2019-1-doc

Kolyada Nataliya, Berlet Alona, Korol Serhii. The System of Organizations for Children With The Limited Psychophysical Abilities in Ukraine in The Field Of Social Protection

(2019) Science and education, 1, 5-10. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2019-1-1

Nataliya Kolyada,
PhD (Candidate of Psychology), lecturer, Department of Psychology, Political Science and Socio-Cultural Technologies,
Alona Berlet,
Post-graduate student «Social work», practical psychologist,
Serhii Korol,
PhD (Candidate of Political Science, Department of Psychology, Political Science and Socio-Cultural Technologies,
Sumy State University, 2, Rimsky-Korsakov Street, Sumy, Ukraine

THE SYSTEM OF ORGANIZATIONS FOR CHILDREN WITH THE LIMITED PSYCHOPHYSICAL ABILITIES IN UKRAINE IN THE FIELD OF SOCIAL PROTECTION

SUMMARY:

The article is devoted to the theoretical analysis of the system of organizations for children with the limited psychophysical possibilities in Ukraine. There is a system of governmental and non-governmental organizations working with children with limited psychophysical abilities. It is noted that at present there are at least two main strategies of social assistance, social security and protection of people with limited psychophysical capabilities. The first one is more focused on supporting the functioning of the system of institutions (boarding schools, residentional homes for people with disabilities, etc.) intended to help the children, young people and adults with special needs. The strategy is aimed at those people who live at home, but its priority areas are, first of all, financial allowance (payment of pensions and material assistance) and certain public welfare (social assistance, support), carried out through territorial institutions of the social security system. The second strategy involves the social adaptation of children (in particular, the inculcating life skills, vocational training, manifestation of creative potential to independent adult) and implemented by social rehabilitation centers. The comparative characteristic of the Community initiatives is shown in the article. The activities of social organizations aimed at social integration and provision of available integrated care services, habilitation and rehabilitation programs, providing support for children with special psychophysical capabilities. The organizations try to help a child to find his/her place in the new society. The main goal of the rehabilitation centers’ activities is not only the reconstruction of the form and contents of work, but the desire to break and rebuild as a whole the attitudes towards children with special needs with consideration for their needs and problems. This is achieved by the following: coordinate the efforts of various experts dealing with the children with disabilities; provide early diagnostics developmental disorders; investigate a child’s personality, reveal his/her abilities, optimize the choice of the adaptation and educational program; elaborate a program for the raising of children with different levels of mental disabilities; elaborate preventive measures; prepare people for education in special classes at regular schools and through professional assimilation.

KEYWORDS:

limited psychophysical abilities of children, public welfare, social protection, integration, socialization, system of organizations.

FULL TEXT:

REFERENCES:

1. Martsenkovskyi, I. A., Bikshaieva, Ya. B., & Tkachova, O. V. (2009). Vymohy do prohramno-tsilovoho obsluhovuvannia ditei z rozladamy zi spektra autyzmu [Requirements for program-targeted care for children with autism spectrum disorders]. Kiev [in Ukrainian]

2. Dudina, O.O., & Tereshchenko, A. V. (2014). Sytuatsiinyi analiz stanu zdorovia dytiachoho naselennia [Situational analysis of the health status of pediatric population]. Visnyk sots. hihiieny ta orh. okhorony zdorovia
Ukrainy – Bulletin of social hygiene and health organization of Ukraine, 2, 49–57 [in Ukrainian]

3. Karmazina, O. O. (2018). Zaklady okhorony zdorovia ta zakhvoriuvanist naselennia Ukrainy u 2017 rotsi [Health care institutions and morbidity of the Ukrainian population in 2017]. Statystychnyi zbirnyk – Statistical collection. Kiev: Derzhavna sluzhba statystyky Ukrainy. Retrieved from http://www.ukrstat.gov.ua/druk/publicat/kat_u/2018/zb/07 /zb_zdpus_2017.pdf [in Ukrainian].

4. Kachan, L., & Kosenko, O. (2005). Usi rizni – usi rivni [All different – all equal]. Sotsialnyi zakhyst – Social protection, 10, 46–51 [in Ukrainian].

