(2017) Science and education, 7, 11-15. Odessa.

Viktoriia Kovalenko,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Correctional Education and Special Psychology,
Kharkiv Academy of Humanities and Pedagogy,
7, Rustaveli lane, Kharkiv, Ukraine

PROGRAMME OF CORRECTION OF EMOTIONAL
DEVELOPMENT DISORDERS IN MENTALLY RETARDED
PRIMARY SCHOOL STUDENTS TAKING ONE-ON-ONE TRAINING

The paper deals with the issue of correction of mentally retarded primary school students’ emotional development in one-on-one training environment. The learning environment is considered as a system of correctional impact on the development of a mentally retarded child by means of creating special conditions contributing to his/her health preservation, as well as on the formation of his/her personality as an integral structure consisting of such components as cognitive processes, emotional and volitional sphere, experience (knowledge, abilities, skills, and habits), needs, interests, goals, and motives. The learning environment of one-on-one training cannot be characterised by adaptability as it cannot provide a child with the conditions contributing to his/her acquisition of culture elements considering his/her age characteristics, internal resources and opportunities, which negatively affects his/her emotional development. That is why the correction of emotional development components is an important condition of mentally retarded children’s socialisation. The study aims to describe the developed complex programme of correction of mentally retarded primary school students’ (taking one-on-one training) emotional development. The programme is based on the technologies of direct and indirect influence. The technology of direct influence is applied to correct and develop the emotional sphere of mentally retarded school students. It involves the lessons of individual and group correction in terms of behavioural approach to psychocorrection. The technology of indirect influence is focused on the maximum realisation of correctional opportunities of the learning environment (home conditions). It provides the reconstruction of environmental and subject, psycho-didactic and social conditions which have an indirect impact on the harmonisation of the components of emotional development. The efficiency of the suggested programme has been proven by conducting the experiment among mentally retarded children living in some cities of Ukraine (Henichesk, Petrovske, Luhansk).

emotional development, intellectual disability, one-on-one training, correction, programme.

1. Kovalenko, V. Ye. (2015). Rezultaty vprovadzhennia prohramy korektsii porushen emotsiinoho rozvytku v uchniv indyvidualnoi formy navchannia z rozumovoiu vidstalistiu [Results of the implementation of the correction programme intended for emotional development of mentally retarded primary students taking one-on-one training]. V. M. Synov & O. V. Havrylov (Eds.). Aktualni pytannia korektsiinoi osvity (pedahohichni nauky): zbirnyk naukovykh prats – Topical issues of correctional education (educational sciences): collection of scientific papers, 2, 89-98 (Vols. 6). KamianetsPodilsky: PE Medobory-2006 [in Ukrainian].
2. Vynoslavska, O. V., BreusenkoKuznietsov, O. A., & Zlyvkov, V. L. (2005). Psykholohiia [Psychology]. Kyiv: INKOS [in Ukrainian].
3. Polozhennia pro indyvidualnu formu navchannia v zagalnoosvitnih navchalnyh zakladah vid 12.01.2016 № 8 [Regulations on the individual form of teaching in general educational institutions dated 12.01.2016/8]. Retrieved from: http://zakon2.rada.gov.ua/laws/show/z0184-16 [in Ukrainian].
4. Synov, V. M., Matvieieva, M. P., & Khokhlina, O. P. (2008). Psykholohiia rozumovo vidstaloi dytyny [Psychology of a mentally retarded child]. Kyiv: Znannia [in Ukrainian].
5. Slepovich, Ye. S., & Polyakov, A. M. (2008). Rabota s detmi s intellektualnoy nedostatochnostyu. Praktika spetsialnoy psikhologii [Working with children with intellectual disabilities. The practice of psychology for special needs]. Saint Petersburg: Rech [in Russian].
6. Shipitsyna, L. M. (2005). Neobuchaemyy rebenok v semye i obschestve. Sotsializatsiya detey s narusheniem intellekta [Learning-disabled child in a family and society. Socialization of children with intellectual disabilities]. Saint Petersburg: Rech [in Russian].

