(2017) Science and education, 9, 11-15. Odessa.

Svitlana Yalanska,
Doctor of Psychology, professor, head of the
Department of General, Age and Practical Psychology,
Oksana Moskalenko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of General Physics and Mathematics,
Valentyn Marchenko,
PhD (Candidate of Physics and Methematics), associate professor,
Department of General Physics and Mathematics,
Poltava V.G. Korolenko National Pedagogical University,
2, Ostrohradskoho Str., Poltava, Ukraine,

PSYCHODIDACTIC ASPECTS OF FUTURE TEACHERS’
CREATIVE COMPETENCE FORMATION

The aim of the paper is to reveal the psychological peculiarities of the development of creative competence of future Physics and Mathematics teachers. The program which contributes to the development of creative competence of future teachers is presented in the article. The experiment involved 117 students-future teachers majoring in Physics and Mathematics (the experimental group consisted of 68 and was taught according to the designed program, and the control group – 50 persons – was taught using traditional methods). As a result of the experiment, there has been observed the increase of the level of creative competence in the experimental group of students, which is indicative of the efficiency of the designed program. It has been approbated during the courses “Psychology”, “Age Psychology”, “Psychology of Higher School”, “Organization of Scientific Research”, during the meetings of the scientific studio “The Way to Success”.

 creative competence, creative educational environment, future teacher, pedagogical creativity, faculty of Physics and Mathematics.

1. Maksymenko, S. D. (2007). Psykholohiia osobystosti [Personality psychology]. Kyiv: Vyd-vo TOV «KMM» [in Ukrainian].
2. Moliako, V. O. (2004). Psykholohichna teoriia tvorchosti [Psychological theory of creativity]. Obdarovana dytyna – Gifted child, 6, 2-9 [in Ukrainian].
3. Panova, S.O. (2013). Akmeolohichnyi pidkhid do doslidzhennia problemy profesiinoi kompetentnosti maibutnikh uchyteliv matematyky [Acmeological approach to the study of the problem of professional competence of future mathematics teachers]. Problemy suchasnoi pedahohichnoi osvity. (Pedahohika i psykholohiia): [zb. statei]. – Challenges of modern pedagogical education. (Pedagogy and Psychology): collection of scientific works, 41, 185-191. Yalta: RVV KHU [in Ukrainian].
4. Tsokolenko, O.A. (2014). Formuvannia profesiinoi kompetentnosti maibutnikh uchyteliv fizyky v protsesi pedahohichnoi praktyky [Formation of professional competence of future teachers of physics in the process of pedagogical practice]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
5. Yalanska, S. P. (2015). Psykholohiia rozvytku pedahohichnoi tvorchosti: navchalnyi posibnyk [Psychology of the development of pedagogical creativity: a manual]. Poltava: PNPU imeni V.H. Korolenka [in Ukrainian].
6. Kapustian, Inga, Yalanska, Svitlana, Nikolashina, Tetiana (2016). Tolerance, Volunteerism and Leadership: textbook. Poltava : Publishing House «Simon» [in English].

(2017) Science and education, 9, 5-10. Odessa.

Ellina Panasenko,
Doctor of Pedagogy, professor,
Head of the Department of Practical Psychology,
Donbas State Pedagogical University,
1, Uchytelskyi lane, Sloviansk, Ukraine

GENESIS OF THEORY AND PRACTICE OF PSYCHOLOGICAL
EXPERIMENT IN THE HERITAGE OF OLEKSANDR NECHAIEV

The article deals with the issue of the development of theoretical foundations and practice of experimentation in the legacy of a prominent domestic psychologist of the end of the 19th - early 20th century Oleksandr Nechaiev. General comprehension and objective evaluation of theoretical and practical heritage of the past transforms the history of psychology into an essential part of psychological knowledge. The aim of the paper is to study and analyze his scientific works in the field of psychological experimentation. O. Nechaev and his colleagues firstly conducted researches on the effectiveness of the methods in the laboratory. If the method was promising, the experiment was continued at school. The first experiments of this type were aimed at examining leading associations in children of different ages, memorization of words of different meanings, attention, reading skills, ways of memorization, speed of mental work of students, etc. Natural experiments were not commonly used in the investigated period. It was the laboratory conditions under which the first experimental programs and methods of studying attention, memory, interests, performance, and suggestiveness of schoolchildren were developed and tested. The transfer of experiments from scientific laboratories to the natural conditions of the educational process (school classrooms) started taking place at the beginning of the twentieth century. O. Nechaev emphasized the importance of taking into account the basic principles of conducting a psychological experiment (naturalness, objectivity, integrity, and observance of the equivalence of conditions), which contributed to obtaining reliable results and improving the quality of schooling.

experiment, experimental psychology, pedagogical psychology, experiment program, experiment technique.

