(2017) Science and education, 7, 70-75. Odessa.

Tetiana Bilous,
PhD (Candidate of Medical Sciences), associate professor,
Department of Pediatrics and Children Infectious Diseases,
Maryana Dikal,
PhD (Candidate of Medical Sciences), associate professor,
Department of Bioorganic and Biological Chemistry,
Liudmyla Kaniovska,
PhD (Candidate of Medical Sciences), associate professor,
Department of Internal Medicine, Clinical Pharmacology and Occupational Diseases,
Bukovinian State Medical University,
2, Teatralna Square, Chernivtsi, Ukraine

RISK ASSESSMENT OF THE DEVELOPMENT AND SIGNS
OF EMOTIONAL BURNOUT SYNDROME IN LECTURERS OF
THEORETICAL AND PRACTICAL DEPARTMENTS OF MEDICAL UNIVERSITY

The paper aims to determine the presence and assess the intensity of the formation of emotional burnout syndrome in medical university lecturers. The experiment involved 48 lecturers who were divided into two groups. The first group of respondents included 27 representatives of theoretical departments (average age is 39.8, 87.5% females, average working experience is 16.0 years), the second group included 21 lecturers from clinical departments (average age is 36.9, 81.0% females, average pedagogical experience is 13.4 years, р˃0.05). In order to examine the degree of emotional burnout syndrome the adapted Emotional Burnout Syndrome Inventory by V. Boyko was used. Experiencing psycho-traumatic circumstances was found to occur most frequently among the signs of “strain” phase (р˂0.05), as well as anxiety and depression in the sphere of professional duties fulfillment (р˃0.05). The results obtained are indicative of a probable prevailing of the formation of all the symptoms of “resistance” phase among the representatives of the 1 st group as compared to the respondents of the 2nd group. Emotional deficiency symptom of “exhaustion” phase was found to occur most frequently, and at the moment of carrying out the survey it was formed in 37.0% individuals of the 1st group and 4.8% representatives of the 2nd group (р˂0.05). At the same time, odds ratio of the formation of emotional deficiency symptom in the lecturers of theoretical departments in comparison with the staff members of clinical departments was 4.75, relative risk – 2.0, absolute risk – 0.37, post-testing probability – 67.9%. Personality rejection symptom (depersonalization) possessed rather high probability to be formed in the lecturers of theoretical departments: odds ratio was 4.2, relative risk – 1.7, likelihood ratio – 2.9, post-testing probability of events – 74.0%. Emotional burnout syndrome among the lectures of the medical university is being formed in three phases. In the strain phase it is mostly characterized by excessive experience of psycho-traumatic circumstances, anxiety and depression; in resistance phase it is manifested in emotional thriftiness, and in exhaustion phase – by emotional deficiency and emotional rejection. The formation of emotional burnout syndrome is found to occur among the staff members of theoretical departments as compared to the representatives of clinical departments of the university.

emotional burnout syndrome, medical university, lecturers, phases.

