Valerii Bosniuk, Nataliia Svitlychna, Stanislav Skliarov. Intellectual Resource as a Basis Of Rescue Workers’ Coping-Behavior.

(2018) Science and education, 5-6, 67-73. Odessa.


DOI:

Valerii Bosniuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Psychology of Activity in Certain Environments,
Nataliia Svitlychna,
PhD (Candidate of Psychological Sciences), senior lecturer,
Department of Psychology of Activity in Certain Environments,
Stanislav Skliarov,
PhD (Candidate of Psychological Sciences),
head of the Unit of Preventing and Revealing Corruption,
National University of Civil Defence of Ukraine,
Chernichevska street, 94, Kharkiv, Ukraine.


INTELLECTUAL RESOURCE AS A BASIS
OF RESCUE WORKERS’ COPING-BEHAVIOR


SUMMARY:

The article deals with the positions of psychologists regarding the role of psychometric intelligence in the formation of behavior in stressful conditions. Human intelligence manifests itself not only in the results of psychometric tests, but also in conditions of real interaction with the environment, assuming that the productive properties that are measured in IQ units are mental mechanisms responsible for correctness (accuracy) and the speed of information processing, and cognitive styles are mental mechanisms responsible for managing the information processing. It has been empirically proved that, in the context of professional activity and taking into account its specific character, intellectual abilities and cognitive styles are in some way interconnected, forming the “intellectual resource” of the individual. The results of the empirical research involving 168 rescuers have shown that the intellectual resource is the basis of their coping behavior. Three groups of rescuers with different levels of intellectual resource have been distinguished. The obtained results show that the subjects with higher indicators of the intellectual resource in stressful situations do not use problem-focused coping mechanisms, they apply emotion-focused and social coping mechanisms. These results are interpreted as follows: the higher the intellectual maturity of a person is, manifested in the indicators of cognitive, metacognitive, academic and conceptual abilities, the wider range of strategies he/she uses. Intelligence thus is interpreted as a mental resource, which provides mobility and variation of coping behavior.


KEYWORDS:

psychometric intelligence, cognitive styles, intellectual resource, coping behavior, coping mechanisms, rescuer.


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REFERENCES:

1. Aleksapolskii, A. A. (2008). Stilevye i urovnevye svoistva intellekta kak faktory sovladaiushchego povedeniia [Style and level properties of intelligence as factors of coping behavior]. Candidate’s thesis. Moscow: Institute of Psychology of RAS [in Russian].
2. Bodrov, V. A. (2006). Psikhologicheskii stress: razvitie i preodolenie [Psychological stress: development and coping]. Moscow: PER SE [in Russian].
3. Kamynina, I. V. (2008). Koping-strategii lichnosti v ekstremalnykh usloviiakh [Coping mechanisms of a person in extreme conditions]. Extended abstract of candidate’s thesis. Khabarovsk : KamGU [in Russian].
4. Kornilova, T. V. (2010). Intellektualnolichnostnyi potentsial cheloveka v strategiiakh sovladaniia [Intellectual-personal potential of a person in coping mechanisms]. Vestnik Moskovskogo universiteta – Bulletin of Moscow University, 1, 46-58 [in Russian].
5. Ushakov, D. V. (2003). Intellekt: strukturnodinamicheskaia teoriia [Intellect: structural-dynamic theory]. Moscow: IP RAN [in Russian].
6. Khazova, S. A. (2006). Intellekt kak prediktor i resurs sovladaiushchego povedeniia lichnosti [Intellect as a predictor and resource of coping behavior of personality]. Sovremennye problemy prikladnoi psikhologii: materialy Vserossiiskoi nauchno-prakticheskoi konferentsii – Modern Problems of Applied Psychology: Proceedings of the All-Russian Scientific and Practical Conference.(pp. 314-317) Yaroslavl [in Russian].
7. Kholodnaya, M. A. & Aleksapolskiy, A. A. (2010). Intellektualnye sposobnosti i strategii sovladaniia [Intellectual abilities and coping mechanisms]. Psikhologicheskii zhurnal – Psychological journal, 4, 59- 68 [in Russian].
8. Shkuratova, I. P. & Annenkova I. P. (2007). Lichnostnye resursy kak faktor sovladaniia s krizisnymi situatsiiami [Personal resources as a factor in coping with crisis situations]. Psikhologiia krizisa i krizisnykh sostoianii. Mezhdistsiplinarnyi ezhegodnik – Psychology of crisis and crisis conditions. Interdisciplinary Yearbook, 4, 17-23 [in Russian].
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Dmytro Kharchenko, Stanislav Kovalenko, Yulia Chystovska. Anxiety in Individuals With Different Levels of Alexithymia.

