(2018) Science and education, 9-10, 44-51. Odessa.

Svitlana Derevianko,
PhD (Candidate of Psychological Sciences), associate professor,
M. A. Skok Department of General, Developmental and Social Psychology,
Yulia Prymak,
PhD (Candidate of Psychological Sciences), associate professor,
M. A. Skok Department of General, Developmental and Social Psychology,
Iryna Yushchenko,
PhD (Candidate of Psychological Sciences), associate professor,
M. A. Skok Department of General, Developmental and Social Psychology,
National University «Chernihiv Collegium» named after T. G. Shevchenko,
53, Hetmana Polubotka Str., Chernihiv, Ukraine

THE ROLE OF EMOTIONAL INTELLIGENCE IN THE PREVENTION OF YOUTH VICTIMIZATION

The urgency of the research is determined, on the one hand, by the growing scientific interest in the problem of the relationship between victimization and emotional intelligence of young people, and on the other hand, by the lack of research studies taking into account family factors, in particular the sibling status of a young person in the family, and the nature of family relationships. The study is aimed at establishing a relationship between victimization and emotional intelligence of young people with different sibling status (elder child, junior child, single child) by means of an empirical research. It is noted that almost every one of the interviewed young people, during their lives, got into situations of psychological violence, mostly these were situations of communicative interaction with peers. In the student environment, the most common forms of victimization are verbal (mockery, sarcasm) and social (isolation, deliberate silence) ones. It is shown, that for young people with different sibling status, victimization is negatively related to various components of emotional intelligence: the ability to recognize emotions (a group of individuals with a “single child” status), the ability to recognize emotions, empathy, emotional management (“elder children”). Based on the position of the reflexivity of emotional intelligence, the role of emotional intelligence in preventing victimization of young people is defined: the direction of consciousness to analyze one’s victimization - in relation to future events (rationalization), present situations (awareness), past observations (reflection). The realization of victimization prevails in girls with “junior child” and “older child” sibling statuses, and the reflection – in boys, regardless of a sibling status.

victimization, emotional intelligence, youth, sibling status.

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2. Derevianko, S.P. (2016). Fenomenolohiia emotsiinoho intelektu: Navchalno-metodychnyi posibnyk [Phenomenology of emotional intelligence: Educational and methodical manual]. Chernihiv: Desna Polihraf [in Ukrainian].
3. Odintsova, M. A. & Shumilkina, M.S. (2012). Sistemnyi podkhod k izucheniiu emotsionalnogo intellekta psikhologicheski viktimnoi lichnosti [Systematic approach to the research of emotional intelligence of psychologically victimized personality]. Razvitie psikhologii v sisteme kompleksnogo chelovekoznaniia – Development of psychology in the system of complex human sciences (Vol.2), (P. 307-310). Moscow: Izd-vo «Institut psikhologii RAN» [in Russian].
4. Chebykin, O.Ya. & Pavlova, I.G. (2009). Stanovlennia emotsiynoyi zrilosti osobystosti: monohrafiia [Development of emotional maturity of personality: monograph]. Odesa: SVD Cherkasov [in Ukrainian].
5. Arseneault, L., Bowes, L., Shakoor, S. (2010). Bullying victimization in youths and mental health problems: 'Much ado about nothing'? Psychological medicine, 40, 717-729 [in English].
6. Cava, M., Musitu, G., Buelga, S., Murgui, S. (2010). The relationships of family and classroom environments with peer relational victimization: An analysis of their gender differences. Spanish Journal of Psychology, 13, 156-165 [in English].
7. Marsh, H., Nagengast, B., Morin, A., Parada, R., et.al. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103, 701-732 [in English].
8. Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., et.al. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32, 486-495 [in English].

(2018) Science and education, 9-10, 52-59. Odessa.

Valentyna Balakhtar
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Social Work,
Yuriy Fedkovych Chernivtsi National University,
2, Kotsyubinskoho Str., Chernivtsi, Ukraine

PROFESSIONAL AND PERSONAL FORMATIONS AT VARIOUS
STAGES OF SOCIAL WORKERS’ PROFESSIONAL DEVELOPMENT

The paper aims to highlight the essence of social workers’ personality development and to carry out an empirical research of professional and personal formations emerging at various stages of social work experts’ professional development. In order to reach the goal, the following basic theoretical and methodological approaches to the issue of personal development have been reviewed: psychodynamic, behavior and cognitive, existence and humanistic, activity, subject and deed, genetic and design, acmeological, axiological, reflexive, etc. The personal development term is interpreted ambiguously by scientists, as they are focused on different issues of this phenomenon (formation, development, regulation, etc.). The empirical research involved 625 social work experts living in different regions of Ukraine being at different stages of professional development. The following research methods have been applied: psychodiagnostic methods for studying components and formations of the respondents’ personal development, an author’s inventory of incomplete sentences, mathematical methods (correlation, dispersion and factor analysis). Statistical data processing was performed using SPSS (23.0 version). It has been found that most respondents’ professional and personal formations level is below average. Statistically significant differences between social workers’ personal development level and their gender, place of residence, work experience, etc. have been revealed. It has been found that the female social work experts’ personal development indicators are higher than those of the male respondents. Besides, the city social work experts have higher indicators of personal development as compared to those living in the country. The peculiarities of personal development of the social workers according to the work experience have shown its positive and dynamic nature.

social work, specialist, stages of professional development, professional and personal formations.

