(2016) Science and education, 9, 169-174. Odessa.

 Aliona Tarasenko, 

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

STRUCTURAL AND FUNCTIONAL REVIEW OF RESPONSIBILITY: SEARCHING FOR DETERMINANTS

The article deals with the phenomenon of responsibility as a basic quality of an individual. The mentioned issue is covered not only by psychology, but also philosophy, ethics, education and other sciences. The issue of individual responsibility is considered in the following aspects: from the prospective of moral, social, both internal and external manifestations of research quality of responsibility. The basic structural components of individual responsibility are the following: motivational, emotional, cognitive, dynamic, regulatory and efficient. Social and personal types of responsibility are considered as one of the main issues of psychology of responsibility, and areregarded as the correlation between personal and social responsibility. The real relations between an individual and the society have a contradictory character which is the objective base of individual’s responsibility to the society. The inner responsibility of a personality is extremely important for his/her behaviour and thoughts, i.e. self-control, self-esteem, self-management. It is understood as a personal mechanism of the necessity implementation, which is carried out as the assumption of the external necessity and its transformation into inner one. That is why, the inner necessity is the higher level of responsibility. Being the integrated system quality, it can be studied only through the scientific review of those systems, which are associated with a person, and common factors to which his/her behaviour and life conform. Some psychologists are sure that responsibility should be understood not as a complex of different components and manifestations, but an integrated formation, a new quality. It should be assessed in every concrete case in a different way because of its complex character marked by many scholars studying this phenomenon.

responsibility, social responsibility, morals, quality of responsibility, structure of responsibility.

1. Abulkhanova-Slavskaya, K. A. (1989). Aktivnost i soznanye lichnosti kak subekta deyatelnosti [The activity and consciousness of an individual as a subject of activity]. Psikhologiya lichnosti v sotsialisticheskom obshchestve: Aktivnost i razvitie lichnosti –Psychology of personality in socialistic society: activity and development of a personality, (pp.118-134). Moscow [in Russian].

2. Viatkyn, B. A. (1992). Stil aktivnosti kak faktor razvitiya integralnoi individualnosti: stil deyatelnosty i obshcheniya [Style of activity as a factor in the development of integral individuality: the style of activity and communication]. (pp. 36-55). Perm [in Russian].

3. Kuznetsova, V. S., Morozova, V. S. (1983). Formirovanie sotsialnoi otvetstvennosti u studentov pedagogicheskogo vuza [Formation of social responsibility in students of pedagogical universities]. Sov. Pedahohyka –Soviet pedagogy, 5, 93-96 [in Russian].

4. Kupryianov, A. Y. (1995). Tsennostno-funktsionalnyi podkhod k izucheniyu svoystv lichnosti [Value-functional approach to the study of personality traits]. Sistemnye issledovaniya svoystv lichnosti – System studies of personality traits (pp. 9-23). Moscow [in Russian].

5. Lomov, B. F. (1984). Metodologicheskie i teoreticheskie problemy psikgologii [Methodological and theoretical problems of psychology]. Moscow: Nauka [in Russian]

6. Marenko, Y. S. (1987). Otvetstvennost shkolnika: put vospitaniya [The responsibility of a student: the way of education]. Sov. Pedahohyka– Soviet Pedagogy, 5,4-36 [in Russian].

7. Mileryan, E. A. (1974). Emotsionalno–volevye komponenty nadezhnosti operatora [Emotional and volitional components of operator’s reliability]. Ocherki psikhologii truda operatora – Essays of labour operator’s psychology (pp. 5-82). – Moscow: Nauka [in Russian].

8. Prangishvili, A. S. (1967). Issledovanie po psikhologii ustanovki [Study on the psychology of attitude]. Tbilisi [in Russian].

9. Pryadein, V. P. (2007). Otvetstvennost kak predmet psikgologicgeskogo issledovaniia [Responsibility as a subject of psychological research]. Ekaterynburh: Yzd-vo UrHPU [in Russian].

10. Safyn, V. F. (1986).Psikgologicheskaya sushchnost otvetstvennosti lichnosti [Psichological essence of personal responsibility]. Teoriya i praktika formirovaniya kommunisticheskogo soznaniya – Theory and practice of communistic mindset formation. Ufa [in Russian].

