(2016) Science and education, 5, 46-52. Odessa.

Vitalii Klymchuk,
Doctor of Psychology, senior lecturer, executive director of the
Institute of Mental Health, Ukrainian Catholic University,
17, Ilariona Sventsitskoho Str., Lviv, Ukraine

POSTTRAUMATIC GROWTH AND WAYS OF FACILITATING IT IN PSYCHOTHERAPY

The relevance of the study is determined by the current situation in Ukraine and the special attention of experts to the field of mental health and posttraumatic stress disorders. Special focus on the disorder, together with the achievement of the important goal (to find the ways of treating it) can lead to stigmatisation and discrimination of people suffering from posttraumatic stress disorders (PTSD). To avoid this, the other phenomenon – the posttraumatic growth (PTG) should be put in focus. The current understanding of the PTG as a situation in which personal development, at least in some areas, has exceeded its previous level, the one a person had had before the crisis. The following tools for measuring the posttraumatic growth are used: The Changes in Outlook Questionnaire, The Posttraumatic Growth Inventory, The Stress-Related Growth Scale, The Thriving Scale, The Perceived Benefit Scales. Besides, the attention is paid to its relations with socio-demographic characteristics, personality changes, cognitive processes, the level of PTSD, the impact of posttraumatic growth on overcoming posttraumatic stress. The model of psychotherapeutic intervention facilitating posttraumatic growth and affecting the intensity of the treatment of PTSD (model by L. Calhoun, R. Tedeschi and THRIVE-model by S. Joseph) has been described. It includes the following components: taking stock (making sure a client is safe and helping him/her to overcome PTSD, for example, by means of exposure techniques); harvesting hope (to learn to have plans for the future, for example, by means of inspiring stories of people, who have experienced the same situations); re-authoring (rewriting one’s experience by means of creating stories, expressive writing technique); identifying change (observing one’s PTG with the help of the questioning or surveys); valuing change (development of confidence in new priorities); expressing change in action (searching for ways of transferring PTG in real world, for example, by means of writing week schedules).

posttraumatic stress disorder, posttraumatic growth, stress, trauma, psychotherapy.