(2018) Science and education, 5-6, 74-78. Odessa.


DOI:

Dmytro Kharchenko,
Doctor of Psychology, professor, head of the Department of Psychology,
Stanislav Kovalenko,
Doctor of Biology, professor, head of the Department of Anatomy,
Physiology and Physical Rehabilitation,
Yulia Chystovska,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Psychology,
Bogdan Khmelnytsky National University of Cherkassy
81, Shevchenka boulevard, Cherkasy, Ukraine


ANXIETY IN INDIVIDUALS WITH DIFFERENT LEVELS OF ALEXITHYMIA


SUMMARY:

The paper aims to investigate the levels of state ad trait anxiety in individuals with different degrees of alexithymia. The study involved 208 university students aged 18-45 years. In order to assess the level of state and trait anxiety, State-Trait Anxiety Inventory by Charles Spielberger was used. Toronto Alexithymia Scale (TAS-20) (adapted by the scientists of St. Petersburg Psychoneurological Research Institute) was applied to study the degree of alexithymia. The received data were processed using statistical software Statistica v. 7.0 and SPSS v.13. Student’s t-test was used to verify the reliability of the results obtained. On the basis of the correlation analysis of the parameters of alexithymia and anxiety, it was found that alexithymia correlates both with state and trait anxiety. However, the strength of relationships between alexithymia and state anxiety is less (r = 0.27) than that of trait anxiety (r = 0.45). The Student’s ttest confirmed the significance of the correlation relationships between alexithymia and the level of state and trait anxiety (P<0.05 and P<0.01 respectively). According to the examination of the mean values of anxiety in people with different degrees of alexithymia, it can be observed that the average indicators, both of state and trait anxiety, have significant differences. Such a pattern is observed in both groups with state (46.8 and 50.5), and trait (38.4 and 49.2) anxiety, though concerning trait anxiety, these differences are more pronounced both in terms of mean values and according to Student’s t-test.


KEYWORDS:

alexithymia, state anxiety, trait anxiety, psychosomatic anomalies, correlation analysis, Student’s t-test.


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REFERENCES:

1. Eysenk, G.Yu. (2003). Psihologiya: Polza i vred. Smysl i bessmyislitsa. Fakty i vymysel [Psychology: Good and bad. Meaning and nonsense. Facts and fiction]. Transl. by V.V. Gurinovicha. Minsk: Harvest [in Russian].
2. Antropov, Yu.F. (2003). Terapiya psihosomaticheskih rasstroystv u detey [Therapy for psychosomatic disorders in children]. Moscow: «Triada-farm» [in Russian].
3. Broytigam, V., Kristian, P., Rad, M. (1999). Psihosomaticheskaya meditsina [Psychosomatic medicine]. Moscow: GEOTAR MEDITsINA [in Russian].
4. Burlachuk, L.F., Morozov, S.M. (2001). Slovarspravochnik po psihodiagnostike [Dictionary for psychodiagnostics]. Saint Petersburg: Piter [in Russian].
5. Gubachev, Yu.M., Stambrovskiy, E.M. (1981). Kliniko-fiziologicheskie osnovyi psihosomaticheskih sootnosheniy [Clinical and physiological bases of psychosomatic relations]. Leingrad: Meditsina [in Russian].
6. Isaev, D.N. (2000). Psihosomaticheskie rasstroystva u detey: rukovodstvo dlya vrachey [Psychosomatic disorders in children: a guide for doctors]. Saint Petersburg: Izdatelstvo «Piter» [in Russian].
7. Naprieienko, O.K., Vloh, I.Y., Golubkov, O.Z. (2011). Psihiatriya [Psychiatry]. Kyiv: Zdorovya [in Russian]. 8. Perre, M., Baumann, U. (Ed.). (2002). Klinicheskaya psihologiya [Clinical psychology]. Saint Petersburg: Piter [in Russian].
9. Karvasarskiy, B.D. (2002). Klinicheskaya psihologiya: uchebnik [Clinical psychology: textbook]. Saint Petersburg: Piter [in Russian].
10. Korostyileva, I.S., Rotenberg, V.S. (1993). Problema aleksitimii v kontekste povedencheskih kontseptsiy psihosomaticheskih rasstroystv [The problem of alexithymia in the context of behavioral concepts of psychosomatic disorders]. Telesnost cheloveka: mezhdistsiplinarnyie issledovaniya – Human Being: Interdisciplinary Research. Moscow: Filos. obvo SSSR, Fak-t psihologii MGU [in Russian].
11. Nelson-Dzhouns, R. (2002). Teoriya i praktika konsultirovaniya [Theory and practice of counseling]. Saint Petersburg: Piter [in Russian].
12. Sandomirskiy, M.E. (2000). Sostoyanie psihicheskoy adaptatsii v usloviyah hronicheskogo psihoemotsionalnogo stressa v svyazi s lichnostnotipologicheskimi harakteristikami [The state of mental adaptation in the conditions of chronic psycho-emotional stress in connection with personality-typological characteristics]. Candidate’s thesis. Moscow [in Russian].
13. Horni, K. (1997). Nashi vnutrennie konfliktyi. Konstruktivnaya teoriya nevroza [Our internal conflicts. Constructive theory of neurosis]. Saint Petersburg: Lan [in Russian].
14. Sifneos, P. E. (1973). The Prevalense of Alexithymic Characteristics in Psychosomatic Patients. Topscs of Psychosomatic Research. Freyberger (Ed.). Basle: Karger.
15. Spielberger, C.D., Gorsuch, D.L., Lushene, R.E. (1970). Manual for the State-Trait Anxiety Inventory. Palo Alto: Consulting Psychologists Press.