1. Berezovska, L.I. (2015). Profesiine vyhoriannia pratsivnykiv suchasnykh osvitnikh orhanizatsii [Professional burnout of workers of modern educational organizations]. Naukovyi visnyk Mukachivskoho derzhavnoho universytetu –Scientific Bulletin of the Mukachevo State University, 1(1), 130-135 [in Ukrainian].
2. Besuchuk-Venherska, N.V. (2015). Profilaktyka syndromu profesiinoho vyhorannia u pedahohiv. Metod. posibnyk [Prevention of professional burnout syndrome among teachers. Methodical manual]. Vinnitsa: MMK. Retrieved from: https://dorobok.edu.vn.ua/ article/view/1257. [in Ukrainian].
3. Boyko, V. V. (2004). Energiya emotsiy [The energy of emotions]. St. Petersburg: Peter [in Russian].
4. Grinberg, J. (2002). Stress Management Transl [Upravlenye stressom]. From English by L. Gitelman, M. Potapova]. St. Petersburg: Peter [in Russian].
5. Zelinskaya, Ya. (2009). Osoblyvosti psykhichnoho vyhorannia v aspekti profesiinoho stresu [Features of mental burnout in the aspect of professional stress]. Sotsialna psykholohiia – Social Psychology, 6 (38), 127-135 [in Ukrainian].
6. Karamushka, L. M. (2004). Psykholohiia osvitnoho menedzhmentu: navch. Posibnyk [Psychology of Educational Management: Teach. Manual]. Kyiv: Lybid [in Ukrainian].
7. Nazarenko, I. P. (2011). Syndrom emotsiinoho vyhorannia sered medychnykh pratsivnykiv psykhiatrychnoi sfery [The syndrome of emotional burnout among medical workers in the psychiatric sphere]. Novosti meditsiny i farmatsii. Psikhiatriya – Medicine and Pharmacy News: Psychiatry. (Vol. 383). Retrieved from: http://www.mifua.com/archive/article/20574.
8. Lukyanov, V. V., Vodopianov, N. E., Orel, V. E., et. al. (2008). Sovremennye problemy issledovaniya sindroma vygoraniya u spetsialistov kommunikativnykh professiy: koll. monohrafiya [Modern challenges of the study of burnout syndrome at the specialists of communicative professions: collective monograph]. Kursk [in Russian].
9. Sudakova, O. S. (2012). Spetsyfika rozvytku syndromu emotsiinoho vyhorannia u likariv-onkolohiv [Specificity of the development of a syndrome of emotional burnout in oncologists]. Med. Psykholohiia – Med. Psychology, 4, 92-96 [in Ukrainian].
10. Chepileva, N. O. (2010). Psykholohichni osoblyvosti emotsiinoho vyhorannia vykladachiv vyshchykh navchalnykh zakladiv [Psychological features of emotional burnout of teachers of higher educational establishments]. Extended abstract of candidate’s thesis. Odessa [in Ukrainian].
11. Kalliath, T. J., O'Driscoll, M. P., Gillespie, D. F. & Bluedorn, A. C. (2000). A test of the Maslach Burnout Inventory in three samples of healthcare professionals. An International Journal of Work, Health & Organisations, Vol. 14, Iss.1, 35-50. doi:10.1080/026783700417212 [in English].
12. Brotheridge C.M., Grandey A.A. (2002). Emotional Labor and Burnout: Comparing Two Perspectives of “People Work”. Journal of Vocational Behavior, Vol. 60, Iss. 1, 17-39. doi:10.1006/jvbe.2001.1815 [in English].
13. Chang, M.L. (2009) An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers. Educational Psychology Review, Vol. 21, 193- 218. doi:10.1007/s10648-009-9106-y [in English].
14. Bauer J., Stamm A., Virnich K. (2006). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational and Environmental Health, (Vol. 79), 3, 199- 204. doi:10.1007/s00420-005-0050-y [in English].
15. Gold, Y., Roth, R. (2005). Teachers Managing Stress and Preventing Burnout: the Professional Health Solution. Taylor & Francis e-Library [in English].
16. Hakanena Jari J., Bakkerb Arnold B., Schaufelic Wilmar B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, (Vol. 43), 6, 495- 513. https://doi.org/10.1016/j.jsp.2005.11.001 [in English].
17. Halbesleben, J.R.B., Demerouti, E. (2005). The construct validity of an alternative measure of burnout: Investigating the English translation of the Oldenburg Burnout Inventory. An International Journal of Work, Health & Organisations, (Vol. 19), 3, 208-220. doi:10.1080/02678370500340728 [in English].
18. Schaufeli, W.B., Bakker, A.B., Hoogduin, K., Schaap, C. & Kladler, Atilla (2001). On the clinical validity of the maslach burnout inventory and the burnout measure. Psychology & Health, (Vol. 16), 5, 565-582. doi:10.1080/08870440108405527 [in English].
19. Kristensen, T.S., Borritz, M., Villadsen, E. & Christensen, K.B. (2005). The Copenhagen Burnout Inventory: A new tool for the assessment of burnout. An International Journal of Work, Health & Organisations, (Vol. 19), 3, 192-207. doi:10.1080/02678370500297720 [in English].
20. Weber A., Jaekel-Reinhard A. (2000). Burnout Syndrome: A Disease of Modern Societies? Occup. Med. (Lond), 50 (7), 512-517. doi:10.1093/occmed/50.7.512 [in English].

(2017) Science and education, 7, 76-82. Odessa.

