Olha Ziborova. Peculiarities of Socio-Psychological Adaptation of Mothers who have Children with Mental and Physical Developmental Disorders.

(2016) Science and education, 9, 64-69. Odessa.

Olha Ziborova, 

post-graduate student, Department of Special Pedagogy and Psychology, 

South Ukrainian National Pedagogical University named after K. D. Ushynsky,

4, Fontanska Doroha Str., Odesa, Ukraine


 PECULIARITIES OF SOCIO-PSYCHOLOGICAL ADAPTATION OF MOTHERS WHO HAVE CHILDREN WITH MENTAL AND PHYSICAL DEVELOPMENTAL DISORDERS


SUMMARY:

The article deals with the results of the theoretical and empirical research of coping-strategies of mothers who have different styles of maternal attitude towards their children with special needs. Individual peculiarities of experiencing a stressful situation by a mother are transformed into a certain style of her maternal attitude, which determines the for-mation of the predominant coping-strategy of the mother of an abnormal child. The strategies of solving problems and searching for social support (which contribute to the child’s socialization) are peculiar to the mothers with an adequate maternal attitude (MA) style. Women with an inadequate MA style (anxious, ambivalent and emotionally-withdrawn) usually choose the strategy of avoiding problems, which is manifested in helplessness, aggressiveness and great distance in their relations withchildren. In order to master active coping-strategies, it is necessary to use the technologies of recreational psychology – recreational institutions, designing situations in a group. The experiment involved 140 mothers of abnormal children, who were divided into 4 groups, depending on their MA style. The following methods were used: technique “Coping-strategies indicator” by D. Amirchan, the technique of affiliation motives by A. Mekhrabin, “The questionnaire of maternal attitude style towards a child with special needs” by T. Dehtiarenko, O. Ziborova. After staying at a summer recreational camp, the indices of active coping-strategies have increased in the groups of mothers with anxious and ambivalent styles of attitude, as they needed social and emotional support more than others. The carried out diagnostics has shown the statistically significant decrease of maternal attitude inadequacy in all observed groups. The lack of necessary information, the absence of the access to the social experience of overcoming the same situations, and poor support of the surrounding people complicate the formation of active coping-strategies in the behaviour of abnormal children’s mothers. The research results confirm the efficiency of the capacity of recreation psychology technologies in mastering active coping-strategies by women who have children with special needs.


KEYWORDS:

style of maternal attitude, stressful situation of child’s abnormality, coping strategies, socio-psychological adaptation.


FULL TEXT:

 


REFERENCES:

1. Dehtiarenko, T.V. & Ziborova, O.O. (2013). Psykholohichni osoblyvosti msterynskoho stavlennia u zhinok, yaki vekhovuiut dytynu z vadkhylenniamy u psykhofizychnomu rozvytku [Psychological characteristics of maternal attitude of women bringing up a child with psychophysical disabilities]. Nauka i osvita. Psykholohiia – Science and education. Psychology, 7/CXVII, 146-149 [in Ukrainian].

2. Ziborova, O.O. (2015). Koping-strategii materi v stresogenoi situacii porushenya psykhofozochnogo rozvitku u dytyny [Coping strategies in stressful situations mother's mental and physical abuse of a child]. Materialy mijnarodnoii naukovo-praktychnoi konferencii «Suchasna systema osvity i vyhovanya. Dosvid mynulogog –poglyadu maibutne» – Proceedings of the international scientific and practical conference «Modern system of education and training: the experience of the past - looking into the future»], (pp. 128-132). Kyiv [in Ukrainian].

3. Subbotina, L. Yu. (2013). Psykhologicheskaya zashita i stress [Psychological protection and stress]. Kharkiv: Humanitarnyi tsentr [in Russian].

4. Filippova, G. G. (2002). Psykhologia materinstva [Psychology of motherhood]. Moscow: Institut psyhoterapii [in Ukrainian].

5. Dehtiarenko, T. V. & Ziborova. O. O. (2014). A.s. «Oprosnik opredeleniia asobennostei (stilia) materinskogo otnosheniia k rebionku, imeiushchemu otkloneniia v psykhofizicheskom razvitii (OMO)»-«Questionnaire on determining features (style) of mother’s attitude to a child having deviations of psychophysical development (OMO)», the certificate number 53965, registered by the State Intellectual Property Service of Ukraine from 03.05.2014 [in Russian].

