(2019) Science and education, 3, 10-13. Odessa.

Oleg Shynkaruk,
Doctor of Technical Sciences, professor, rector,
National Academy of the State Border Guard Service of Ukraine,
46, Shevchenko Str., Khmelnitsky, Ukraine

READINESS OF FRONTIER CADETS FOR SOCIAL INTERACTION

The article presents the results of theoretical and experimental study of the readiness of frontier cadets for social interaction in the conditions of future professional activity. The relevance and scientific and practical significance of the study are outlined. The essence of social interaction of personality and readiness of personality to it is analyzed. The components, indicators of readiness of the individual for social interaction are distinguished. It offers methods and techniques for its research. The results of the ascertaining experiment of studying a number of indicators of readiness of groups of border cadets, which have its high and low level of formation, are presented. Characterization of their differences using methods of mathematical statistics is conducted. Future border guards with a high level of readiness for social interaction are more confident, correct, prone to compromise, cooperation, support of others in difficult situations. Students with a low level of readiness for social interaction can be characterized as inclined to dominate, emotionally not restrained, aggressive. The connection of readiness of cadets for social interaction with their communicative qualities and properties is established: communicative tolerance; sociability and affiliation.

 readiness, social interaction, frontier cadet, personality development, formation, professional activity.

1. Belanovskaia, O. V. (2001). Psikhologiia lichnosti [Psychology of personality]. Minsk: BSU named after M. Tank [in Russian].
2. Bulkhakova, O. Yu. (2019). Psykholohichna hotovnist studentiv do sotsianoi vzaiemodii [Psychological readiness of students for social interaction]. Doctor`s thesis. Odesa [in Ukrainian].
3. Velitchenko, L. K. (2004). Struktura subiektnosty [Structure of subjectivity]. Science and education. Scientific and practical journal of the Southern Scientific Center of the APS of Ukraine, 6-7, 39-43 [in Russian].
4. Verdeber, R., & Verdeber, K. (2003). Psykhologiia obshcheniia [Psychology of communication]. Saint-Petersburg: Evroznak [in Russian].
5. Sannikova, O. P. (2003). A.s. "Test-oprosnyk formalno-dinamicheskikh pokazatelei obshchytelnosti" ["Test questionnaire of formal dynamic indicators of sociability"] [in Russian].
6. Sannikova, O. P., & Kuznetsova, O. V. (2009). Adaptivnost lychnosti [Adaptability of personality]. Odessa: Publisher N.P. Cherkasov [in Ukrainian].

(2019) Science and education, 3, 14-20. Odessa.

Oleksii Chebykin,
Doctor of Psychological Sciences,
Academician of the National Academy of Pedagogical Sciences of Ukraine,
Olena Kosianova,
PhD (Candidate of Psychological Sciences), lecturer,
Department of Theory and Methodology of Practical Psychology,
Irina Voloshina,
Master of Psychology,
Department of Theory and Methodology of Practical Psychology,
The State institution "South Ukrainian National Pedagogical University
named after K. D. Ushynsky",
26, Staroportofrankivska St., Odessa, Ukraine

RESEARCH ON AGGRESSIVENESS WITH ATTITUDES TO YOUR AND OTHER PEOPLE'S
DECEPTION IN ADOLESCENCE

The article deals with the problem of aggression in adolescence in the correlation with various types of deception. The use of techniques of I. P. Shkuratova ("Types of deception", "Attitude to other people`s deception", "Attitude to your deception"), Buss-Durkey Inventory intended for diagnosing aggressive and hostile reactions that allowed to identify significant positive correlation between all indicators of aggression and types of deception. It is determined that in both groups there is almost the same attitude towards other people`s deception. Thus, representatives of high and low levels of aggressiveness demonstrate an uncensorious attitude to etiquettical deception, pious fraud, fraud-fantasy, which are recognized as socially acceptable. It is established that people with a high level of aggression choose a competitive style of behavior, which is manifested in the control of the opponent's actions, pressure by all available means, the use of deception, cunning, insults, etc. Pepople with a low level of aggression tend to use avoidable and adaptive types of behavior, which are characterized by constant compliance with the requirements of the enemy, the desire to please everyone, avoiding offense, indecision in critical situations.

  aggressiveness, levels of aggression, deception, types of deception, attitude towards your and other people's deception.