Anastasiia Bolshakova. Features of Subjective Vision of Life Journey as Predictors of Personal Potential Exhaustion.

(2018) Science and education, 5-6, 79-84. Odessa.


DOI:

Anastasiia Bolshakova,
Doctor of Psychology, professor,
head of the Department of Psychology,
Kharkiv State Academy of Culture,
Bursatski Uzviz, 4, Kharkiv, Ukraine


FEATURES OF SUBJECTIVE VISION OF LIFE JOURNEY
AS PREDICTORS OF PERSONAL POTENTIAL EXHAUSTION


SUMMARY:

The paper presents the results of the study of the peculiarities of life journey subjective vision as predictors of the development of personal fulfillment phenomenon. According to the author’s concept, personal fulfillment is a mental model associated with negative experiences of subjective personal potential exhaustion in three time measurements: present, past, and future. The examination of personal fulfillment was carried out with the help of the author’s Personal Fulfillment Scale, which contains three subscales: Retrospective; Current Time; Perspective. According to the results of the cluster analysis, it has been found that about 42% of the subjects have an average level of personal fulfillment by the general indicator and all dimensions, about 24% have a high level, and 34% - the low level of personal fulfillment. With the help of multiple regression analysis, it has been found that the most significant predictors of a high level of personal fulfillment are the following features of the subjective vision of life journey: fulfillment, negative past, positive past (reverse influence) and fatalistic present. The assessment of the richness of the past in events and the hedonistic present have moderate predictive value. The assessment of the richness of the future in events, the adulthood coefficient and the unconscious attitude towards the past and present have a rather weak effect. The psychological age, the expected life duration and “the future” time perspective in general are not predictors of subjective exhaustion. Indicators of the subjective vision of life journey in relation to the past are considered to be the predictors of personal fulfillment.


KEYWORDS:

subjective exhaustion of personal potential, personal fulfillment, subjective vision of life journey, psychological past, psychological present, psychological future.


FULL TEXT:

 


REFERENCES:

1.Abulkhanova, K. A., Berezina, T. N. (2001). Vremia lichnosti i vremia zhizni [Personality time and time of life]. Sankt-Piterburg: Aleteiia [in Russian].
2.Bolshakova, A. M. (2010). Opytuvalnyk osobystisnoi realizovanosti [Personal realization questionnaire]. Problemy suchasnoi pedahohichnoi osvity – Problems of modern pedagogical education, 28, 14–24 [in Ukrainian].
3.Bolshakova, A. M. (2011). Psykholohiia osobystisnoi realizovanosti subiekta zhyttievoho shliakhu [The human personality realization in ontogenesis]. Zaporizhzhia: KPU [in Ukrainian].
4.Vasserman, L. I., Kuznetsov, O. N., Tashlykov, V. A. (2005). Semanticheskii differentsial vremeni kak metod psikhologicheskoi diagnostiki lichnosti [Semantic differential of time as a method of psychological diagnosis of personality]. St. Petersburg: SPb NIPNI im. V. M. Bekhtereva [in Russian].
5.Kronik, A. A., Akhmerov, R. A. (2003). Kauzometriia: Metody samopoznaniia, psikhodiagnostiki i psikhoterapii v psikhologii zhiznennogo puti [Causometry: Methods of self-knowledge, psychodiagnostics and psychotherapy in the life path psychology]. Moscow: Smysl [in Russian].
6.Syrtsova, A., Sokolova E. T., Mitina, O.V. (2007). Metodika F. Zimbardo po vremennoi perspektive [Zimbardo's method of time perspective]. Psikhologicheskaia diagnostika – Psychological diagnostics, 1, 85–106 [in Russian].
7.Boyd, J. N., Zimbardo, P. G. (2005). Time perspective, health and risk taking. Understanding Behavior in the Context of Time: Theory, Research and Applications. Mahwah, N. J.: Erlbaum.
8.Buhler, C. (1968). Fulfillment and Failure of Life. The Course of Human Life: A Study of Goals in the Humanistic Perspective. New York: Springer Publishing Co, Inc.
9.Zimbardo, P. G., Keough, K. A., Boyd, J. N. (1997). Present time perspective as a predictor of risky driving. Personality and Individual Differences, 23, 1007- 1023.