1. Nechaev, A. P. (1921). Prosteyshie izmereniya stepeni umstvennogo razvitiya detey [The simplest measurements of the degree of mental development of children]. Syizran [in Russian].
2. Nechaev, A. P. (1909). Sovremennaya eksperimentalnaya psihologiya v ee otnoshenii k voprosam shkolnogo obucheniya [Modern experimental psychology in its relation to school education issues]. 2nd ed. Saint Petersburg [in Russian].
3. Rumyantsev, N. E. (1907). Laboratoriya eksperimentalnoy pedagogicheskoy psihologii v S. Peterburge [Laboratory of Experimental Pedagogical Psychology in St. Petersburg]. Saint Petersburg [in Russian].
4. Trudyi Pervogo Vserossiyskogo siezda po pedagogicheskoy psihologii v S. Peterburge v 1906 g. (31 maya – 4 iyunya) : otchet, sostavlennyiy sekretarem siezda M. N. Konorovyim [Proceedings of the First AllRussian Congress on Pedagogical Psychology in St. Petersburg in 1906 (May 31 - June 4): a report drawn up by the secretary of the congress MN Konorov]. (1906). Saint Petersburg [in Russian].
5. Binet, A. (1902). La psychologie du raisonment; Recherches expérimentales par l’hypnotisme [1886]. 3eme éd. Paris, Alcan.
6. Binet, A. (1888). Études de psychologie expérimentale. Paris, Octave Doin.
7. Wundt, W. (1874). Grundzüge der physiologischen Psycholigie. 3 Bde.
8. Wundt, W. (1909). Einleitung in die Philosophie. Leipzig.

(2017) Science and education, 9, 16-25. Odessa.

Denys Aleksandrov,
Doctor of Psychology, associate professor, Department of Social Work,
Taras Shevchenko National University of Kyiv,
60, Volodymyrska Str., Kyiv, Ukraine,
Ivan Okhrimenko,
Doctor of Law, associate professor, professor of the Department of Legal Psychology,
National Academy of Internal Affairs,
1, Solomianska Square, Kyiv, Ukraine,
Ruslan Serbyn,
Doctor of Law, senior researcher, vice-rector,
National Academy of Internal Affairs,
1, Solomianska Square, Kyiv, Ukraine

PSYCHOLOGICAL FACTORS OF POST-STRESS PSYCHOTRAUMATIC
FEELINGS SUSCEPTIBILITY OF COMBANANTS’ CHILDREN

The paper presents the results of the carried out experiment aimed at examining individual psychological factors of poststress psychotraumatic feelings susceptibility of children whose parents were injured or killed during the anti-terrorist operation (ATO) at the east of Ukraine. The research involved the psychodiagnostic examination of children who remained at the International Child Center “Artek” (Kyiv, Puscha-Voditsa), since this institution is created for children of socially vulnerable categories and, in particular, children of ATO participants. The sample comprised 60 respondents (14-15 years), including: an experimental group of 30 children affected by combat operations (death, injury or disappearance of one of the family members) and a control group of 30 children from two-parent families whose family members did not participate in military operations. The empirical study was conducted on the basis of observation and questioning, using a modified ClinicianAdministered PTSD Scale (CAPS) and 16PF Questionnaire by Raymond Cattel. Some differences in frequency and intensity of post-traumatic stress feelings of the experimental and control group were revealed, and on the basis of correlation analysis, the leading individual-psychological factors of destructive post-stress feelings susceptibility were established. It can be stated that the affected combatants’ children affected by post-stress psychotraumatic feelings can be characterized by the increased level of tension and frustration. They are prone to aggression and depressive states; their social courage and activity is decreased, which is why they are less prepared for interacting with unfamiliar circumstances and surrounding people. These personal factors in children of the injured combatants, on the one hand, determine the socio-psychological adaptability disorders susceptibility, and on the other hand, make it possible to design or select specific psychoprophylactic measures. Purposeful influence on these personal characteristics allows to prevent social and psychological maladaptation of children and form psychological resistance to traumatic experiences.

traumatic stress, post-traumatic stress disorder, children of combatants, individual psychological factors, psychological support, psychoprophylaxis.