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4. Armeli, S., Gunthert, K. C., & Cohen, L. H. (2001). Stressor appraisals, coping, and post-event outcomes: The dimensionality and antecedents of stressrelated growth. Journal of Social and Clinical Psychology, 20, 366-395 [in English].
5. Bower, J.E., Kemeny, M.E., Taylor, S.E., Fahey, J.L. (1998). Cognitive processing, discovery of meaning, CD4 decline, and AIDS-related mortality among bereaved HIV-seropositive men. Journal of consulting psychology, 66(6), 979-986 [in English].
6. Calhoun, L.G., Tedeschi, R.G. (1999). Facilitating Posttraumatic Growth: A Clinician’s Guide. Routledge [in English].
7. Dekel, S., Ein-Dor, T., & Solomon, Z. (2012). Posttraumatic growth and posttraumatic distress: A longitudinal study. Psychological Trauma: Theory, Research, Practice, and Policy, 4(1), 94-101 [in English].
8. Epel, E.S., McEwen, B.S., Ickovics, J.R. (1998). Embodying Psychological Thriving: Physical Thriving in Response to Stress. Journal of Social Issues, 54 (2), 301- 322 [in English].
9. Finkel, N. 1975). Strens, traumas, and trauma resolution. American Journal of Community Psychology, 3 (2), 173-178 [in English].
10. Helgeson, V.S., Reynolds, K.A., Tomich, P.L. (2006). A Meta-Analytic Review of Benefit Finding and Growth. Journal of Consulting and Clinical Psychology, 74 (5), 797-816 [in English].
11. Joseph, S. (2009). Growth Following Adversity: Positive Psychological Perspectives on Posttraumatic Stress. Psychological Topics, 18 (2), 335-344 [in English].
12. Joseph, S. (2013). What Doesn’t Kill Us: A guide to overcoming adversity and moving forward. Piatkus [in English].
13. Joseph, S., Butler, L. (2010). Positive Changes Following Adversity. PTSD Research Quarterl, 21 (3), 1- 3 [in English].
14. Joseph, S., Linley, P.A., Andrews, L., Harris, G., Howle, B., Woodward, C., & et al. (2005). Assessing positive and negative changes in the aftermath of adversity: Psychometric evaluation of the Changes in Outlook Questionnaire. Psychological Assessment, 17, 70-80 [in English].
15. Joseph, S., Linley, P.A., Shevlin, M., Goodfellow, B., & Butler, L. (2006). Assessing positive and negative changes in the aftermath of adversity: A short form of the Changes in Outlook Questionnaire. Journal of Loss and Trauma, 11, 85-89 [in English].
16. Joseph, S., Williams, R., & Yule, W. (1993). Changes in outlook following disaster: The preliminary development of a measure to assess positive and negative responses. Journal of Traumatic Stress, 6, 271-279 [in English].
17. Kunst, M. J. (2010). Peritraumatic distress, posttraumatic stress disorder symptoms, and posttraumatic growth in victims of violence. Journal of traumatic stress, 23 (4), 514-518 [in English].
18. Linley, P.A., & Joseph, S. (2004). Positive change following trauma and adversity: A review. Journal of Traumatic Stress, 17, 11-21 [in English].
19. McMillen, J.C., & Fisher, R.H. (1998). The Perceived Benefit Scales: Measuring perceived positive life changes after negative events. Social Work Research, 22, 173-187 [in English].
20. Morrill, E.F., Brewer, N.T., O’Neill, S.C., Lillie, S.E., Dees, E.C., Carey, L.A., Rimer, B.K. (2008). The interaction of post-traumatic growth and post-traumatic stress symptoms in predicting depressive symptoms and quality of life. Psycho-Oncology, 17 (9), 948-953 [in English].
21. Park, C.L., Cohen, L.H., & Murch, R. (1996). Assessment and prediction of stress-related growth. Journal of Personality, 64, 71-105 [in English].
22. Taku, K., Cann, A., Calhoun, L.G., Tedeschi, R.G. (2008). The factor structure of the posttraumatic growth inventory: a comparison five models using confirmatory factor analysis. Journal of Traumatic Stress, 21 (2),158-164 [in English].
23. Tedeschi, R.G., Calhoun, L.G. (1996). The posttraumatic growth inventory: Measuring the positive legacy of trauma. Journal of Traumatic Stress, 9, 455-471 [in English].
24. Tedeschi, R.G., Calhoun, L.G. (2004). Posttraumatic Growth: conceptual foundations and empirical evidence. Psychological Inquairy, 15 (1), 1-18 [in English].
25. Zoellner, T., Maercker, A. (2006). Posttraumatic Growth and Psychotherapy. Calhoun, Lawrence G. (Ed); Tedeschi, Richard G. (Ed). Handbook of posttraumatic growth: Research & practice. US: Lawrence Erlbaum Associates Publishers [in English].

(2016) Science and education, 5, 53-60. Odessa.

Liudmyla Snihur,
Doctor of Psychology, professor, Odessa military academy,
Eduard Sarafaniuk,
PhD (Candidate of Pedagogical Sciences), professor, Odessa military academy,
Volodymyr Luhanin,
lecturer, Odessa military academy, st. Fontanskaya road,
10, Odessa, Ukraine,
Valentin Vorona,
lecturer, National University “Odessa Maritime Academy”,
8, Didrikhsona Str., Odessa, Ukraine

PSYCHOLOGICAL BASES OF IMPLEMENTING A TASK OF HIGHER MILITARY
EDUCATIONAL INSTITUTIONSFOR FORMING FUTURE OFFICERS AS LEADERS

The article presents the results of studying the opportunities for promoting the development of cadets as leaders at higher military educational institutions. The following methods were used: analysis of teaching experience in the field of military leadership of cadets studying at higher military educational institutions of western style; the technique of examining communicative and organisational skills for identifying their manifestation in students using the questionnaire by B. Fedorishin, test by J. Kelly, sample surveys and expert assessment, psychological drawing “Me”, “I in a Family”, “Other People and I”. The review of the scientific literature has shown that the process of the development and formation of a leader consists of three components: informational component (acquiring knowledge about leadership qualities in the ideal of a man, an officer and a citizen), formational component (the analysis and selfanalysis of one’s ascension) and experience component. The promotion of leadership qualities is possible due to the organisation of a concrete style of cadet’s life, the joint efforts of the teaching staff with the active involvement of senior cadets into discussion of current experiences in a specially formed microgroup aimed at the active formation of officers’ leadership. The analysis and self-examination of leadership qualities development with the help of the military community, knowledge about leadership and competent implementation of the obtained knowledge into practice are very important aspects in the process of the formation of cadets as leaders. Leadership is manifested in the character of an individual. Prudence, justice and courage as well as the ability to set oneself a mission are the basic qualities of a leader.

formation, person, cadet, leader, protector, virtue.