Antonina Tokarska, Іryna Zharovska, Іryna Sofinska. Psychology of Conflict and Securing an Individual in Court Proceedings.

(2018) Science and education, 5-6, 85-95. Odessa.


DOI:

Antonina Tokarska,
Doctor of Law, professor,
Educational and Scientific Institute of Law and Psychology
National University ‘Lviv Polytechnic’,
Іryna Zharovska,
Doctor of Law, associate professor,
Educational and Scientific Institute of Law and Psychology
National University ‘Lviv Polytechnic’,
Іryna Sofinska,
PhD, associate professor,
Educational and Scientific Institute of Law and Psychology
National University ‘Lviv Polytechnic’,
1/3, Kn. Romana Str., Lviv, Ukraine


PSYCHOLOGY OF CONFLICT AND SECURING
AN INDIVIDUAL IN COURT PROCEEDINGS


SUMMARY:

This article is dedicated to psycho-linguo-communicative means of identifying the level and style of conflict behaviour displayed by lawyers, which should be overcome for the sake of securing an individual not just at the stage of listening to litigants, but after completion of the court proceedings. The skills of trial participants to discern psychological intentions by verbal indicators are important. This has been noticed at such problems in the society as social pathology, legal compulsion, anomic, invective remarks in communicative acts. Special features of the mechanisms of aggression manifestation and the markers of its recognition in practice as well as groups (types) of non-aggressive communication have been identified.


KEYWORDS:

psychology of litigants, psycho-diagnostics, conflict communication, invective content, securing an individual, markers, conflict psycho-argumentation/reasoning, conflict-free psycho-argumentation/reasoning.


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REFERENCES:

1. Volkova T. (2017). Ritoricheskiy rechevoy portret publichnoy yasykovoy lichnosti: effektivnost logicheskoy i psichologicheskoy storony argumentatsyy. Nauchnyy zhurnal “Klub HAU” – Scientific journal, 132(08), 1-13 [in Russian].
2. Cassin, B. ta Sogova, K. (2013). Yevropejskyj slovnyk filosofij. Leksykon neperekladnostej. Kyiv: “Dukh i litera” [in Ukrainian].
3. Karachanyan S. (2013). Teoriya argumentatsyy i problema ubezgdeniya v sude. Izvetiya MGTU “MAMN” – News of MGTU “MAMN”, 4(18), 292-298 [in Russian].
4. Laponov M., Komissarov V. (2015). Filosofija jak nauka. Osnovy filosofskoji metodolohiji [Philosophy as science. Bases of philosophic methods]. Systema suchasnych metodolohij – System of moders methods, 1, 200-222 [in Ukrainian].
5. Yasynok, M.M., Yasynok, D.M. (2017). Psycholohij sudovoho protsesu: psycholoho-pravovyj aspekt: nauk.-prakt. Posibnyk [Physochogy of court: psycho-legal aspect”: textbook] [in Ukrainian].
6. Tokarska, A.S. (2005). Komunikatsiya u pravi ta pravookhoronniy dijalnosti [Communication in law and legal activities]. Lviv: Lviv. juryd. In-t MVS Ukrajiny [in Ukrainian].
7. Shevandrin, N.I. (1999). Psichdiagnostika, korreksiya i razvitiye lichnosti [Psychodiagnostics, correction and development of personality]. Moscow: Humanit. izd. tsentr. “VLADOS” [in Russian].
8. Shulha, L. V. (2012). Teoretychni ta praktychni aspekty zakhysnoi promovy yak zasoby psykholohichnoho vplyvu v umovakh sudovykh debativ [Theoretical and practical aspects of a protective speech as a means of psychological influence in the context of court debates]. Pravnychyi visnyk Universytetu «KROK» - The Legal Bulletin of the University "KROK", 13, 263- 266. [in Ukrainian].
9. Alberstein, M. (2015). Judicial Conflict Resolution (JCR): A New Jurisprudence for an Emerging Judicial Practice. Cardozo Law Journal of Conflict Resolution.16. URL: www.ssrn.com/abstract=2629814
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12. Carneiro, R. L. (1981) Herbert Spencer as an Anthropologist. The Journal of Libertarian Studies.V, No.2. pp. 153-210. URL: www.mises.org/sites/default/files/5_2_2_0.pdf
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Svitlana Yalanska, Olena Ilchenko. Psychodidactics of Ecopsychological Educational Environment Design.