Natalya Karhina,
post-graduate student, Department of General and Differential Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
Fontanka Doroha Str., Odesa, Ukraine

SELF-SUFFICIENCY AS A RESOURCE OF INDIVIDUAL’S PSYCHOLOGICAL WELL-BEING

The article highlights the results of the empirical research of the phenomenon of psychological well-being, which included the analysis of its components and features in correlation with self-sufficiency indicators. The issue of correlation between the peculiarities of psychological well-being of the individual and the phenomenon of self-sufficiency is considered to be understudied and requires detailed and comprehensive analysis. The experiment involved 408 full-time students majoring in different specialties aged from 16 to 24. The survey was conducted using the “Test-Inventory of Psychological Well-Being” by N. Karhina and “Self-sufficiency Structural Components Inventory” by A. Buhaitsova. The results were processes by means of IBM SPSS Statistics 21.00 для Windows. With the help of correlation analysis, it has been found that structural levels of psychological well-being are marked by positive symptoms with indicators of self-sufficiency. The profiles and indicators of self-sufficiency in groups of individuals with a high level of psychological well-being and low psychological well-being have been considered and compared. Special attention is paid to existential, philosophical and axiological scales, whose importance in the structure of psychological well-being is emphasized by close interrelations with all indicators of self-sufficiency, so they are of particular importance in the structure of psychological personality’s well-being. Close correlations between the phenomena of psychological well-being and self-sufficiency have been revealed at р  0,01 level. Thus, a psychologically prosperous person is at the same time a self-sufficient personality characterized by independent and altruistic aims, for whom hostility and cynicism towards others are not peculiar characteristics. It should also be noted that in some cases, self-sufficiency may negatively affect psychological well-being when the person estranges himself/herself from the society and withdraws into himself/herself, he/she becomes anxious, avoids contacts with people, etc. However, in it should be emphasized that self-sufficiency supports overall psychological well-being of a personality and gives the opportunity for self-development and selfunderstanding.

well-being, psychological well-being, personality, self-sufficiency, resource.