Yuliya Shchambura, Iryna Pyvovarchyk, Marianna Skoromna. Attitudes of Today`s Teenagers to Bullying

(2019) Science and education, 1, 11-20. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2019-1-2

Yuliya Shchambura,
Postgraduate student, Department of Theory and Methods of Practical Psychology,
Iryna Pyvovarchyk,
PhD (Candidate of Psychological Sciences), associate professor,
Marianna Skoromna,
PhD (Candidate of Pedagogical Sciences), senior lecturer, South Ukrainian National Pedagogical University named after K. D. Ushynsky, 26, Staroportofrankivska, Odesa, Ukraine

ATTITUDES OF TODAY`S TEENAGERS TO BULLYING

SUMMARY:

The article analyzes the problem of the attitude of today`s teenagers to bullying. The psychological essence of the bullying and features that reveal it are specified. The purpose is to reveal the specificity of the attitude of today`s teenagers to bullying. The modified version of the questionnaire “The Attitude of Secondary and High School Pupils to Bullying” was used in the function of a test tool, which was developed by the Sociological Laboratory of Saint-Petersburg State University of Economics. In our case, it was complemented and expanded in order to investigate the factors that influence and cause the manifestation of bullying among teenagers and show: firstly, the declarative attitude to the bullying and the causal relationship of its appearance and manifestation; secondly, the presence of bullying in the teenagers’ experience; thirdly, the teenager's idea of the possibilities to overcome the bullying and its prevention; fourthly, the attitude to the bullying, which manifests itself at the level of teenager behavior and the conditions in which they use it. The peculiarities of teenagers' attitude to the bullying is empirically recorded among their peers. It was found that more than half of the teenagers suffered from bullying at different frequencies and at different periods of their life, mainly at school. The significant differences in the attitude of teenagers to bullying were revealed at the declarative and behavioral level. Only half of the teenagers who use violence admitted it at the declarative level. It has been recorded that the teenagers, suffering from violence in the family, viewed violence as a way of life and consider that violence must be tolerated. It is shown that experience of different degree of teenagers’ involvement to violence promotes the formation of their attitude to bullying only at school as acceptable standards of behavior, but with understanding of the responsibility of all participants. The teenagers who are subjects to regular and constant acts of harassment from teachers believe any adult to be inadequate in solving bullying situations, and also allow themselves to be violent with peers. It has been confirmed that teenagers who were not subjects to acts of harassment from the family, school and peers have a negative attitude to violence, and have reliance in students and teachers in solving bullying situations.

KEYWORDS:

bullying, violence, harassment, teenagers, attitude to bullying.

FULL TEXT:

REFERENCES:

1. Alsaker, F., Nagele, C. (2008). Bullying in kindergarten and prevention // Understanding and addressing bullying: An international Perspective PrevNet publication series / D. Pepler, W. Craig. Vol. 1. – Р. 230-248 [in English].

2. Espelage, D.L.; Swearer, S.M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? / School psychology review. Vol. 32. – No. 3. -P. 365-383 [in English].

3. Held D., MacGrew A., Goldblatt L., Perraton J. (1999). "Global Transformations: Politics, Economics and Culture "- Stanford, California [in English].

4. Olweus, D. (1994). Bullying at school: Longgterm outcomes for the victims and an effective schoollbased intervention program // Aggressive behavior: Current perspectives / Ed. L. R. Huessmann. – New York: Plenum Press. Р. 97-130 [in English].

5. Salmivalli, C. (2010). Bullying and the peer group: A review // Aggression and Violent Behavior. Vol. 15. – No. 2. – Р. 112-120. doi: 10.1016/j.avb.2009.08.007.

6. Wang, Jing; Iannotti, Ronald J.; Nansel, Tonja R. (2009). School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and Cyber /Journal of adolescent health. Vol. 45 – No. 4. – P. 368-375 [in English].

7. Bochaver, A. A., Khlomov, K. D. (2013). Bulling kak ob`ekt issledovaniyi I kulturniyi fenomen [Bulling as an object of research and a cultural phenomenon]. Psikhologiya. Zhurnal V.SH.E. - Psychology. Journal of High School of Economy, 3, 149-159. (Vol. 10) [in Ukrainian].