11. Sidorova, T. N. (1987). Issledovanie osobennostei kognitivnogo i povedencheskogo komponenta sotsialnoi otvetstvennosti [Investigation of the features of the cognitive and behavioral component of social responsibility]. Psikhologicheskie usloviya formirovaniya sotsialnoy otvetstvennosti shkolnikov – Psychological conditions for schoolchildren’s social responsibility formation (pp. 51-54). Moscow [in Russian].

12. Simonenko, S. N., Lebedinskiy, E. B. (2011). Aktualnye problemy rekreatsionnoy psikhologii detstva [Topicalissues of recreational psychology of childhood]. Nauka і osvіta. Spetsvipusk: «Aktualnі problemy rekreatsіinoi psikholohii dytynstva»–Science and education. Special issue “Topical issues of recreational psychology of childhood”, 11, 6-7. Odesa[in Russian].

13.Spirkin, A. G. (1972). Soznanie i samosoznanie [Consciousness and self-consciousness]. Moscow [in Russian].

14. Filippov, A. V., Lypynskyi, V. K., Kniazev, V. N. (1989). Proizvodstvennaya sotsiologiya, psikhologiya i pedagogika [Industrial sociology, psychology and pedagogy]. Moscow [in Russian].

15. Piaget, J. (1977). Moral judgement of the child. London [in English].

(2016) Science and education, 9, 174-181. Odessa.

 Mykhailo Tomchuk,

Doctor of Psychology, professor, Head of the Department of Psychology,

Mariia Yatsiuk,

PhD (Candidate of Psychological Sciences), associate professor,

Department of Psychology,The Academy of Continuing Education,

13, Hrushevskoho Str., Vynnytsia, Ukraine

PSYCHOLOGICAL SUPPORT OF CHILDREN EXPERIENCING THE LOSS OF PARENTS AT RECREATIONAL INSTITUTIONS

The article substantiates the system of psychological support of children experiencing the grief of loss of parents provided by recreational Institutions of Ukraine. Grief is the intense anguish of mind, child’s deep sorrow for the adult he/she used to be close to. It is characterized by the fact that the comprehension of the loss is followed by severe stress caused by exposure to the event. Dynamics of the grief is reflected in the child’s interaction with the world, which has changed since the loved person died, and in his/her mental activities as a result of reflecting and realisation of the loss. Child’s experiencing of the sorrow caused by the loss of parents is a deep and traumatic process, which includes three phases: protest, despair, and disengagement. At first, a child hopes for his/her kindred’s return insistently with tears and anger, which causes intense suffering, but when the hopes extinguish, he/she starts feeling despair. These phases are interchanging for particular time and afterwards cause the feelings of anxiety, fear, shame, anger, guilt. Unexpected, violent death and child’s witnessing of the event intensify the dynamics of grief. Denying the fact of the relative’s death  is the result of lack or distortion of perception of the facts about the death. One of the main features of abnormal grief, which is expressed in the formation of mental disturbance, is inability to express sorrow manifestly, irrational motives to bring back the person who used to be close to the child, being angry and blaming the late parent with regret and sorrow for him/her.Instead of open volcanic irrational manifestation of grief, which leads to stable results, striving for bringing the late parent back and blaming him/her with the full ambivalence of feelings become fragmented and oppressed. According to the model proposed by the authors, there has been developed the programme of events of socio-psychological support for children, which is aimed at making psychologists who work at recreational/educational institutions aware of the stages of correctional and developmental work with children for preventing mental disturbances in them. Experiencing separation by a child is considered to produce the desired effect in case he/she has acquired some new affection among people around him/her.

grief of loss, dynamics of grief, psychological support of children.

 1. Berlynheym, D.& Freud, A.(2004). Woina i deti [War and children]. Razvytye lychnosty –Development of a personality, 3, 184-208 [in Russian]. 

2. Boulbi, D. (2004). Sozdanie i razrushenie emotsyonalnih svyazey [Creation and destruction of emotional bonds].Moscow: cademicheskiy Proekt [in Russian]. 