1. Akimova, O. V. (2008). Etika i estetika Oskara Uailda: ucheb. posobie [Ethics and aesthetics of Oscar Wild: textbook]. Saint Petersburg: Aleteiia [in Russian].
2. Bugaitsova, A. S. (2016). Opytuvalnyk strukturnykh komponentіv samodostatnostі [Self-sufficiency structural components inventory]. [in Ukrainian].
3. Beliaev, I. A. (2014). Zdorove cheloveka kak tselostnogo prirodno-sotsialno-dukhovnogo sushchestva [Health of a human being as an integral natural sociospiritual creature]. Vestnik Orenburgskogo gosudarstvennogo universiteta – Bulletin of Orienburg State University, 7 (168), 86-92 [in Russian].
4. Borovskaia, N. V. (2001). Blagopoluchie kak sotsiokulturnyi fenomen [Well-being as a socio-cultural phenomenon]. Extended abstract of candidate’s thesis. Tiumen [in Russian].
5. Bugaitsova, A. S. (2015). Psikhologiia samodostatochnoi lichnosti: istoki ekzistentsialnoi filosofii [Psychology of a self-sufficient personaliry: sources of existential philosophy]. Teoretychnі і prikladnі problemy psikhologіi: zb. nauk. prats Skhіdnoukrainskogo natsіonalnogo unіversitetu іm. V. Dalia – Theoretical and practical issues of psychology: collection of scientific works, 2 (37), 13-23, (Vol. 2). Severodonetsk: Vid-vo SNU іm. V. Dalia [in Russian].
6. Vіrna, Zh. P. (2013). Adaptatsіinii profіl zadovolenostі zhittiam osobistostі [Adaptation profile of satisfaction with life]. Problemy suchasnoi psykholohіi – Issues of modern psychology, 2, 20-25. Retrieved from: http://nbuv.gov.ua/UJRN/pspz_2013_2_5. [in Ukrainian].
7. Gorbal, І. S. (2014). Psykholohіchnі aspekty zadovolenostі zhittiam yak kohnіtivnoho aspektu subiektivnoho blahopoluchchia v lіtnіkh cholovіkіv ta zhіnok [Psychological aspects of datisfaction with life as a cognitive aspect of subjective well-being of elderly men and women]. Naukovyi vіsnyk Khersonskoho derzhavnoho unіversitetu – Scientific bulletin of Kherson State University. Kherson, 1(1), 154-159 [in Ukrainian].
8. Guseinov, A. A., Apresian, R. G. (2000). Etika: Uchebnik [Ethics: textbook]. Moscow: Gardariki [in Russian].
9. Zilova, E. V. (2010). Issledovanie kontsepta «blagopoluchie» / «prosperity» v russkoi, britanskoi i amerikanskoi lingvokulturakh (na materiale assotsiativnogo eksperimenta) [Studying the concept “prosperity” in Russian, British and American linguocultures]. Voronezh: «Istoki» [in Russian].
10. Ivankina, L. I. (2012). Model ustoichivogo razvitiia kak model upravliaemoi sotsialnoi ustoichivosti [Model of stable development as a model of controlled social stability]. Teoriia i praktika obshchestvennogo razvitiia – Theory and practice of public development, 7 [in Russian].
11. Maddi, S. (2002). Teorii lichnosti: sravnitelnyi analiz [Theories of personality: comparative analysis]. Transl. from English by I. Avidon, A. Batustin, P. Rumiantseva. Saint Petersburg: Izdatelstvo «Rech» [in Russian].
12. Maslou, A. (2006). Motivatsiia i lichnost [Motivation and personality]. Trans. Saint Petersburg: Piter [in Russian].
13. Noveishii slovar inostrannykh slov i vyrazhenii [The newest dictionary of foreign words and phrases]. (2001). Minsk: Kharvest; Moscow: AST [in Russian].
14. Nikonova, I. A. (2010). Opredelenie poniatiia «samodostatochnost lichnosti» [Determining the concept “personality’s self-sufficiency”]. Vestnik Bashkirskogo universiteta – Bulletin of Bashkirsk University, 3, 767-770 [in Russian].
15. Solovev, V. S. (1990). Sochineniia: V 2 t. [Works: in 2 volumes]. 2 nd ed. (Vol. 2). A. V. Gulygi, A. F. Loseva (Eds.). Moscow: Mysl [in Russian].

(2017) Science and education, 7, 82-88. Odessa.

Dmytro Syzonov,
PhD (Candidate of Philological Sciences), associate professor,
Department of Stylistics and Language Communication,
Taras Shevchenko National University of Kyiv,
14, Shevchenko Boulevard, Kyiv, Ukraine

PSYCHOLINGUISTIC BASES OF MEDIA LITERACY:
CONSIDERING THE ISSUE OF MEDIA TEXTS INTERPRETATION

The paper deals with psycholinguistic peculiarities of media communication. Media texts are analyzed with regard to extra- and intertextual factors such as multiculturalism, linguistic imperalism, media formats rennovation, etc. The experiment was based on the headlines of posts taken from Facebook and Twitter and was aimed at determining the emotions which arise in respondents reading them. 20 university students aged from 17 till 20 were surveyed by means of a questionnaire which is focused on the determination of respondents’ psychology of emotions. The questionnaire consists of two units: with yes-no questions and with free-answers questions. The emotional scale was assessed by three values: negative, positive and neutral. According to the research outcomes, most of the respondents pay attention to the headline before reading the text of the post (95%) and assess its content according to the headline (90%) which shows headlines’ manipulation effect. 55% of the respondents manifested positive emotions together with their positive assessment of the media text. Similarly, they manifested negative emotions together with their negative assessment of the text which shows the extra linguistic effect on the content of a media text, particularly political, moral, ethical or social. 25% of the respondents were neutral to the headlines and did not want to read the texts which shows the high level of their impassive attitude to the information flow. It means that people’s emotions are affected by the headlines with positive or negative assessment. It has been found that psycholinguistic bases of media literacy are manifested in the understanding of the essence of a media text and its main assignment, in the analysis of conscious/subconscious impact on a respondent, in search for main methods and tactics with the help of which a recipient would not be a passive media consumer but a participant of active socio-political processes by means of mass media.

media psychology, media linguistics, psycholinguistics, media literacy, mass media, media planning, media monitoring.