1. Barko, V. I., Boiko, O. V., Irkhin, Yu. B. (2008). Formuvannia liderstva i prykhylnosti do zdorovoho sposobu zhyttia u viiskovosluzhbovtsiv i pratsivnykiv pravookhoronnykh orhaniv Ukrainy [Formation of leadership and commitment to healthy lifestyle among uniformed personnel authorities of Ukraine]. Kyiv [in Ukrainian].
2. Dianin-Harvard, O. (2014). Yak formuvaty svoiu osobystist: shliakh lidera [How to form one’s personality: the way of the leader]. Lviv: Svichado [in Ukrainian].
3. Osodlo, V. I., Stasiuk, V. V., Shevchuk, V. P. (2007). Informatsiino-komunikatyvni tekhnolohii v humanitarnii sferi Zbroinykh syl Ukrainy: dosvid, problemy, perspektyvy [Information and communication technologies in the humanitarian sphere of the Ukraine Armed Forces: experience, problems and prospects]. V. Radetskyi (Ed.). Kyiv:NAOU [in Ukrainian].
4. Karamushka, L. M., Fil, O. A. (2005). Psykholohichnyi analiz osoblyvostei roboty konkurentnozdatnykh upravlinskykh komand v osvitnikh orhanizatsiiakh [Psychological analysis of the characteristics of competitive management teams in educational institutions]. Aktualni problemy psykholohii – Relevant issues of psychology, 16, 15-35. (Vol. 1). S. D. Maksymenko, L. M. Karamushka (Eds.). Kyiv: Milenium [in Ukrainian].
5. Kreveld, M. (2005). Transformatsiya voyny [Transformation of war]. Moscow: Alpina Biznes Buks [in Russian].
6. Maksymenko, S. D. (2014). Liderstvo yak funktsiia profesiinoi psykholohichnoi kompetentnosti osobystosti [Leadership as a function of the individual professional psychological competence]. Problemy suchasnoi psykholohii – Issues of modern psychology, 24, 7- 16 [in Ukrainian].
7. Stasiuk, V. V. (Ed.). (2012). Moralnopsykholohichne zabezpechennia u Zbroinykh Sylakh Ukrainy [The moral and psychological support in the Armed Forces of Ukraine] [in Ukrainian].
8. Boiko, O. V., Vorobiov, H. P., Zamana, V. M., Koberskyi, L. V., Muzhenko, V. M. (et.al.) (2012). Orhanizatsiia psykholohichnoi pidhotovky osobovoho skladu pidrozdiliv Sukhoputnykh viisk: Navchalno-metodychnyi posibnyk [Organization of psychological training of the units of the Land Forces]. H. P. Vorobiov (Ed.). Lviv: ASV [in Ukrainian].
9. Zelynskyi, A. (2015). Soniakhy: dukhovnist na chasy viiny [Spirituality in the war]. Lviv [in Ukrainian].
10. Rybalko, V. V. (2010). Psikhologiya chesti i dostoinstva lichnosti: Kulturologicheskie i aksiologicheskie aspekty: nauchno-metodicheskoe posobie [Psychology of honor and dignity: Cultural and axiological aspects]. Odesa: Interprint [in Russian].
11. Vroom, V & Yetton, P. (1983). Leadership and Decision Making. Pittsburgh: University of Pittsburgh Press [in English].
12. Meyer, T. McChrystal and a Grain of Salt. The Military Leader. Retrieved from: http:- //www.themilitaryleader.com/more-important-than-rank [in English].
13. Namara, P., Trumbull, D. (2007). An Evolutionary Psychology of Leader-follower Relations. Nova Publishers [in English].
14. Dixon, N. F. (2012). On the Psychology of Military Incompetence. Retrieved from: http://combatreform.org/militaryincompetence.htm. [in English].

(2016) Science and education, 5, 60-66. Odessa.