Nataliia Ivanova. Religious Motives and Forms of Masochism Manifestation according to the Psychodynamic Paradigm.

(2016) Science and education, 9, 69-77. Odessa.

Nataliia Ivanova,

post-graduatestudent,

Department of Depth Correction and Psychosocial Rehabilitation,

The Bohdan Khmelnytsky National University of Cherkasy,

81, Shevchenko Boulevard,Cherkasy, Ukraine


 RELIGIOUS MOTIVES AND FORMS OF MASOCHISM MANIFESTATION ACCORDING TO THE PSYCHODYNAMIC PARADIGM


SUMMARY:

The article deals with the issue of masochism in terms of the psychodynamic theory, which is focused on a holistic knowledge of the psyche in its conscious and unconscious aspects. Special attention is paid to the research of internal (unconscious) determinants causing proneness to masochism associated with Oedipus period. Oedipus factors make the unity of an individual with libido objects impossible, which results in the inferiority complex, guilt and willingness to self-punishment. The latter is manifested in destructive forms of behaviour, which involve the phenomenon of masochism. Its peculiarity is the combination of the opposite trends: the ability to obey and be obeyed, the desire to live forever and commit a suicide. There are bonds between masochism and self-deprivation. The relation between religious belief and tendency to self-punishment is caused by unconscious guilt, which is associated with the image of the crucifixion and other similar symbols. Masochism in religion provides release from stress (dissatisfaction), due to infirmity, inferiority and humiliation. There are contradictions between the tendency towards living and the tendency towards dying. The tendency for psychological death in the psyche of a believer is reflected in the sense of sinfulness and guilt leading to masochism manifestation in religion. Various religious groups as a specific form of masochism have been considered in the paper. Masochistic tendencies in religious belief cause the rejection of oneself, one’s desires and impulses, which are replaced by the values declared by the religion. It has been concluded that Oedipus dependence causes the phenomenon of a victim.


KEYWORDS:

active psychosocial cognition (APSC), profound knowledge, Oedipus dependence, masochism, guilt, psychodynamic theory, religion, religious groups, self-deprivation, self-punishment, the tendency for “psychological death”.


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REFERENCES:

 

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25.Yatsenko, T. S., Bondar, V. I., Yevtushenko, I. V.,Kononova, M. M. & Maksymenko, O. H. (2015). Samodepryvatsiia psykhiky ta dezadaptatsiia subiekta: monohrafiia [Samodepryvatsiya mental and exclusion of the subject: monograph]. Kiev: Vyd-vo Drahomanov NPU [in Ukrainian].

26.Yatsenko, T. S. Hluzman, O. V. & Kalashnyk, I. V. (2008). Hlybynna psykholohiia: diahnostyka ta korektsiia tendentsii do psykholohichnoi smerti [Depth psychology: diagnosis and correction of the trend towards psychological death]. Yalta: RVVKHU [in Ukrainian].

27.Yatsenko, T. S. (1987). Sotsialno-psikhologicheskoe obuchenie v podgotovke budushhikh uchiteley [Social and psychological education in training of future teachers]. Kiev: Vyshhashkola [in Russian].

Tetiana Kolomiiets. Development of Empathic Interpersonal Interaction in Adolescence.

(2016) Science and education, 9, 77-84. Odessa.

Tetiana Kolomiiets, 

PhD (Candidate of Psychological Sciences), teaching assistant, 

Department of Social and Applied Psychology, 

Zhytomyr Ivan Franko State University,

40, Velyka Berdychivska Str., Zhytomyr, Ukraine


DEVELOPMENT OF EMPATHIC INTERPERSONAL INTERACTION IN ADOLESCENCE


SUMMARY:

The article is devoted to consideration of empathic interpersonal interaction as a particular form of implementation of human-centered relationships. The author’s program of psychological assistance for the development of empathic interpersonal interaction in adolescence is presented. There have been theoretically grounded its structure (consisting of four blocks: “The development of empathy”, “The development of different types of empathic interaction”, “Reflection of one’s own experience” and “Transferring of acquired knowledge, skills and abilities in real life”) and methods (including mini lectures, demonstration of short films with pronounced empathogenic situation, video fixation of emotional response, group discussion (thematic, biographical and interactive), brainstorming, game dramatization techniques, case studies, written self-reports). The program was implemented by means of the socio-psychological training. Early adolescence is the most favorable period for the development of empathic interpersonal interaction. The latter is provided by the purposeful psychological impact on the persona. l qualities and characteristics of an adolescent that contribute to the increase of the integrated empathy level (actualizing empathic attitude, development of decentration, anticipation, reflection, alterocentrism, etc.) on the one hand and the adolescents’ awareness of the consequences of different types of empathic behavior, on the other. The basic results of approbation of the program are presented. The effectiveness of the development of empathic interpersonal interaction by means of group and individual psychological correction has been proved. The statistically significant changes in indicators of integrated empathy (their growth) as well as interrupted (decrease of the frequency of manifestations) and subjective-centered (increase of the frequency of manifestations) empathy interaction have been found. In the analysis of gender differences in male adolescents from the experimental group, some significant changes in indicators of altruistic interaction (increase of the frequency of its manifestations) have been noticed. The postponed effect of the program, which was manifested in the further reducing of the number of interrupted empathic interactions and the growing of altruistic ones, was observed.


KEYWORDS:

empathic interpersonal interaction, the program facilitating the development of empathic interpersonal interaction, socio-psychological training, formative experiment, adolescence.


FULL TEXT:

 


REFERENCES:

 

1.Alpatova,O.V. (2002). Psykholohichnyi analiz rehuliatyvnoi funktsii empatii pedahoha u protsesi keruvannia uchinniam molodshykh shkoliariv [The psychological analysis of the regulative function of teacher's empatia in teaching junior pupils].Candidate’s thesis. Kyiv: G.S.Kostiuk Instіtute of psychology ofthe Academy of Pedagogical Sciences of Ukraine [in Ukrainian].

2. Ahmedzyanova,A. Ye. (2009). Vliyanie  kinotreninga na razvitie empatii [The impactof the training film on the development of empathy]. Obrazovanie i samorazvitie–Education and self-development, 5 (15),186-190 [in Russian].

3.Bandura,A. (2000). Teoriya sotsialnogo naucheniya [The social learning theory]. Saint Petersburg: Evraziya [in Russian].

4.Barna, M. V. Prohrama sotsialno-psykholohichnoho treninhu z rozvytku empatiinosti maibutnikh praktychnykh psykholohiv [The program of social and psychological training of empathy development of future psychologists]. Praktychna psykholohiia ta sotsialna robota –The Practical Psychology and Social Work,12,50-66 [in Ukrainian].

5.Zhuravlova, L. P. (2007). Psykholohiia empatii: monohrafiia [The psychology of empathy: monograph]. Zhytomyr: ZhDU im. I.Franka [in Ukrainian].

6.Lytvynenko, S. A. & Yamnytskyi, V. M. (2012). Kinoklub yak forma pozanavchalnoi vykhovnoi roboty zi studentamy VNZ [The Cinema Club as a form of extracurricular educational work with university students].Nauka i osvita −Science and education,7,144-147 [in Ukrainian].

7.Yudina,O. M.(2004). Treninh yak faktor rozvytku empatiinosti maibutnikh likariv [The training as a factor of empathy future doctors ]. Problemy humanizatsii navchannia ta vykhovannia u vyshchomu zakladi osvity: Materialy druhykh Irpinskykh mizhnarodnykh naukovo-pedahohichnykh chytan – Problems of humanization of education and training in higher educational establishments: Proceedings of Irpin second international scientific-pedagogical readings, (pp. 549-557) [in Ukrainian].

26.Yatsenko, T. S. Hluzman, O. V. & Kalashnyk, I. V. (2008). Hlybynna psykholohiia: diahnostyka ta korektsiia tendentsii do psykholohichnoi smerti [Depth psychology: diagnosis and correction of the trend towards psychological death]. Yalta: RVVKHU [in Ukrainian].

27.Yatsenko, T. S. (1987). Sotsialno-psikhologicheskoe obuchenie v podgotovke budushhikh uchiteley [Social and psychological education in training of future teachers]. Kiev: Vyshhashkola [in Russian].

Olena Kostiunina. Professional Identity of Recreational Institution Educators: New Research Opportunities.

(2016) Science and education, 9, 84-92. Odessa.