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23. Filolenko, M. (2015). Psykholohiia osobystisnoho stanovlennia maibutnoho likaria: monohrafiia [Psychology of future doctor’s personal development: monograph]. Kyiv: CUL [in Ukrainian].
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(2018) Science and education, 9-10, 60-67. Odessa.

Oleksandr Shmatenko,
Doctor of Pharmacy, professor, head of the Department of Military Pharmacy,
Ukrainian Military Medical Academy,
45/1, Moskovska Str., Kyiv, Ukraine,
Volodymyr Rudenko,
Doctor of Pharmacy, associate professor,
Department of Pharmaceutical Technology and Biopharmacy,
Shupyk National Medical Academy of Postgraduate Education,
9, Dorohozhytska Str., Kyiv, Ukraine,
Nataliia Honcharenko,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Medical Pharmacy,
Ukrainian Military Medical Academy,
45/1, Moskovska Str., Kyiv, Ukraine

BASIC BRANCHES OF INTERNSHIP PHARMACISTS PSYCHOLOGICAL
COUNSELING FOR THEIR MENTAL HEALTH PRESERVATION

The paper deals with main directions of psychological counseling internship pharmacists with the aim of their mental health preservation. The purpose of the research is to review psychological peculiarities and results of would-be internship pharmacists’ mental health preservation and adjustment training implementation. The designed program of the “Internship Pharmacists’ Mental Health Art Therapy Adjustment” training is realized by means of implementing techniques of dance, music, voice and art therapy. The program is focused on the most significant factors of mental health preservation: attitude towards health as the most important value, self-control skills, stress resistance skills, etc. the experiment involved 120 internship pharmacists who were divided into control and experimental groups depending on the level of their mental health. As a result of the experiment, it has been found that the most efficient kind of psychological counseling aimed at mental health preservation is a psychological training method. The best tool for mental health adjustment is direct impact on human psychological states, which can be reached by means of art therapy. The main branches of correctional work with future pharmacists with the aim of their mental health preservation are as follows: making them aware of mental health in general and its psychological factors in pharmacists in particular; profound self-awareness provision; self-regulation skills formation; self-esteem adjustment; communication skills development; self-analysis and coping strategies development; formation of valuable attitude towards health; one’s individual mental health adjustment program design.

 psychological counseling, internship pharmacists, art therapy, psychological training, mental healh, means of art therapy.

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(2018) Science and education, 9-10, 68-72. Odessa.

Liudmyla Tsibukh,
PhD (Candidate of Psychological Sciences), associate professor,
Department of Theory and Methods of Practical Psychology,
Illia Okul,
student,
South Ukrainian National Pedagogical University after K.D. Ushynsky,
Odessa, Ukrainian

EXPERIENCING PECULIARITIES OF ADOLESCENCE CRISIS

The article deals with the issue of 21 year-age crisis and age division into periods of mental development and actually the late adolescence. Different points of view on the localization of crises in time have been reviewed. On the basis of the carried out theoretical analysis it has been found that crises appear with the emergence of new growth – that new type of personality structure and his/her activity, those psychological and social changes that appear for the first time at this age stage and which determine human consciousness in general, his/her attitude to the environment, and the whole development for this period. According to scientists, the complexity of studying the 21 year-age crisis is due to the fact psychological phenomena are influenced by two different systems: internal and external, some researches consider crisis experience as the symptoms of the age crisis while others – as symptoms of the professional self-determination crisis. On the basis of the carried out empirical study it has been concluded that most people experience the adolescence crisis at the age of 20-21. There is a negative correlation between the age and the loneliness indices, which can be explained by the changing priorities: from self-search defending one’s own ego – to sacrificing it. The empirical study has shown no correlation relationship between the ability to accept others with the indicators of age, loneliness, and spiritual crisis. Accepting others means to make an interlocutor feel that he/she exists from your point of view and everything happening to him/her is real. There has been also found no correlation relationship between the indicator of acceptance of others and other indicators, which can be explained by the availability of an alternative at each stage of the development.

adolescence; age crisis; adolescence crisis; feeling of loneliness; ability to accept others.

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