1. Baker, M. (2015). Over half of psychology studies fail reproducibility test. Nature News, 27 August. Retrieved from: http://www.nature.com/news/over-halfofpsychology-studies-fail-reproducibility-test-1.18248 .
2. Carlson, E. B, Dalenberg, C., Muhtadie, L. (2008). The etiology of Posttraumatic Stress Disorder. In: Reyes G, Elhai J, Ford JD, editors. The Encyclopedia of Psychological Trauma. New York: Wiley; 2008. pp. 257–264.
3. Freud, S. (2013). Reflections on war and death. Retrieved from: http://www.sophiaproject.org/uploads/1/3/9/5/1395 5288/freud_waranddeath.pdf.
4. Garrett, J. F. (2003). Psychological Aspects of Physical Disability.
5. Ghobarah, H. A., Huth, P. & Russett, B. (2003). Civil Wars Kill and Maim People – Long After the Shooting Stops. American Political Science Review, 2, 189-202.
6. Greenberg, J., Solomon, S. & Pyszczynski, T. (1997). Terror management theory of self-esteem and social behavior: Empirical assessments and conceptual refinements. Advances in Experimental Social Psychology, 29, M.P. Zanna (Ed), (pp. 61-139). New York: Academic Press.
7. Kennedy, P. (2007). Psychological Management of Physical Disabilities. A practitioner’s guide. Routledge.
8. Kisarchuk, Z. G., Omelchenko, Ya. M., Lazos, G. P. & others. (2015). Psykholohichna dopomoha postrazhdalym vnaslidok kryzovykh travmatychnykh podii: Navchalno-metodychnyi posibnyk [Psychological help to victims injured in crisis traumatic events. Textbook]. Кyiv: LOGOS [in Ukrainian].
9. Koopman, E. (2013). The attraction of tragic narrative. Catharsis and other motives. Scientific Study of Literature, 3(2), 178-208. DOI: 10.1075/ssol.3.2.03koo.
10. Lawrence, R. (2017). Emotional and Psychological Trauma. Retrieved from: https://www.helpguide.org/articles/ptsd-trauma/copingwith-emotional-and-psychological-trauma.htm
11. McGregor, H., Lieberman, J.D., Solomon, S., Greenberg, J., Arndt, J., Simon, L. & Psyscinski, T. (1998). Terror management and aggression: Evidence that mortality salience motivates aggression against worldview threatening others. Journal of Personality and Social Psychology, 74, 590-605.
12. Murray, C. J. L. (2002). Armed conflict as a public health problem. BMJ, 324, 346-349. Retrieved from: http://gking.harvard.edu/files/armedph.pdf
13. Pyszczynski, T., Solomon, S. & Greenberg, J. (2002). In the wake of 9/11. The psychology of terror. Washington, DC: American Psychological Association.
14. Rosenblatt, A., Greenberg, J., Solomon, S., Pyszczynski, T. & Lyon, D. (1989). Evidence for terror management theory: I. The effects of mortality salience on reactions to those who violate or uphold cultural values. Journal of Personality and Social Psychology, 57, 681-690.
15. Schooler, J.W. (2014). Metascience could rescue the „replication crisis‟. Nature 515, 9. DOI: 10.1038/515009a. Retrieved from: http://www.nature. com/news/metasciencecould-rescuethe-replication-crisis-1.16275.
16. Tarabri, N.V. (2001). Praktikum po psikhologii posttravmaticheskogo stressa [Workshop on the psychology of post-traumatic stress]. Saint Petersburg: Piter [in Russian].
17. Titarenko, T. М. (2003). Zhyttievyi svit osobystosti: u mezhakh i za mezhamy budennosti [The life world of the individual, within and beyond routine]. Кyiv: Libid [in Ukrainian].
18. Thomas, P. (2006). The Unequal Burden of War: The Effect of Armed Conflict on the Gender Gap in Life Expectancy. International Organization, 3, 723-754.
19. Zelenova, M. E. (2005). Issledovaniya smyslozhiznennykh oryentatsyy u veteranov boevykh deistviy v Afganistane [Investigations of life orientations of veterans fighting in Afghanistan]. Boevoy stress: Mekhanizmy stressa v ekstremalnykh usloviyakh – Combat stress: Mechanisms of stress in extreme conditions. Мoscow: Istoki [in Russian].
20. Volodarska, N. D. (2014). Aktyvizatsiia protsesu samotvorennia metodamy grupovoi terapiyi [Activation of self-creation process by group therapy methods]. Problemy humanitarnykh nauk: zb. nauk. prats Drogobytskoho derzhavnoho pedahohichnoho universytetu imeni Ivana Franka – Humanities: collection of scientific works of Drogobych state pedagogical university named after Ivan Franko, 33, 17-28. Drohobych [in Ukrainian].
21. Volodarska, N. D. (2016). Perspektyvy zastosuvannia metodiv dialohovoi psykhoterapii v umovakh suspilnykh transformatsii [Perspectives of application interactive psychotherapy methods in social transformations conditions]. Naukovyi visnyk Khersonskoho derzhavnoho universytetu. Seriya “Psykholohichni nauky” – Bulletin of Kherson state university. psychology, 2, 24-30 (Vol. 1). Kherson [in Ukrainian].
22. Weathers, F. W., Keane, T. M., & Davidson, J. (2001). Clinician-administered PTSD scale: A review of the first ten years of research. Depression and Anxiety, 13, 132-156.
23. Williams, M. B., Poijula, S. (2013). The PTSD Workbook: Simple, Effective Techniques for Overcoming Traumatic Stress Symptoms.