3. Dolgopolov, N. (2001). Futuropraktyka: Praktika podgotovki psykhodramatistov [Future oriented practice: practice of reparingpsikhodramatist]. Theoriya i praktika Gestalt terapii na poroge XXI veka –Theory and practice of gestalt therapy on the dawn of the 21st century: collection of articles. (pp. 115-123). Rostov na Donu [in Russian]. 

4. Dileo, D. (2010). Detskiy risunok: diagnostica i interpretatia [Children's drawing: diagnostics and inter-pretation].Moscow: Aprel Press, Eksmo-Press [in Russian]. 

5. Simonenko, S. N., Grek, E. N., Kostiunina, E. V., Lezhenko, I. V. (2014). Rekreatsionnaya psikhologiya detstva: dostizheniya i perspektivy [Recreational psychology of childhood: achievements and prospects]. Nauka і osvіta –Science and education, 12,7-12. Odesa [in-Russian]. 

6. Bochkor, N. P., Dubrovskaya, E. V., Zaleski, A. V.(2014). Sotsialna pedahohichna ta psycholohichna robota z ditmy u konfliktnyi ta post-konfliktnyi period: method. rec[Social pedagogical and psychological work with children in conflict and post-conflict period: guidelines]. Kyiv: MZHPTS “La Strada-Ukraine” [in Ukranian]. 

7. Freud, Z. (2002). Skorb i melanholyya [Grief and melancholy]. Vestnik psikhoanaliza –Bulletin of psychoanalysis, 2 [in Russian].

8. Shefov, S.A. (2006). Psychologiya gorya [Psychology of grief].Saint Petersburg: Rech [in Russian].

9. Yalin, Ayshe& Berdzh, Lovent & Nazan, Kayya (2014). Children and war: learning healing techniques. Workbook for the manual.Childrenand War.Foundation, Bergen, Norway. Lviv Institute of Mental Health UCU [in English].

10. Yalom, Y. (2000). Ekzistentsialnaya psikhoterapiya [Existential psychotherapy]. Moscow: Class[in Russian].

(2016) Science and education, 9, 182-187. Odessa.

 Andrii Trofimov, 

PhD (Candidate of Psychological Sciences), associate professor, 

Department of Developmental Psychology, 

Daria Trofimova, 

PhD (Candidate of Psychological Sciences), 

Taras Shevchenko National University of Kyiv,

60, Volodymyrska Str., Kyiv, Ukraine

CROSS-CULTURAL STUDY OF PERSONALITY’S SPONTANEITY DEVELOPMENT

The article deals with the conceptual model of personality’s spontaneity development research considering the age of early adulthood and factors that may affect it. There is a significant correlation between spontaneity and all studied personal properties (such as tolerance for uncertainty, general internality, achievements internality, failure internality, family relations internality, occupational internality, interpersonal internality, health internality, self-regulation, creativity, autonomy, spontaneity, communication flexibility). Creativity, autonomy, and tolerance for uncertainty have the greatest impact on spontaneity index. The age factor is more powerful in the context of developmental features of spontaneity compared to the socio-cultural one. Features of the environment, in which a person grew, are important and affect the level of her/his spontaneity, however spontaneity acquires its climax at the age of 23-29, which is the same for different countries and cultures. The following three factors, according to the variables, have been distinguished: “Components of personal freedom”, “Signs of creative personality” and “Signs of family communication”. The results of the factor analysis are important for studying the peculiarities of personality’s spontaneity development, as they provide the opportunity to see, which factor the spontaneity is involved into and what kind of the contribution it brings to it. This makes it possible to consider spontaneity in the “active cooperation” with other personal properties and find out that personal freedom and signs of a creative personality can be formed as a result of this interaction.

spontaneity, creativity, subjective control, cross-cultural research.

1. Dorofeev, D. Yu. (2005). Bog i svoboda, gumanizm i vera: Erazm Rotterdamskiy i Martin Lyuter o vole i predopredelenii [God and freedom, humanism and faith: Erasmus of Rotterdam and Martin Luther about free will and predestination]. Vestn. Gumanitar. fakulteta S.-Peterb. gos. unta telekommunikatsiy –Bulletin of the faculty of Humanities St. Petersburg state University of telecommunications, 2, 234-259 [in Russian].