1. Platonova, N. M. (2004). Agressiia u detei i podrostkov [Aggression of children and adolescents]. St. Petersburg: Language [in Russian].
2. Altunin, A. (1997). Psikhіchna agresivnіst [Mental aggression]. Studentskii meridіan – Student meridian, 2, 9-10 [in Ukrainian].
3. Breslav, G. M. (1984). Emotsionalnye processy [Emotional processes]. Riga: Progress [in Russian].
4. Baron, R. & Richardson, D. (1997). Agressiia [Aggression]. St. Petersburg: Peter [in Russian].
5. Dolgova, V. I., Ivanova, L. V. & Banshchikova, A. I. (2015). Psikhologicheskie osobennosti agressivnogo povedeniia podrostkov [Psychological features of the aggressive behavior of adolescents]. Nauchno-metodicheskii elektronny zhurnal «Kontsept» – Scientific and methodological electronic journal "Concept", (Vol. 31). (pp. 11-15). Retrieved from http://e-koncept.ru/2015/95509.htm [in Russian].
6. Znakova, V. V. (1999). Psikhologiia ponimaniia pravdy [Psychology of understanding the truth]. St. Petersburg [in Russian].
7. Orlova, D. S. (2016). «Sotsialno-aktivnye vidy deiatelnosti, kak forma predotvrashcheniia agressivnogo povedeniia podrostkov» ["Socially-active activities as a form of prevention of adolescent aggressive behavior"]. Vestnik TI im. A. P. Chehova – TI bulletin named afetr A. P. Chekhov, 1 [in Russian].
8. Khodorchuk, A. Ya. (2003). Sotsіalna robota v Ukrainі: teorіia і praktika: posіb. dlia pіdvishchennia kvalіfіkatsіi psikhologіv centrіv sotsіalnikh sluzhb dlia molodі [Social Work in Ukraine: Theory and Practice: manual for training of psychologists’ qualification of centers of social services for youth: 5 hours. Kyiv: CSSSM [in Ukrainian].
9. Skripchenko, V., Dolinska, L. V. & Ohorodniichuk, Z. V. (2001). Vіkova ta pedagogіchna psikhologіia [Age and pedagogical psychology] [in Ukrainian].
10. Elkonin, D. B. (1984). Sobranie sochinenii: V 6-ti t. [Collection of works: In 6 volumes]. Detskaia psikhologiia – Child psychology, (Vol. 4). Moscow: Pedagogy [in Russian].
11. Elkonin, D. B. (1989). Izbrannye psikhologicheskie trudy [Selected psychological works]. Moscow: Pedagogy [in Russian].
12. Ekman, P. (2012). Psikhologiia lzhi. Obmani menia, esli smozhesh [Psychology of lies. Lie to me if you can]. St. Petersburg [in Russian].

(2019) Science and education, 3, 21-31. Odessa.

Ganna Slobodianiuk,
PhD student,
Department of Theory and Methods of Practical Psychology,
The State institution “South Ukrainian National Pedagogical University
named after K. D. Ushynsky”,
26, Staroportofrankivska St., Odesa, Ukraine

FORMAL AND ORGANIZATIONAL TRENDS IN PSYCHOLOGICAL TRAINING OF
FUTURE TEACHERS IN HIGHER EDUCATION
INSTITUTIONS OF UKRAINE

The vector of competence approach in professional formation of specialists poses to the higher education of Ukraine the question of the quality of future teachers’ preparation, the examination of which should become the professional competencies of the graduate student. The psychological competencies of the teacher require specification of the application of psychological knowledge in relation to a number of interactions that mediate the educational process and activity of a teacher. It is logical for the society to expect that the basic psychological competences of the future teacher should be acquired at the stage of primary professionalization in the educational institution which prepares teachers. Structurally normative psychological training of future teachers is indirectly reflected in the scope of teaching and distribution of teaching hours of psychological disciplines, in their content and structuring in different training courses, the ratio of classroom hours and independent work of the student in the discipline. The purpose of the work is to summarize the educational tendencies in the content of the curricula of psychological training of future teachers in the higher education system. The main results were obtained through the methods of analysis of curricula for the preparation of mathematics teachers of bachelor level in different higher education institutions of Ukraine in the context of: the volume of academic hours of disciplines of psychological cycle and their content representation; studying trends in the ratio of different forms of classroom training and their share in the general and practical training of specialists. The analysis of ten-year curricula and programs of psychological disciplines showed a variety of volumes of study of psychological disciplines, a tendency to decrease its academic hours, a reduction in the number of ECTS credits and reduction of the applied content component of developmental, pedagogical, social psychology and psychological foundations of family life. There is a certain tendency to decrease the quota of classroom study of psychological disciplines and increase the volume of students’ independent work. The lack of approved national professional standard for the teaching profession makes it difficult to include applied psychological disciplines in teacher training plans designed to ensure the formation of professional psychological competencies of future educators.

 psychological training of future teachers, volume of psychological disciplines in the curriculum of bachelor’s training, classroom and independent work of students in psychology, competences, psychological competences, professional competences of teachers, educational standard, institution of higher education (Higher education institution).

