(2018) Science and education, 9-10, 1. Odessa.

Tetiana Koknova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Roman and Germanic Philology Department, Luhansk Taras Shevchenko National University,
1, Gogol square, Starobilsk, Ukraine

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(2018) Science and education, 9-10, 13-20. Odessa.

Anastasiia Yatsyshyna,
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

STUDY OF DESTRUCTIVE BEHAVIOR IN TERMS OF
CHILD’S HYPERACTIVITY AND PERSONAL QUALITIES

The issue of destructive behavior depending on child’s personal qualities is extremely relevant both in theoretical and practical aspects. Hyperactivity is one of the leading features which can provoke destructive behavior in children. Destructive behavior is considered as inadequate actions complicating interaction between a personality and social environment. Hyperactivity is interpreted as overactivity either mobilizing or disorganizing child’s behavior. The paper aims to study the correlation between hyperactivity and other personal qualities of junior schoolchildren showing different manifestations of destructive behavior. The research methods involved a specially designed questionnaire as well as a set of methods helping to examine personal qualities. The conducted research has shown that the children having signs of destructive behavior demonstrate hyperactivity in most cases, which are as follows: emotional instability, mood swings, affective behavior, poor attention, anxiety, proneness to conflicts, overactivity, sensitivity, poor working capacity, etc., as distinct from the children who do not manifest signs of destructive behavior. According to the statistical analysis of differences in the groups of children with different degrees of manifestation of destructive behavior the respondents with a high frequency of its manifestation significantly differ from those with an optimal one. They are characterized by instability, volatility, anxiety, violence, cruelty, aggression, inadequate actions, etc. According to the rest of the studied indicators characterizing personal qualities no statistically significant differences have been found among the groups of children with different levels of destructive behavior manifestation. It means that they are characteristic of both the children with a high level of destructive behavior and those with a low one.

destructiveness, destructive behavior, personal qualities, schoolchildren, junior school age.

1. Zavadenko, N. N. (2000). Kak poniat rebionka: deti s giperaktivnostyu i defitsitom vnimaniya [How to understand a child: children with hyperactivity and attention deficit]. Moscow: Shkolnaia pressa [in Russian].
2. Elkonin, B. D., Venger, A. L. (Eds.). (1998). Osobennosti psikhologicheskogo razvitiya detey 6-7- letnego vozrasta [Peculiarities of psychological development of 6-7 aged children]. Moscow: Pedagogika [in Russian].
3. Chebykin, A. Ya., Melnichuk, I. V. (2004). Genezis emotsionalnykh osobennostey u detey raznogo vozrasta i pola [Genesis of emotional features in children of different age and sex]. Odessa: YuNTs APN Ukrainy [in Russian].
4. Yaskova, O. (2009). Giperaktivnost kak psikhologicheskiy diagnoz: osobennosti giperaktivnogo rebionka [Hyperactivity as a psychological diagnosis: peculiarities of hyperactive child]. Doshkolnoye vospitaniye – Preschool education, 8, 108-113 [in Russian].
5. Amiri, S., Tabatabaei, SM., Arfaie, A., Aghdam, MP., Barzegar, H., Fahid, LM. (2018). The Survey of DBH Gene Polymorphism Rs5320 in Children with Attention Deficit Hyperactivity Disorder (ADHD), International journal of pediatrics-mashhad, (6) 9, 8177-8184. Retrieved from: https://doi.org/10.22038/ijp.2018.29296.2566
6. Chad, A. Noggle, Raymond, S. Dean & Arthur, MacNeill Horton, Jr. (2012). The Encyclopedia of Neuropsychological Disorders. Attention Deficit Hyperactivity Disorder. New York [N.Y.]: Springer Pub.
7. McQuade, J.D., Breslend, N.L., Groff, D. (2018). Experiences of physical and relational victimization in children with ADHD: The role of social problems and aggression, Journal of aggressive behavior, (44) 4, 416- 425. Retrieved from: https://doi.org/10.1002/ab.21762.
8. Popova, S. (2017). The interaction between ascending dynamic destructiveness and the prevention of problematic behavior at school. Journal of pedagogy, 89 (9), 1236-1252.
9. Vidair, H. B., Reyes, J. A., Shen, S., ParrillaEscobar, M. A., Heleniak, C.M. & Hollin, I. L. (2011). Screening parents during child evaluations: Exploring parent and child psychopathology in the same clinic. Journal of the American Academy of Child and Adolescent Psychiatry, 50 (5), 441-450.
10. Wang, K. S., Liu, X., Zhang, Q., Aragam, N. & Pan, Y. (2012). Parent-of-origin effects of FAS and PDLIM 1in attention deficit, hyperactivity disorder. Journal of Psychiatry and Neuroscience: JPN, 37 (1), 46- 52.

