,
Department of Social and Applied Psychology,
Zhytomyr State University named after Ivan Franko,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine

INTRAPSYCHIC MONODRAMA AS A METHOD OF LEARNING AND SEARCHING FOR INTERNAL RESOURCES OF PERSONAL DEVELOPMENT

One of the main human qualities is the ability of individuals to think about themselves, their destination, true desires and life goals. The development of self-reflection and self-mastery techniques not only promotes better selfunderstanding, but also helps to see one’s strengths, identify areas of the development. In this regard, methods of using psychodrama techniques in individual counselling with a view to open the inner nature of client’s identity are relevant. The article is aimed at analysing the feasibility of psychodrama ideas in monodrama game in the counselling process and identifying the main steps in the method of intrapsychic monodrama. Monodrama is considered as a variant of psychodrama, when all the roles are played by the protagonist himself. Room space is used to build the scene, empty chairs or symbolic objects play the role of other people. Monodrama game, depending on the problems raised by a client, can be different: interpersonal, fantastic, intrapersonal. The sequence of operation in the method of intrapersonal monodrama may include three steps. The first step involves meeting with a mask, in order to understand why it is necessary and what kind of role it is. The second step involves the identification of roles the mask hides. At this step the realisation of the whole repertoire of a personality is possible. The third step is the final one, in which the analysis of the repertoire of the protagonist’ roles for the development of the “Ego”, takes place. Intrapsychic monodramatic work makes it possible to see and understand all the role-parts of the “Ego” which are willingly demonstrated to someone and securely hidden from others. Besides, intrapsychic psychodramatic experiments provide an opportunity to learn more about oneself for oneself, oneself for a group, for a society and humanity as a whole

 psychodrama, monodrama, intrapsychic monodrama, interpersonal monodrama, fantastic monodrama, protagonist.

1. Gornostay, P. P. (2007). Lichnost i rol: rolevoi podkhod v sotsialnoi psikhologii lichnosti: monografiya [The identity and role: role-playing approach in the social psychology of personality: monography]. Kyiv: Interpress LTD [in Russian].
2. Kipper, D. A. (1993). Klinicheskiie rolevyie igry i psikhodrama [Clinical role playing and psychodrama]. Nykulychev M. Yu., Grygoreva Yu. G. (trans.). Moscow: TOO «Nezavisimaia firma «Klass» [in Russian].
3. Moreno, Ya. L. (2001). Psikhodrama [Psychodrama]. Pimochkina, G., Rachkova, E. Moscow: Aprel Press; Izd-vo EKSMO-Press [in Russian].
4. Pitsele, P. (2009). Podrostki iznutry: intrapsikhicheskaia psikhodrama [Teenagers from the inside: intrapsykhic psychodrama]. Psikhodrama – vdokhnovenie i tekhnika – Psykhodrama – inspiration and machinery. Holms P., Karp M. (Eds.). Mershavka V., Chentsova, G. (transl.). Moscow: Nezavisimaia firma «Klass» [in Russian].
5. Tatenko, V. O. (2006). Subiektno-vchynkova paradygma v suchasnii psykhologii [Subject-acting paradigm in modern psychology]. Liudyna. Subiekt. Vchynok: Filosofsko-psykhologichni studii – Man. Subject. The act: Philosophical and psychological studies]. Tatenko V. O. (Ed.). Kyiv: Lybid [in Ukrainian].
6. Tauvon, K. B. (2013). Printsypy psikhodramy [The principles of psychodrama]. Rukovodstvo po psykhodrame – Guide for psychodrama. Karp M., Holmsa P., Tauvon K. B. (Ed.). Prokopova O. P. (trans.). Kyiv: Izd. P.Gornostai [in Russian].
7. Tytarenko, T. (2003). Zhyttyevyi svit osobystosti: u mezhakh i za mezhamy budennosti [The world of life of the individual, within and beyond the ordinary]. Kyiv: Lybid [in Ukrainian].
8. Erlaxer-Farkas, B., Jorda, K. (2004). Monodrama: Istseliaiushchaia vstrecha. Ot psikhodramy k individualnoi terapii [Monodrama: Healing meeting. From Psychodrama to Individual Therapy]. Kyiv: Nika-Cetr [in Russian].