1. Dobrosklonskaya, T.V. (2008). Medialingvistika: sistemnyy podkhod k izucheniyu yazyka SMI [Medialinguistics: A systematic approach to learning the language of the media]. Moscow [in Russian].
2. Leontiev, A.A. (2005). Osnovy psikholingvistiki [The basics of psycholinguistics]. Moscow [in Russian].
3. Shevchenko L.I. (Ed.) & Derhach D.V. & Syzonov D.Y. (2014). Medialinhvistyka : slovnyk terminiv i ponyat [Medialinguistics: The dictionary of terms and concepts]. Kyiv [in Ukrainian].
4. Chebikіn O.Y. (Ed.) & Melnichuk, І.V. (2008). Yurydychna psykholohiia [Juridical psychology]. Odesa [in Ukrainian].
5. Ofitsiinyi sait Instytutu filolohii Kyivskoho natsionalnoho universytetu imeni Tarasa Shevchenka [The official web-site of the Institute of Philology of the Kiev National Taras Shevchenko University]. (2012). Retrieved from: http://philology.knu.ua/node/80 [inUkrainian].
6. Chebikіn, O.Y. (Ed.) & Kovaliova, O.O. (2009) Psyhologichni osoblyvosti formuvannia osnov profesiinoho imidzhu [Psychological peculiarities of forming the foundations of professional image]. Odesa [in Ukrainian].
7. Syzonov, D.Y. (2015). Metody linhvistychnoho doslidzhennia mediatekstu: do problemy naukovoi interpretatsii [Methods of linguistic research of the mediatext: the problem of scientific interpretation]. Aktualmi problem Ukrainskoi linhvistyky: teoriia ta praktyka – Actual issues of Ukrainian linguistics: theory and practice, 30, 53-62. Kyiv [in Ukrainian].
8. Bazalgette, C. (1992). The Politics of Media Education. In Alvarado M. and Boyd-Barret. Media Education: An Introduction. London: BFI / OU [in English].
9. Giles, D. (2003). Media Psychology, Lawrence Erlbaum. New York: New York University Press [in English].
10. Harley, T. (2008) The Psychology of Language: From Data to Theory. New York: Psychology Press [in English].
11. Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press [in English].

(2017) Science and education, 7, 89-93. Odessa.

Anzhelika Shamne,
Doctor of Psychology, associate professor,
Department of Social Work and Psychology,
National University of Life and Environmental Sciences of Ukraine,
10, Heroyiv Oborony St., Kyiv, Ukraine

VARIABLE-TYPOLOGY MAPPING OF
PSYCHOSOCIAL DEVELOPMENT IN ADOLESCENCE

The paper, based on the methodology of the factor and variable patterns analyses, deals with a typological map of individual forms of development in adolescence. Personal (motivation, value orientations, communicative options), subjective (autonomy, self-regulation, locus of control) and social behavioral (styles, forms, strategies of functionality and social activity) characteristics of teenagers are used as the criteria of typification. The sample was formed by university students (N = 460, 34% males). Four types of the psychosocial development were identified (harmonious, subjectively-dominant, depending adaptive and disintegrated). The constructive development in adolescence is represented by the “harmonious” type. It has the following characteristics: a balance between the individual and the social in the structure of development, productive solving of age-specific problems and efficiency of functioning (psychosocial integration). The non-constructive (unproductive) model is represented by the types focusing on the hyper-social (“depending adaptive” type) or hypo-social (“subjectively-dominant type”) mindsets. The representatives of the depending adaptive type are dependent on other people and circumstances, and the adolescents of the subjectively-dominant type can be marked by the reduced social interest and desire to dominate.

psychological social development, the type of development, adolescence, individualization, personality, typification criteria, prevention.

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2. Burmenskaya, G.V. (2000) Tipologicheskiy podkhod v vozrastnoy psikhologii razvitiya [The typological approach in psychology of development]. Vestnik MGU – Bulletin of MSU. Seriya 14 – Series 14, 4, 3-19 [in Russian].
3. Shamne, A.V. (2015) Teorіya ta praktika psihosotsіalnoho rozvitku u pіdlіtkovo-yunatskomu vіtsі [Theory and practice of psychosocial personality development in adolescent]. Kyiv: Interservis [in Ukrainian].
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