 Olena Kostiunina,

 post-graduate student,

Department of Developmental Psychology and Social Communications,

 South Ukrainian National Pedagogical University named after K. D. Ushynsky,

 4, Fontanska Doroha Str., Odesa, Ukraine

 


 

PROFESSIONAL IDENTITY OF RECREATIONAL INSTITUTION EDUCATORS: NEW RESEARCH OPPORTUNITIES

 


SUMMARY:

The article deals with the study of new opportunities and prognostic value of professional identity of educators working at recreational institutions. The issue of professional identity of an educator is complicated by the absence of the integral “professional image” and criterion for determining the concept “successful educator of a recreational in stitution”. Different forms of professional identity together with social challenges and tasks require new methods of research. Special attention is paid to the peculiarities of narrative, discursive and projective approaches, which make it possible to consider these methods as one of the most preferred directions of studying the issue of professional identity of recreational institution educators. The original diagnostic method – discursive graphic test (DGT) – has been described in the paper. When developing this technique, the scientific ideas of N. Rauch de Traubenberg, V. Kalinenko, A. Crisi in the area of validation and practical use of The Wartegg Zeichen Test, studies of S. Dzhaneryan, V. Serkin, P. Yanshin were taken into account. The DGT was developed as an extended modification of The Wartegg Zeichen Test with the adding of colour and symbol structure, correlated with personal emotional characteristics of respondents. The DGT has made it possible to examine the respondents’ state at the level of cognitive presentation, to describe the character of self-presentation and at the same time to analyze emotional self-attitude, sense of self, the level of psychological readiness, emotional maturity level, professional orientation, etc. It has been concluded that the DGT can be used for predicting the success in the job of a recreational institution educator, as well as for determining the level of psychological and emotional maturity, the state of professional identity. Besides, the developed technique can be used for examining individual’s real psychoemotional state. The approbation of the DGT was carried out at “Moloda Hvardiia” Ukrainian recreational centre.


KEYWORDS:

professional identity, educator, recreational institution, discursive and graphic technique, vision of a profession.


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REFERENCES:

 1.Burlachuk, L. F. (2002). Psikhodiagnostika [Psychodiagnostics].Saint Petersburg: Piter [in Russian].

2.Vigdorchik, M. I., Vigdorchik, M. E., Psyadlo, E. M. (1997). Kompyuternaya avtomatizirovannaya psikhodiagnosticheskaya programma «KONSUL-4» [Computer automatized psychodiagnostic program “Konsul-4”]. Odessa: Inform. listok OTsNTEI [in Russian].

3.Dzhaneryan, S. T. (2005). Sistemnyy podkhod k izucheniyu professionalnoy Yakontseptsii [System approach to studying professional self-concept]. Vestnik OGU –Bulletin of OSU, 4,28-29 [in Russian].

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«MODEK» [in Russian].

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10. Crisi, A. (2016). The Wartegg Drawing Completion Test: Inter–rater Agreement and Criterion Validity. International Journal of Psychology and Psychological Therapy [in English].

Lesya Lymar. Characteristics of the Regulation Component of School Medical Personnel’s Readiness for Interaction with Children.

(2016) Science and education, 9, 93-98. Odessa.

Lesya Lymar

PhD (Candidate of Psychological Sciences), senior lecturer, 

Foreign Languages Department, Bogomolets National Medical University,

13, Shevchenko Boulevard, Kyiv, Ukraine


 CHARACTERISTICS OF THE REGULATION COMPONENT OF SCHOOL MEDICAL PERSONNEL’S READINESS FOR INTERACTION WITH CHILDREN


SUMMARY:

The article is dedicated to analysis of characteristics of regulation component of the school medical personnel’s readiness for interaction with children, studied with the Medical university students who worked with children in schools or summer camps. The author supposes that the predisposing factors for the successful functioning of the medical personnel at school depend on the establishing of the emotional contact with children, which is stipulated by the readiness for the productive interaction. The article contains the description of the regulation component, specifies methods used for its detection in young medical specialists and the subsequent data analysis. According to the survey of 334 medical students, just one third of them showed the high level of psychological readiness for interaction with children, 9.6% of the surveyed demonstrated the low level. The author analyses the results obtained and gives recommendations on necessary correction.


KEYWORDS:

school medical personnel, readiness, regulation, interaction, children.


FULL TEXT:

 


REFERENCES:

 

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