(2018) Science and education, 9-10, 21-27. Odessa.

Alexander Prokhorov,
Doctor of Psychology, professor, Head of General psychology department,
Kazan (Volga region) Federal University, Kazan, Russian Federation,
Albert Chernov,
PhD (Candidate of Psychological Sciences), associate professor,
Department of General Psychology,
Kazan (Volga region) Federal University, Kazan, Russian Federation,
Alisa Khalfieva,
PhD (Candidate of Psychological Sciences), associate professor,
Department of General Psychology,
Kazan (Volga region) Federal University, Kazan, Russian Federation

IMAGINARY CHARACTERISTICS OF PSYCHIC STATES
MENTAL REPRESENTATIONS IN STUDENTS’ LERNING

The article presents the results of studying students' mental states situational determination and the features of the figurative characteristics of mental representations during learning process, the characteristics of the structural organization and the dynamics of the figurative characteristics of representations in the time ranges “Past - Present – Future”. Respondents are different specialties and profiles students, in general 237 respondents. The research was carried out in the context of the study of mental representations of cognitive states in learning activity. The theoretical basis was the author's concept of the image of a person's mental state. The research used methods of phenomenological description (freely constructed answer), analysis of situations and images of states in these situations, methods of studying the figurative characteristics of states. Imagery characteristics were considered in different time ranges: actual time “here and now”, week, month, year in the “past” and “future”. As a result of the research it was found that in describing the subjective image of the state, the most common are the ideas about the physical and physiological manifestations of this state, the features of behavior in this state, and also the description of the feelings experienced in this state. Analysis of the structures of state images shows that the structure of images of "simple" states is more "rigid" than in the images of complex states. The images of states are the most coherent and organized in extreme time bands. The least stable connections were founded in the actual time. It is shown that the image of a state is independent of the situation in which it is experienced. It is found that the images of mental states in the time continuum “past-presentfuture” are characterized by different stability, intensity and content saturation, depending on the level of mental activity and state modality. The most stable in all time ranges are indicators of high levels of mental activity positive states images and negative states of low energy level.

 cognitive states, image, consciousness, representation, trait, learning activity, time.

1. Zaytsev, G. N. (1973). Metodika biometricheskih raschetov [Technique of biometric calculations]. Matematicheskaya statistika v eksperimentalnoy botanike – Mathematical statistics in experimental botany. Moscow: Science [in Russian].
2. Zinchenko, V. P. (1991). Miryi soznaniya i struktura soznaniya [Worlds of consciousness and the structure of consciousness]. Voprosyi psihologii – Questions of psychology, 2, 15-36 [in Russian].
3. Prokhorov, A. O. (2014). Poznavatelnyie psihicheskie sostoyaniya: kontseptualnyie osnovaniya, fenomenologiya i strukturno-funktsionalnaya organizatsiya [Cognitive mental states: conceptual grounds, phenomenology and structural and functional organization]. Obrazovanie i samorazvitie – Education and selfdevelopment, 3 (4), 54-59 [in Russian].
4. Yusupov, M. G. (2014). Fenomenologiya poznavatelnyih psihicheskih sostoyaniy studentov [Phenomenology of cognitive mental states of students]. Obrazovanie i samorazvitie – Education and self-development, 3 (41), 59-64 [in Russian].
5. Prokhorov, A.O., Yusupov, M.G. (2017). Funktsionalnyie strukturyi poznavatelnyih sostoyaniy [Functional structures of cognitive states]. Vestnik Rossiyskogo universiteta druzhbyi narodov. Seriya: Psihologiya i pedagogika – Bulletin of Russian University of Peoples’ Friendship. Series: Psychology and Pedagogy, 4, 440-451 [in Russian].
6. Prokhorov, A.O., Yusupov M.G. (2017). Refleksivnyiy sloy poznavatelnyih sostoyaniy [Reflexive layer of cognitive states]. Eksperimentalnaya psihologiya –Experimental Psychology, 2, 91-103 [in Russian].
7. Karpov, A.V. (2004). Psihologiya refleksivnyih mehanizmov deyatelnosti [Psychology of reflexive mechanisms of activity]. Moscow: Publishing house "Institute of psychology of the Russian Academy of Sciences" [in Russian].
8. Karpov, A.V. (2006). Zakonomernosti strukturnoy organizatsii refleksivnyih protsessov [Regularities of structural organization of reflexive processes]. Psihologicheskiy zhurnal – Psychological journal, 6, 21- 25 [in Russian].
9. Prokhorov, A. O., Yusupov, M. G., Plokhikh, V. V. (2015). Cognitive States in the Process of Students’ Intellectual Activity. The New Edicational Review, 3, 263-275 [in English].
10. Prokhorov, A. O., Chernov, A. V. & Yusupov, M. G. (2016). The Relationships of Mental States and Intellectual Processes in the Learning Activities of Students. International Journal of Environmental & Science Education, 11(6), 1031-1037 [in English].