(2017) Science and education, 7, 16-21. Odessa.

Natalia Tsybuliak,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Applied Psychology and Speech-Language Pathology,
Berdyansk State Pedagogical University,
4, Shmidta Str., Berdiansk, Ukraine

TYPES OF PROFESSIONAL OBSERVATION
SKILLS OF FUTURE PRESCHOOL TEACHERS

The paper presents the results of theoretical and empirical study of future preschool teachers’ professional observation skills. The latter are considered as the basis for understanding children’s personal characteristics, which makes them particularly important among the professional qualities of a preschool teacher. The following methods were applied: theoretical (analysis, synthesis, generalisation of scientific literature); empirical (observation, questioning, testing); statistical (comparative and correlation analysis); interpretative (analysis, synthesis, systematisation of the data obtained). 234 third- and fourth-year students majoring in preschool education (6.010101) became participants of the study. Professional observation skills are considered as a professionally important quality, which involves fixation and interpretation of significant, typical and even barely noticeable external demonstrations of educational process participants’ personal characteristics. It has the following functions: research, organisational, motivative, prognostic, controlling, regulatory or correctional. Professional observation skills are characterised by the following structural components: motivational and target-oriented, cognitive, operational. The data obtained have made it possible to distinguish and characterise the types of future preschool teachers’ professional observation skills (perceptive, standard, potential, and superficial). It has been found that most of the students under study have the potential type, which is manifested in their desire and ability to notice personal characteristics of children, parents and colleagues. However, they make mistakes in interpretation of these demonstrations. These peculiarities indicate the need and opportunity for purposeful development of professional observation skills at the stage of future preschool teachers’ preparation for future work.

professional observation skills (perceptive, standard, potential, and superficial), professionally important quality, preschool teacher.

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(2017) Science and education, 7, 21-31. Odessa.

Oleksii Chebykin,
Doctor of Psychology, professor,
head of the Department of Theory and Methods of Practical Psychology,
Olena Kosianova,
PhD (Candidate of psychological Sciences), lecturer of the Department of
Theory and Methods of Practical Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odessa, Ukraine

DECEITFULNESS ACCORDING TO THE INDICATORS OF EMOTIONAL
MATURITY METHODOLOGY AND POLYGRAPH EXAMINATION

There has been developed a theoretical model of the polygraph research which consists of three groups of categories and concepts used in the organization, obtaining results and data interpretation: physiological characterizing the logics of these processes; psychological reflecting essential properties and relationships; instrumental-technical describing the polygraph method specificity. There has been created the polygraph questionnaire aimed at diagnosing deceitfulness that allows to identify and analyze indicators characterizing predisposition to verbal, concealed and general deception. The surveyed sample have been grouped according to: gender (men, women); areas of specialists’ training (psychology, history, physics, navigation, fine art); the degree of deceitfulness (high, medium, low); the type of emotional maturity (empathic, self-regulating, expressive, expressive-empathic). Summarizing the correlation analysis data concerning the general sample, it has been found that the integrative parameter of deceitfulness has the greatest number of correlations and is rather closely related to the indicators determining emotional maturity and its components: emotional expressiveness, emotional self-regulation and empathy. The intergroup factor analysis in the groups with different levels of predisposition to general deception has proved that, depending on the level of deceitfulness, there are changes in the dominance of any given components of emotional maturity. A thorough analysis has shown that there are significant interrelations between the indicators of deceitfulness and emotional maturity in the structure of the empathic type that may indicate high probabilistic deceitfulness. In general, the obtained results confirm our hypothesis stating that personality deceitfulness can be determined by the characteristics of emotional maturity, the main of which is the empathic constituent (according to the results of our study).

polygraph examination, types of emotional maturity, deceitfulness, diagnostics of personality deceitfulness based on the data of emotional maturity

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