(2017) Science and education, 9, 26-29. Odessa.

Dmytro Kharchenko,
Doctor of Psychology, professor, head of the Department of Psychology,
Yuliia Chystovska,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Psychology,
The Bohdan Khmelnytsky National University of Cherkasy,
81, Shevchenko Boulevard, Cherkasy, Ukraine,

CORRELATION OF ANXIETY AND PSYCHOSOMATIC DISTURBANCES

The paper aims to study the level of state and trait types of anxiety, as well as the level of psychosomatic disorders in people with different degrees of anxiety. 187 students aged 18-43 years took part in the experiment. The following methods were applied in the research: in order to study the level of state and trait anxiety State-Trait Anxiety Inventory by Spielberger was used, the psychosomatic aspects of physical disorders were investigated using the Giesener Beschwerdebogen – a questionnaire designed to detect a subjective map of patients’ physical suffering. The processing of the received data was carried out using statistical software Statistica v. 7.0 and SPSS v.13. The Student t-test was used to verify the reliability of the results obtained. According to inter-correlation analysis of the indicators of intensity of psychosomatic disturbances and anxiety, all psychosomatic complaints correlate both with state and trait types of anxiety. It has been concluded that the intensity of psychosomatic disturbances correlates with the level of both state and trait types of anxiety. It can also be concluded that people with high trait anxiety tend to have high state anxiety.

state anxiety, trait anxiety, psychosomatic disorders.

1. Aleksandrovskiy, Yu. A. (1986). Pogranichnyie psihicheskie rasstroystva [Borderline mental disorders]. Nauka i zhizn – Science and life, 2 [in Russian].
2. Burlachuk, L.F., Morozov, S.M. (2001). Slovarspravochnik po psihodiagnostike [Dictionary on psychodiagnostics]. Saint Petersburg: Piter [in Russian].
3. Sandomirskiy, M.E. (2000). Sostoyanie psihicheskoy adaptatsii v usloviyah hronicheskogo psihoemotsionalnogo stressa v svyazi s lichnostnotipologicheskimi harakteristikami [State of psychic adaptation in terms of chronic psychoemotional stress of personal nature]. Candidate’s thesis. Moscow [in Russian].
4. Shults, L. (2002). Yazyik intuitsii [Language of intuition]. Moscow: EKSMO – Press [in Russian].
5. Spielberger, C.D., Gorsuch D.L., Lushene R.E. (1970). Manual for the State-Trait Anxiety Inventory. Palo Alto: Consulting Psychologists Press [in English].
6. Ustun, T. B. (1995). Mental Illness in General Health Care: An International Study. Chichester: John Wiley & Sons [in English].