2. Kant, I. (1995). Kritika prakticheskogo razuma [Critique of practical mindset].Saint Petersburg: Nauka [in Russian].

3. Moreno, Ya. (1993). Teatr spontannosti [Theatre of spontaneity].Krasnoyarsk: F. Mental. Zdorovya [in Russian].

4. Nalimov, V. V. (1989). Spontannost soznaniya [The spontaneity of consciousness]. Moscow [in Russian].

5. Fromm, E. (2009). Begstvo ot svobody [Escape from freedom].Moscow: AST [in Russian].

6. Lowen, A. (2013). Pleasure: A Creative Approach to Life. The Alexander Lowen Foundation [in English].

(2016) Science and education, 9, 188-192. Odessa.

 Mariia Fedorova, 

(PhD) Candidate of Pedagogical Sciences, associate professor, 

Department of Preschool Education and Pedagogical Innovations, 

Zhytomyr Ivan Franko State University,

40, Velyka Berdychivska Str., Zhytomyr, Ukraine

STRUCTURAL CHARACTERISTICS OF SENIOR PRESCHOOLERS’ MORAL VALUES

The article deals with the peculiarities of moral values formation of children of senior preschool age. The author highlights the main features, content and structure of moral values, which are considered as semantic formations fixed in the consciousness of an individual. Moral values are based on unconditional acceptance of human beings, justice, mercy, understanding of one’s responsibility for one’s well-being; moral values are manifested through deeds that help harmonize the relationship between the individual and the society. The main pedagogical conditions of moral values upbringing are the following: the basis of education is the approval of the value of the human, social environment should be an example of virtuous activity and stimulate the child; moral education is carried out in integrity with intellectual and aesthetic education; in the educational process, it is important to develop not only the moral consciousness and behaviour but also moral sentiments and motives for deeds. The review of the scientific literature has made it possible to formulate the definition of the concept “moral values of senior preschoolers”: partially conscious, unstable formations based on emotional and evaluative attitude to the other person’s needs to communicate, which summarize views on relationships on the basis of justice, humanity, responsibility, dignity manifested mainly in adaptive behaviour and rules set by adults. The structure of senior preschoolers’moral values includes the cognitive, emotional and activity components. The cognitive component of moral values involves self-development and adoption of moral concepts, the development of “internal moral instances”, elementary reflection of the internal plan of action, the ethical evaluation. The emotional component implies the development of emotional and evaluative attitude towards people, moral feelings, spiritual needs, the capacity for empathy, development of motives for moral behaviour. The activity component includes the formation of moral behaviour abilities and accumulation of relevant experience, the ability to make moral choices, the development of voluntary, behavior self-regulation.

moral values, moral values of senior preschoolers, mechanisms of personality development, cognitive component of moral values, emotional component of moral values, activity component of moral values.

1.Bodalev, A.A. (1982). Vospriyatie i ponimanie cheloveka chelovekom[The perception and people’s understanding of each other].Moscow:Izd-vo Mosk-go un-ta[in Russian]. 

2.Breslav, G.M. (1990). Emotsionalnye osobennosti formirovaniya lichnosti v detstve: norma i otklonenie [Emotional features of the personality’s formation in childhood: normsand deviations]. Moscow:Pedagogika [in Russian]. 

3.Zaporozhets, A.V. (1986). Psikhicheskoe razvitie rebenka [Psychologcal development of the child]. Izbrannye psikhol. Trudy–Collection of psychological works (Vols.1). (pp. 7-320). Moscow:Pedagogika [in Russian]. 

4.Ilin, E.P.(2008). Emotsii i chuvstva [Emotions and feelings]. Saint Petersburg: Piter [in Russian]. 

5.Nepomnyashchaya, N.I. (1980). Tsennostnost kak tsentralnyy komponent psikhologicheskoy struktury lichnosti [Valuesas the main component of the psychological structure of the personality]. Voprosy psikhologii–Issues of Psychology,1,22-30 [in Russian]. 

6.Uruntaeva, G.A.(2001).Doshkolnaya psikhologiya: ucheb. posobie [Preschool psychology: texbook]. Moscow: Akademiya [in Russian]. 

7.Harris, P.L. (1983). Children’s understanding of the link between situation and emotion. Journal of Experimental Child Psychology, 36, 1-20 [in English]