8. Ermolova, T. V., Savitakaya, N. V. (2015). Bulling kak gruppovoiy fenomen: issledovanie bullinga v Finlyandii I skandinavskikh stranakh za poslednie 20 let (1994-2014) [Bullying as a group phenomenon: a study of bullying in Finland and Scandinavian countries over the past 20 years (1994 – 2014)]. Sovremennaya zarubezhnaya psikhologia – Modern Foreign Psychology,1, 65-90. (Vol. 4). Retrieved from http://psyjournals. ru/jmfp/2015/n1/76177.shtml [in Ukrainian].

9. Plakosh, M. I. (2016). Bulling v shkole [Bullying at School]. Metodicheskiyi keys. - Methodical case [in Ukrainian].

Alina Chetveryk-Burchak. Attitude Towards Children of Different Sibling Position

(2019) Science and education, 1, 21-27. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2019-1-3

Alina Chetveryk-Burchak,
PhD (Candidate of Psychologicl Sciences), assistant professor,
Department of Pedagogical Developmental Psychology,
Oles Honchar Dnipro National University, 72, Haharina Avenue, Dnipro, Ukraine

PARENTAL ATTITUDE TOWARDS CHILDREN OF DIFFERENT SIBLING POSITION

SUMMARY:

One of the core tasks for parents is maintaining their children’ optimal functioning and mental health. The differential perception of siblings depending on their birth oder appears to be a precursor of their future well-being. The purpose of the study is to present theoretical and empirical analysis of the differences in parental treatment of the children of different birth order. Thirty married couples with children completed questionnaires to measure the specific features of their parental characteristics. The study covers theoretical and empirical analysis of the modern scientific approaches and theories concerning parental attitude towards siblings. Statistic analysis was held using IBM SPSS Statistics 20. The findings of the study revealed that parents of “the only child” tend to have higher level of attachment, control, demands, anxiety and inconsistency in upbringing comparing to the other sibling position of the “younger” child. The parents of the only child are more satisfied with their parent-child relationships. The investigation of the differences in attitude towards senior siblings proved parents to be more cooperative, demanding, inconsistent and rigorous. They provide children with higher level of autonomy psychological distance. The younger siblings are less controlled, demanded and independent. The study summarizes significant differences of parental treatment towards children of different birth order. It highlighted the importance of early significant relationships in shaping human being’s personality.

KEYWORDS:

parent-child relationships, birth order, sibling position, educational settings, parental attitude.

FULL TEXT:

REFERENCES:

1. Alekseeva, O. S. (2017). Poriadok rozhdenyia y kohnytyvnoe razvytye syblynhov [Birth order and sibling’s kognitive development]. Psihologicheskie issledovaniia: elektronnyi nauchnyi zhurnal – Psychological research: electronic scientific journal, 2 (2) [in Russian].

2. Evtukh, T. V., & Balandyna L. L. (2013). Razlychaiushcheesia otnoshenye v systeme «Rodytely-dety» [Differences in attitude in child-parental system]. Vestnyk PHHPU. Psykholohycheskye i pedahohycheskye nauky – Bulletin of PGGPU. Psychological and pedagogical sciences, 1, 63-75 [in Russian].

3. Malenova, A.Yu., &, Liashevskaia, A. V. (2014). Syblynhovaia pozytsyia i vozrast rebenka kak faktori materynskoho otnoshenyia [Sibling’s position and the age of the child as a precursors of mothering]. Vestnyk Omskoho unyversyteta. Seryia «Psykholohyia» – Bulletin of Omsk University. Series "Psychology", 2, 48–57 [in Russian].

4. Osodlo, V. I. (2017). Problema syblinhovykh stosunkiv u simi: vporiadkuvannia naukovoho dyskursu [The problem of sibling’s relationships: scientific discussion]. Visnyk Natsionalnoi akademii Derzhavnoi prykordonnoi sluzhby Ukrainy – Bulletin of the National Academy of State Border Guard Service of Ukraine, 1 [in Ukrainian].

5. Posvistak, O. A. (2017). Teoretyko-istorychni osnovy psykholohii simi [Theoretical and historical foundations of family Psychology]. Khmelnytskyi: KhNU [in Ukrainian].

6. Laining, A. S. (1994). Parent perceptions and expectations for siblings of different birth-oder position. Retrospective Theses and Dissertations [in English].