Olena Bulgakova,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Social work and HR-management,
Odessa National Polytechnic University,
1, Shevchenko avenue, Odesa, Ukraine

THEORETICAL AND METHODOLOGICAL BASIS FOR DEFINING
THE MEANING OF THE CONCEPT “PSYCHOLOGICAL READINESS”

The article deals with the issue of recovery and personal growth of people exposed to trauma events and who have post-traumatic disorders. This issue is considered to be relevant because there is the increase of traumatic events in current war situation in Ukraine. In addition, Ukrainians, especially those who live in war territory, have no opportunity to get professional assistance. In this situation, the main role in supporting the natural mental recovery processes belongs to people from the nearest social environment. A traumatic event causes a number of changes in the nervous system functioning, which can be manifested in nightmares, negative self-attitude, depression, aggression, or on the contrary, indifference. One should remember that none of these manifestations means abnormality or deviation. All of them are a normal psychological reaction to traumatic events. One of the significant factors of recovery after traumatic events is the support of relatives and close friends, their calm and encouraging attitude. A person who has experienced trauma becomes sensitive to different triggers (reminders about the event). Everything associated with a traumatic event can cause tension, anxiety, aggression, etc. People, their actions, words or phrases, concrete situations or just things, sounds, scents can act like triggers. Thus, the following peculiarities of behaviour are the signals meaning that one should consult a psychologist: if a person avoids communication and prefers to spend all the time in his/her “safe place (at home)”; if he/she refuses to think about the traumatic event, denies the facts which have taken place in his/her life in reality; loses his/her interests and hobbies, becomes indifferent to everything; manifests no interest in his/her relatives’ or friends’ life; misuses alcohol or drugs, etc. In such situations, close people should understand the symptoms and neurophysiological mechanisms of posttraumatic reactions. They should master the skills of socio-psychological support, which include psychological recovery, creating emotionally calm conditions for safe memories, refocusing on a certain kind of activity (finding new hobby, etc.).

psychological readiness, social interaction, a system of relations, subjectivity.