(2018) Science and education, 5-6, 96-101. Odessa.


DOI:

Svitlana Yalanska,
Doctor of Psychology, professor,
Olena Ilchenko,
Doctor of Pedagogy, associate professor,
Poltava V.G. Korolenko National Pedagogical University,
2, Ostrohradskoho Str., Poltava, Ukraine


PSYCHODIDACTICS OF ECOPSYCHOLOGICAL
EDUCATIONAL ENVIRONMENT DESIGN


SUMMARY:

The article deals with the issue of designing a harmonious ecopsychological educational space in terms of secondary schools and higher educational institutions. The paper aims to reveal psychodidactic aspects of designing an ecopsychological educational environment at secondary schools and higher educational institutions, and to determine the main ways of its formation in the process of studying natural sciences. The following research methods were used in the study: questionnaire “Psychodidactic Aspects of Ecopsychological Educational Environment Design” by S. Yalanska, “Alternative” by V. Yasvin, S. Deriabo, “The Nervous System Power” inventory by A. Besedin, I. Lipatov, A. Timchenko, V. Shapar. As a result of the research, there is a necessity of introducing the “Didactic Service” system and the “Psychological Didactic Service” system (a program of university students’ creative competence development) into the educational process of secondary schools and higher educational institutions. Within the framework of these programs, natural sciences are considered as ideological, which should ensure the formation of students’ scientific worldview, ecology-based thinking, etc.


KEYWORDS:

creative competence, creativity, designing, ecopsychological educational environment, student, firstyear student, didactic service, psychological didactic service.


FULL TEXT:

 


REFERENCES:

1. Bondarevskaya, A. I. (2004). Kulturnoobrazovatelnoe prostranstvo vuza kak sreda professionalno-lichnostnogo samorazvitiya studentov [Cultural and educational space of the university as a medium of professional and personal self-development of students]. Extended abstract of candidate’s thesis. Rostov n/D: Rostovskiy gos. ped. un-t [in Russian].
2. Hrynova, M. V., Yalanska, S. P. (2017). Rozvytok tvorchosti shkoliariv u protsesi vyvchennia shkilnoho kursu biolohii. Systema «Dydaktoservis»: navch. posib. [Development of pupils’ creativity in the process of studying the school biology course. System "Didtakroservis": Teach. manual]. 2 nd ed. rev. Poltava: FOP Myron I. A. [in Ukrainian].
3. Deryabo, S. D., Yasvin, V. A. (1996). Ekologicheskaya pedagogika i psihologiya – Ecological pedagogy and psychology. Rostov-na-Donu: Feniks [in Russian].
4. Dubynina, D. E. (2009). Empirychne doslidzhennia ekolohichnoi svidomosti [Empirical study of ecological consciousness]. Aktualni problemy psykholohii. Aktualni problemy psykholohii – Actual problems of psychology. Actual problems of psychology: collection of scientific works. S. D. Maksymenko (Ed.). Kyiv [in Ukrainian].
5. Pantyuk, I. V. (2016). Tipy motivatsii vzaimodeystviya s prirodnyimi ob'ektami studentov gumanitarnogo profilya [Types of motivation of interaction with natural objects of students of the humanitarian profile]. Ekologiya subektivnoy sferyi lichnosti: Kollektivnaya monografiya – Ecology of the subjective sphere of personality: Collective monograph. T. N. Razuvaeva (Ed.). Belgorod:ID «Belgorod» NIU «BelGU» [in Russian].
6. Yalanska, S. P., Moskalenko, O. A., Marchenko, V. O. (2017). Psychodidactic Aspects of Future Teachers’ Creative Competence Formation. Science and education, 9, 11-15 DOI: https://doi.org/10.24195/2414-4665-2017- 9-2. Retrieved from: http://scienceandeducation.pdpu.edu.ua/doc/2017/9_2017/ 2.pdf.

         

       
   
   
         

 

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