7. Nevelyn, N. Trumpeter; Watson, P. J., Brian, J., O'Leary & Bart L., Weathington. (2008). Self-Functioning and Perceived Parenting: Relations of Parental Empathy and Love Inconsistency with Narcissism, Depression, and
Self-Esteem. The Journal of Genetic Psychology, 169 (1), 51-71, DOI: 10.3200/GNTP.169.1.51-71 [in English].

8. Poonam & Shakuntala Punia. (2012). Impact of Parental and Contextual Factors on Differential Treatment of Siblings in the Families. Studies on Home and Community Science, 2012, 6 (2), 107112, DOI: 10.1080/09737189.2012.11885375 [in English].

9. Ricky Finzi-Dottan & Orna Cohen. (2010). Young Adult Sibling Relations: The Effects of Perceived Parental Favoritism and Narcissism. The Journal of Psychology, 145 (1), 122, DOI: 10.1080/00223980.2010.528073 [in English].

10. Lynn, Ng W., Mofrad, S., Uba, I. (2014). Effect of Birth Oder on Differential Parental Treatment of Children. Asian Social Science, 14, 132-137, DOI: 10.5539/ass.v10n14p132 [in English].

11. Zuria, M., Hasimah, I., Sallen, A., & Amla, S. (2011). Family Communication, Sibling Position and Adolescents’ Sense of Responsibility. Wold Applied Science Journal, 14, 74-80 [in English].

Oksana Shmyhlyuk. Referential Social System of Modern Personality (Cross-Cultural Aspect)

(2019) Science and education, 1, 28-36. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2019-1-4

Oksana Shmyhlyuk,
Lecture, Department of Developmental Psychology and Consultancy,
Zhytomyr Ivan Franko State University, 40, Velyka Berdychivska Str., Zhytomyr, Ukraine

REFERENTIAL SOCIAL SYSTEM OF MODERN PERSONALITY (CROSS-CULTURAL ASPECT)

SUMMARY:

The article deals with the study of the reference social environment peculiarities of modern personality. It is known that the personality develops and forms in the process of entering the social environment under the influence of micro-, meso, macro- and mega-factors. According to the transformational processes that take place in the world and particularly in Ukraine, the issues concerning modern social system peculiarities of the personality acquire relevance and practical significance. In order to investigate the reference environment peculiarities of representatives of Ukrainian and Polish ethnic groups and the significance of their influence on these groups, the Demographic Questionnaire by B. Pietrulewicz and J. Tivendell was used. It was modified and adapted by L. Zhuravlyova and O. Shmyglyuk in Ukraine by the agreement of the authors. The existence of ethnic and sexual differences in the reference social environment of the testees is studied empirically. It is stated that the interest of the contemporary Poles and Ukrainians in the reference environment with ethnocultural issues is at an average level. The presence of ethnic and sexual differences in the reference of microcommunity has been proved empirically. The representatives of the female sample differ in their assessment of the interest of the social environment in ethnocultural issues. Ukrainian women show a higher level of the interest in family, compared to the Poles who consider that friends are more important. Ukrainians are believed to be the most interested in the ethnocultural issues of friends, and Poles – teachers and employers. The sexual and ethnic differences in the reference point of the social environment are specified. Mass media are the most significant for Ukrainian men, parents’ opinion is significant for Ukrainian women. The Polish men make an emphasis on the "referencing friends", and Polish women give a great prominence to the opinion of teachers and employers.

KEYWORDS:

ethnic self-consciousness, social environment, socialization, microcommunity, micro-, macro-, meso-, megafactors, family, mass media.

FULL TEXT:

REFERENCES:

1. Verenich, N. (2004). Osoblyvosti tryvozhnosti suchasnykh pidlitkiv [Features of the anxiety of modern teens]. Psykholoh – Psychologist , 23-24, 41-42 [in Ukrainian].
2. Voiskunskii, A. E. (2000). Fenomen zavisimosti ot Interneta [The phenomenon of dependence on the Internet]. Moskva: Mozhaisk-Terra [in Russian].
3. Krat, D. A. (2016). Vplyv zasobiv masovoi informatsii na rozvytok osobystosti u pidlitkovomu vitsi [Influence of the mass media on the development of personality in adolescence]. Naukovyi chasopys natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova. Seriia 12. Psykholohichni nauky – Scientific journal of the National Pedagogical University named after M. P. Drahomanov. ser. 12. Psychological Sciences , 4, 241–247 [in Ukrainian].
4. Moskalenko, V. V. (2013). Sotsializatsiia osobystosti: monohrafiia [Socialization of personality: monograph]. Kyiv: Feniks [in Ukrainian].
5. Mudrik, A. V. (2011) Sotsializatsiya cheloveka: ucheb. posobie dlya studentov vysshikh uchebnykh zavedenii [Human Socialization: A Textbook for Students at Higher Educational Institutions]. Moscow: Moskovskogo psikhologo-sotsialnogo instituta [in Russian].
6. Huguley, J. P., & Wang, M.-T., & Vasquez, A. C., & Guo, J. (2019). Parental ethnic-racial socialization practices and the construction of children of color᾽s ethnicracial identity: a research synthesis and meta-analysis. Psyhological Bulletin. Volume: 145, Issue: 5, 437-458[ in English].
7. Zhuravleva, L., & Kolomiiets, T, & Shmygliuk. O. (2018). The family as a factor of the ethnic self-consciousness formation of the personality (cross-cultural study). Web of Scholar, 8, 16–23[in Ukrainian].
8. Leszcz, J., & Magierek, K., & Pietrulewicz, B. &, Tivendell, J. (2014). ME-YOU, WE-THEY – a couple of words about national stereotypes on the example of Polish and Canadian respondents. Journal: Polish Journal of Social Science. Volume: IX, Issue: 1, 105-136[ in English].

Yurii Cheban, Aleksei Chebykin. Significance of The Emotional and Volitional Potential of A Sportsman

(2019) Science and education, 1, 36-43. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2019-1-5

Yurii Cheban,
Postgraduate student, Department of Theory and Practice of Practical Psychology,
Aleksei Chebykin,
Doctor of Psychology, professor, academician,
South Ukrainian National Pedagogical University named after K. D. Ushynsky, 26, Staroportofrankovskaya, Odessa, Ukraine

SIGNIFICANCE OF THE EMOTIONAL AND VOLITIONAL POTENTIAL OF A SPORTSMAN

SUMMARY:

The relevance of studying the problem of the development of the emotional and volitional potential of sportsmen who participate in the international competitions, is due to the strict requirements not only to physical but also to the psychological characteristics of sportsmen. The achieving a high sport result depends to a large extent on the mobilization of all the inner abilities of a sportsman in a responsible situation of a sporting competitions. The level of emotional and volitional potential serves as an indicator for sporting selection and psychological training of sportsmen. The purpose of the study is to discover the significance and the diagnostic methods of the emotional and volitional potential of a sportsman. The theoretical research methods were used: analysis of monographic literature, systematization of scientific sources, comparison and synthesis of data, categorization. The study showed that the emotional and volitional potential is characterized by obvious and concealed mobilization reserves of a person’s ability to overcome the emerging obstacles to achieving the goal in different conditions of sporting activities. The following are the external conditions of a sportsman which reveal his/her emotional and volitional potential: inclusion in extreme activities; self-education of volitional qualities; the influence of the coach, who creates the conditions for the sportsman to reveal his/her latent opportunities.

KEYWORDS:

potential, emotional potential, volitional potential, emotional and volitional potential, the personality of a sportsman.

FULL TEXT:

REFERENCES:

1. Becker da Silva, Andressa Melina; Fiorim Enumo, Sonia Regina; Afonso, Renan de Morais (2019). Survey on Quality of Life of Athletes: Adaptation and Validity Evidences for Dancers. Аvances en psicologia latinoamericana, 1, 121-131, (Vol. 37) [in English].
2. Chebykin, A. (1989). The teacher and emotional regulation of schoolchildren learning-activity. Voprosy psikhologii, 6, 42–49 [in English].
3. Gledhill, A., Harwood C. (2019). Toward an Understanding of Players Perceptions of Talent Development Environments in UK Female Football. Journal of applied sport psychology, 1, 105-115, (Vol. 31). Special Issue: SI [in English].
4. Gucciardi, Daniel F.; Zhang, Chun-Qing; Ponnusamy, Vellapandian; et al. (2016). Cross-Cultural Invariance of the Mental Toughness Inventory Among Australian, Chinese, and Malaysian Athletes: A Bayesian Estimation Approach. Journal of sport & exercise psychology, 2, 187-202, (Vol. 38) [in English].
5. Lozhkin, G., Predko, S. (2008). Athlete’s styles of behavior under conditions of risk. International journal of psychology, 3-4, (Vol. 43) [in English].
6. Lozhkin, G., Volyanyuk, N. (2008). Ways of overcoming psychological barriers. International journal of Psychology, 3-4, (Vol. 43) [in English].
7. Mack, Rory; Breckon, Jeff; Butt, Joanne; et al. (2017). Exploring the Understanding and Application of Motivational Interviewing in Applied Sport Psychology. Sport psychologist, 4, 396-409, (Vol. 31) [in English].
8. McCormick, Alister; Meijen, Carla; Marcora, Samuele. (2018). Effects of a Motivational Self-Talk Intervention for Endurance Athletes Completing an Ultramarathon. Sport psychologist, 1, 42-50. (Vol. 32). Special Issue: SI [in English].
9. Morgan, Paul B.C.; Fletcher, David; Sarkar, Mustafa. (2015). Understanding team resilience in the world's
best athletes: A case study of a rugby union World Cup winning team. Psychology of sport and exercise, (part 1), (Vol. 16), 91–100 [in English].
10. Swann, Christian; Crust, Lee; Jackman, Patricia; et al. (2017). Psychological States Underlying Excellent Performance in Sport: Toward an Integrated Model of Flow and Clutch States. Journal of applied sport Psychology, 4, 375–401, (Vol. 2) [in English].
11. Swann, Christian; Moran, Aidan; Piggott, David. (2015). Defining elite athletes: Issues in the study of expert performance in sport psychology // Psychology of sport and exercise. – Volume: 16. – P. 3–14 [in English].
12. Tamminen, Katherine A.; Palmateer, Tess M.; Denton, Michael; et al. (2016). Exploring emotions as social phenomena among Canadian varsity athletes // Psychology of sport and exercise. – Volume: 27. – P. 28–38 [in English].
13. Zach, Sima; Dobersek, Urska; Filho, Edson; et al. (2018). A meta-analysis of mental imagery effects on postinjury functional mobility, perceived pain, and self-efficacy. Psychology of sport and exercise, 79-87, (Vol. 34) [in English].
14. Babintsev, V. P., & Kurkina, M. P. (2012). Chelovecheskii potentsial kak nauchnaia kategoriia [Human potential as a scientific category]. Nauchnyi vedomosti Nauchnye vedomosti Belgorod. gosudarstvennogo universiteta. Serija «Filosofija. Sociologija. Pravo» – Scientific statements of Belgorod State University. Series “Philosophy. Sociology. Right", 8 (127), (Vol. 20), 223–229 [in Russian].
15. Druzhilov, S. A. (2010). Individualnyi resurs cheloveka kak osnova stanovleniia professionalizma [Individual human resource as the basis for the development of professionalism]. – Voronezh: Nauchnaia kniga – Voronezh: scientific book. 260 [in Russian].
16. Klepikov, Yu. N. (1999). Otsenka urovnia i strategiia uluchsheniia ispolzovaniia ekonomicheskogo potentsiala predpriiatiia [Assessment of the level and strategy of improving the use of the economic potential of the enterprise]. Extended abstract of candidate`s thesis. Belgorod [in Russian].
17. Reznik, S. D., Sokolov, S. N., Bondarenko, V.V. (2008). Personalnyi menedzhment. Testy i konkretnye situatsii [Personal management. Tests and specific situations]. Moscow: INFRA-M [in Russian].
18. Tolochek, V. A. (2015). Ctili deiatelnosti: resursnyi podkhod [Activity styles: resource approach]. Moscow: Publishing House "Institute of Psychology RAS" [in Russian].
19. Khazova, S. A. (2014). Mentalnye resursy subieekta v raznye vozrastnye periody [The mental resources of the subject in different age periods]. Extended abstract of Doctor`s thesis, 43–44. Moscow [in Russian].
20. Chebykin A. Ya. (1984). Issledovanie emotsionalnoi ustoichivosti i psikhologicheskie sredstva ee formirovaniia u sportsmenov [Emotional stability and its peculiarities among sportsmen research]: Psihologicheskij zhurnal, 4, 83-89, (Vol. 5) [in Russian].