1. Andreeva, E. A. (2013). Formirovanie psihologicheskoi gotovnosti budushhih specialistov socialnoi sfery k innovacionnoi dejatelnosti [Forming of psychological readiness of future specialists of social sphere for innovations]. Extended abstract of candidate’s thesis. Moscow [in Russian].
2. Gotovnost [The readiness]. Retrieved from: psihotesti.ru›gloss/tag/gotovnost/ [in Russian].
3. Gudimenko, Yu. Yu. (2014). Psihologicheskaia gotovnost k innovacionnoi dejatelnosti kak usloviie profilaktiki professionalnoi deformacii lichnosti vospitatelia doshkolnogo obrazovatelnogo uchrezhdeniia [Psychological readiness to innovative activity as a condition of prevention of professional deformation of the personality of the teacher of preschool educational institution]. Extended abstract of candidate’s thesis. Tver [in Russian].
4. Diachenko, M. I., Kandybovich, L. A. (1986). Psikhologicheskiie problemy gotovnosti cheloveka k deiatelnosti [Psychological problems of person’s readiness for work]. Moscow: Nauka [in Russian].
5. Durai-Novakova, K. (1983). Formirovaniie professionalnoi gotovnosti studentov k pedagogicheskoi deiatelnosti [The forming of professional readiness of students for pedagogical activity]. Extended abstract of candidate’s thesis. Moscow [in Russian].
6. Ibatullina, E. Yu. (2013). Gotovnost pedagoga k innovacionnoi dejatelnosti kak faktor korrekcii professionalnogo konservatizma [The teacher’s preparedness for innovative activity as a factor of correction of professional conservatism]. Extended abstract of candidate’s thesis. Volgograd [in Russian].
7. Kodintseva, N. M. (2009). Vzaimosviaz kompetentnosti socialnogo vzaimodeistviia i psihologicheskih osobennostei studentov vuzov [The interrelation of competence of social interaction and psychological characteristics of University students]. Extended abstract of candidate’s thesis. Moscow [in Russian].
8. Koptiaieva, O. N. (2009). Motivatsionnaia gotovnost pedagogov k innovatsionnoi deiatelnosti [Motivational readiness of teachers for innovative activities]. Extended abstract of candidate’s thesis. Yaroslavl [in Russian].
9. Kudashova, L. A. (2002). Formirovanie moralnopsikhologicheskoi gotovnosti studentov vuzov – budushhih sottsialnykh rabotnikov – k professionalnoi deyatelnosti [The forming of moral-psychological readiness of students – future social workers – for the profession]. Extended abstract of candidate’s thesis. Saratov [in Russian].
10. Liventseva, O. V. (2002). Psikhologicheskaya gotovnost rukovoditelei srednego zvena k deyatelnosti v neblagopriyatnykh situatsiyakh [Psychological preparedness of middle managers for activity in adverse situations]. Candidate’s thesis. Moscow [in Russian].
11. Miasishev, V. N. (1995). Psikhologiya otnosheniy [Psychology of relations]. Moscow: Izdatelstvo «Institut prakticheskoy psikhologii», Voronezh: NPO «MODJeK» [in Russian].
12. Poniatiie psikhologicheskoi gotovnosti lichnosti k professionalnoy deyatelnosti, razlichnyie vzglyady na gotovnost raznyh avtorov [The concept of psychological readiness of personality for the professional activities, different views on the readiness of different authors]. Retrieved from: studopedia.org›8-34025.html, [in Russian].
13. Psikhologicheskaia gotovnost [Psychological readiness]. Retrieved from: vocabulary.ru›…896…psihologicheskaia-gotovnost, [in Russian].
14. Psikhicheskoe sostoianiie [Psychological state]. Retrieved from: ru.wikipedia.-org›Psihicheskoie sostoianiie, [in Russian].
15. Psikhofiziologicheskoie sostoianiie [Psychophysiological state]. Retrieved from: disnet.ru›articles/67, [in Russian].
16. Sostoianiie [State]. Retrieved from: ru.wikipedia.org›Sostoianie, [in Russian].
17. Teoriia otnoshenii [The theory of relations]. Retrieved from: b17.ru›blog/7829/, [in Russian].
18. Tihomirova, Yu. M. (2014). Teoreticheskii analiz strukturnyh komponentov psikhologicheskoi gotovnosti k professionalnoi deiatelnosti [Theoretical analysis of the structural components of psychological readiness for professional activities]. Psikhologicheskiie nauki: teoriia i praktika: materialy II mezhdunar. nauch. konf. – Proceedings of the 2nd scientific conference. Psychology. (pp.6-9). Moscow: Buki-Vedi [in Russian].
19. Uchebnik: Pedagogicheskaia psihologiia [Textbook: educational psychology]. Retrieved from: uchebnik.biz›…13…lichnostno-deyatelnostnyi-podxod…, [in Russian].
20. Ilichev, L. F., Fedoseev, N. N., Kovalev, S. M. (1983). Filosofskiy entsiklopedicheskiy slovar [Encyclopedic dictionary of philosophy]. Moscow: Sov. enciklopediia [in Russian].
21. Fomin, A. S. (2011). Problemy formirovaniia psihologicheskoi gotovnosti k upravlencheskoi deiatelnosti [Problems of forming of psychological readiness for management activity]. Yuridicheskaya psikhologiya – Juridical psychology, 1, 14-20 [in Russian].
22. Frantseva, E. N. (2003). Psikhologicheskaya gotovnost k innovatsiyam v professionalnopedagogicheskoy deyatelnosti u budushhikh uchiteley [Psychological readiness for innovation in the professional activity of future teachers]. Extended abstract of candidate’s thesis. [in Russian].

(2016) Science and education, 5, 66-72. Odessa.

Alla Veselska,
аssistant of the Department of Social and Applied Psychology,
Zhytomyr State University named after Ivan Franko,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine

PSYCHOLOGICAL MODEL OF UNDERSTANDING
A MUSICAL COMPOSITION: STRUCTURE AND COMPONENTS

The article is aimed at analysing the structure and content of the general model of musical compositions understanding. The increasing amount of musical information perceived by people in everyday life determines the relevance of researching the processes of perception and understanding of music. Music is reproduced in daily life by the media, it is used as the background for the presentation of information, for example, in advertising; it is a means of communication for youth subcultures. The understanding of a musical composition is a complex process, where the emotional and intellectual aspects are combined along with the content of musical material and personality traits. This unity complicates the understanding and necessitates structuring and refining the components of a common model of understanding, which determines the specificity and efficiency of art perception. In general, the issue of perception and understanding of a musical composition is revealed in studies of various fields of psychology: neuroscience, music psychology, psychology of art etc. The existing models of music perception are based on comparable structure of perceptual act that reflects multidimensionality and multilevel character of a music composition. Listening is considered both as auditory analysis of a composition, where the unit is a sound object, and as a process of schematisation and simplification of the information contained in a musical composition. The model of music understanding, including cognitive, operational and regulatory-personal components, has been offered. The cognitive component includes knowledge accumulated by a subject (awareness in the field of music): the nature and functions of music art; contents of means of musical expression that mediates the process of understanding (form, genre); history of the emergence of a musical composition; personality traits of a composer; previous experience: auditory and life experience; subjective systems of meanings (stereotypes, attitudes): superficial stereotype perception; focusing on aesthetic pleasure from a musical composition. The operational component of the structure of music understanding includes those subject properties that make it possible to successfully perform the procedure of understanding a musical composition. The regulatory and personal component includes properties of thinking: flexibility, the prevalence of verbal or figurative way of information processing; individuallytypological features; the level of general and emotional intelligence.

music understanding, understanding structure, cognitive, operational and regulatory-personal understanding.

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2. Arnkheim, R. (1974). Iskusstvo i vizualnoye vospriyatiye [Art and visual perception]. (V. N. Samokhin Trans.). Moscow: Progress [in Russian].
3. Belaieva-Ekzemplarskaya, S. N. (1974). Zametki o psikhologii vospriyatiya vremeni i muzyki [Notes about psychology of perception of time and music]. Problemy muzykalnogo myshleniya: Sb. St. – Problems of musical thinking. Collection of scientific papers (pp. 303-329). M. G. Aranovskiy (Ed.). Moscow: Muzyka [in Russian].
4. Bochkarev, L. L. (1989). Psikhologicheskiye mekhanizmy muzykalnogo perezhyvaniya [Psychological mechanisms of musical experience]. Doctor’s thesis. Kiev [in Russian].
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6. Znakov, V. V. (2005). Psikhologiya ponimaniya: Problyemy i perspektivy [Psychology of understanding: Problems and perspectives]. Moscow: publ. “Institut psikhologiyi RAN” [in Russian].
7. Ivanchenko, G. V. (2001). Psikhologiya vospriyatiya muzyki: podkhody, problemy, perspektivy [Psychology of music perception: approaches, problems, perspectives]. Moscow: Smysl [іn Russian].
8. Kechkhuashvili, G. N., Esebua, R. Sh. (1998). Bessoznatelnoye, ustanovka, muzyka [Unconscious, attitde, music]. Khrestomatiya po psikhologii khudozhestvennogo tvorchestva – Chrestomathy of psychology of artistic creativity. A. L. Groisman (Ed.). 2 nd ed. Moscow [in Russian].
9. Kovalenko, A. B. (1999). Psykholohiya rozumunnya [Psychology of understanding]. Kyiv [in Ukrainian].
10. Kostyuk, A. G. (1986). Muzykalnoye vospriyatiye kak predmet kompleksnogo issledovaniya: Sb. st. [Music perception as a subject of complex study: collection of scientific papers]. Kiev: Muz. Ukraina [in Russian].
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12. Nazaikinskiy, E. (1980). Muzykalnoie vospriyatiie kak problema muzykoznaniia [Music perception as a musicology problem]. Vospiyatiye muzyki: Sb. statei – Music perception: collection of scientific works. V. N. Maksimov (Ed.). Moscow: Muzyka [in Russian].
13. Sokhor, A. N. (1974). Sotsyalnaia obuslovlennost muzykalnogo myshleniia i vospriiatiia [Social conditionality of music thinking and perception]. Problemy muzykalnogo myshleniya. Sbornik statey. – Issues of music thinking and perception: collaction of scientific papers. M. G. Aranovskiy (Ed.). Moscow: “Muzyka” [in Russian]. 14. Traverse, T. (2005). Psykhologichni osoblyvosti vplyvu muzychnoyi informatsiyi na osobystist’ slukhacha [Psychological features of music information influence on listener’s personality]. Sots. Psykhologiya – Social psychology. (pp. 143-152) [in Ukrainian].
15. Bostrom, R. N. (1990). Listening behavior: Measurement and application. New York: Guilford Press [in English].