1. Zakon Ukrainy «Pro vyshchu osvitu» [The Law of Ukraine «On the higher education»]. (n.d.). zakon.rada.gov.ua Retrieved from https://zakon.rada.gov.ua/laws/show/1556-18 [in Ukrainian].
2. Zimniaia, I. A. (2006). Kliuchevye kompetentsii - novaia paradigma rezultata sovremennogo obrazovaniia [Key competencies as a new paradigm of the result of a modern education]. Internet zhurnal «Eidos» - Internet magazine «Eidos». Retrieved from http://www.еіdos. ru/jоuгnаl/2006/0505.htm [in Russian].
3. Nakaz №47 MON Ukrainy vid 26.01.2015 «Pro osoblyvosti formuvannia navchalnykh planiv na 2015/2016 navchalnyi rik» [Order of Ministry of Education and Science of Ukraine of 01/26/2015 «On the peculiarities of the formation of curriculum for 2015/2016 academic year». (n.d.). zakon.rada.gov.ua. Retrieved from https://zakon.rada.gov.ua/laws/show/z0132-15/print [in Ukrainian].
4. Perkhach, L. P. Psykholohichna pidhotovka maibutnoho vchytelia u konteksti kompetentnisnoho pidkhodu [Psychological training of the future teacher in the context of competency approach]. Retrieved from http://brodypk.at.ua/navchmet/poch/dop/psikhologichna_pidgotovka_majbutnogo_v chitelja_u_k.pdf [in Ukrainian].
5. Khutorskoi, A. V. & Khutorskaia, L. N. (2008). Kompetentnost kak didakticheskoe poniatie: soderzhanie, struktura i modeli konstruirovaniia [Competence as a didactic concept: content, structure and design models]. Proektirovanie i organizatsiia samostoiatelnoi raboty studentov v kontekste kompetentnostnogo podkhoda - Design and organization of students’ independent work in the context of the competency-based approach, 1, 117- 137 [in Russian].
6. Lyst MON Ukrainy vid 13.03.2015 №1/9-126 «Shchodo osoblyvostei orhanizatsii osvitnoho protsesu ta formuvannia navchalnykh planiv u 2015/2016 navchalnomu rotsi» [Letter of Ministry of Education and Science of Ukraine of 13.03.2015 №1/9-126 «On the peculiarities of the organization of the educational process and the formation of curricula in the 2015/2016 academic year»]. zakon.rada.gov.ua Retrieved from https://zakon.rada.gov.ua/rada/show/v-126729-15 [in Ukrainian]

(2019) Science and education, 3, 31-36. Odessa.

Valery Linnikov,
Doctor of Medicine, professor,
Department of Biology and Health,
The State institution «South Ukrainian National Pedagogical University
named after K. D. Ushynsky»,
26, Staroportofrankivska Str., Odesa, Ukraine,
Saint Paul German Medical and Diagnostic Center,
68/2, Novoselskogo Str., Odesa, Ukraine
This email address is being protected from spambots. You need JavaScript enabled to view it.
Svyatoslav Linnikov,
lecturer,
Department of Biology and Health
The State institution «South Ukrainian National Pedagogical University
named after K.D. Ushynsky»,
26, Staroportofrankivska Str., Odesa, Ukraine,

TROMBOPHILIA AS THE MAIN LINK OF PATHOGENESIS OF COMPLICATIONS
IN OBSTETRICS AND GYNECOLOGY

The analysis of gemostasiologikal researches on hidden got and genetic forms of trombophilia at women with the burdened anamnesis of syndrome of loss of a fetus. For certain established (p<0,05), that got thrombophilia, conditioned by the AFS at patients with FLS average - 28,6 % cases. The genetic mutation FVLeiden more frequent took place at patients with late abortions (14,3 %), the mutation of prothrombin gene G20210A met for certain rarer in all groups of reproduction losses - 4,8 %. The most widespread appeared the mutation МTHFR C677T - (45,2 %). Factor of potential action of the AFA is genetic thrombophilia: AFS and MTHFR C677T at FLS in 17,4 %, AFS and FV Leiden at FLS at 9,6 %. Patogenetically grounded hidden got end genetic thrombophilia, syndrome of loss of fetus, thromboprophylaxis at these obstetric complications of LMWH - by сleхanе, begun with a fertile cycle and on the stage of invasion of throphoblasta, in absolute most cases (92 – 96 %) considerably improves the end of pregnancy.

 antiphospholipid syndrome, fetal loss syndrome, acquired and genetic thrombophilia, low-molecular weight heparin.

1. Makatsariya, A. D., Bitsadze, V. O. et.al. (2009). Antifosfolidni sindrom – immunaia trombofiliia v akusherstve i ginekologii. [Antiphospholipid syndrome – immune thrombophilia in obstetrics and gynecology]. A. D. Makatsariya (Eds.). Moscow: Triada-X [in Russian].
2. Makatsariya, A. D., Bitsadze, V. O. (2003). Trombofiilii i protivotrombotichskaia terapiia v akusherskoi praktike [Trombophilia and antithrombotic therapy in obsthetrics practhics]. (pp. 204-207, 264-268). Moscow [in Russian].
3. Bick, R. L. (2017). The Antiphosphoilipid Thrombosis Syndromes: A common multidisciplinary Medical problem // Clin. Appl. Thrombosis/Hemostasis. Vol. 3 (4). (pp. 270-283) [in English].
4. Brenner, B. (2000). Thrombophilia and pregnancy loss // 16th International Congress on Thrombosis and Haemostasis. (pp. 236-238) [in English].
5. Levin, J., Branch, D., Rauch, J. (2002). The antiphospholipid syndrome. N Engl. J Med. (pp. 752-763) [in English].