(2018) Science and education, 9-10, 28-33. Odessa.

Oksana Yemets,
degree-seeking student, Department of Psychology of Educational Scientific
Institute of International Relations and Social Sciences,
Interregional Academy of Personnel Management,
2, Frometivska Str., Kуiv, Ukraine

PSYCHOEMOTICAL STATE STABILIZATION PECULIARITIES
OF WOMEN IN PRENATAL AND POSTNATAL PERIODS

Prenatal and postnatal periods in women are the most difficult stages of life, both physiologically and emotionally. During these periods, women suffer from changes in the endocrine profile, uncertainty, fear for the future of the child. These factors affect the stability of the psychoemotional state of a woman, the course of pregnancy and childbirth, the health of a newborn child. In order to provide timely assistance to women in these periods, it is necessary to clearly understand the level of stabilization of their psychoemotional state. The paper presents the analysis of the results of the conducted empirical study of the features of stabilizing the psychoemotional state of women in prenatal and postnatal periods. There have been distinguished the criteria (awareness of motherhood, motivational maturity, emotional stability, adaptive capacity), performance (understanding the essence of prenatal, postnatal periods by women, knowledge of the basic aspects of motherhood, the need for well-being, readiness for changes in the level of the value of motherhood, the child, others, anxiety, emotional stability, ability for self-regulation, favorite occupation), levels of psychoemotional state stabilization in women in the prenatal and postnatal periods (high, medium, low). A number of tests and questionnaires were applied in the study involving 99 women in order to assess the levels of their psychoemotional state stabilization in the prenatal and postnatal periods. Quantitative processing of empirical data was carried out applying mathematical-statistical data processing methods using the computer program SPSS. As a result of the research it has been revealed that the psychoemotional state of most women in the prenatal and postnatal periods is insufficiently stable, and requires corrective support, whose program is going to be considered in further studies.

 psychoemotional state, postnatal period, prenatal period, level of stabilization, conditions.

1. Pisarenko, V. G. (2015). Korrektsiia psikhoemotsionalnogo sostoianiia beremennykh zhenshchin. [Correction of the psychoemotional state of pregnant women]. Nauchnyi almanakh – Scientific Almanac, 10-4 (12), 412-417 [in Russian].
2. Ushakova, V. (2014). Psykhoemotsiinyi stan zhinok u rannomu pisliapolohovomu periodi zhyttia [Psychoemotional status of women in the early postpartum period of life]. Psykholohiia i suspilstvo – Psychology and Society, 3, 144-152 [in Ukrainian].
3. Batsylieva, O. V. (2015). Features of psychoemotional state of women with prolonged pregnancy. Problems of Modern Psychology : Collection of research papers of Kamianets-Podilskyi Ivan Ohienko National University, G. S. Kostiuk ; Institute of Psychology at the National Academy of Pedagogical Science of Ukraine, 27, 34-47. Kamianets-Podilskyi: Aksioma.
4. Tyrlik, М., Konecny, S., Kukla, L. (2013). Predictors of Pregnancy-Related Emotions. Journal of Clinical Medicine Research, 5 (2), 112-120, doi: 10.4021/jocmr1246e.
5. Velikova, S. (2016). Can the Psycho-Emotional State be Optimized by Regular Use of Positive Imagery? Psychological and Electroencephalographic Study of SelfGuided Training. Front Hum Neurosci, 10, 664, doi: 10.4021/jocmr1246e.