(2022) Science and education, 4, 24-28. Odessa.

Olena Bulgakova,
Doctor of Psychological Sciences, Professor,
Professor of the Department of Preschool Pedagogy,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
1, Nishchynskoho Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0000-0002-1750-0349

Maria Savchenkova,
Teacher-intern of the Department of Preschool Pedagogy,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
1, Nishchynskoho Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0000-0009-1904-7713

PSYCHOLOGICAL POSSIBILITIES OF SUPPORTING CHILDREN WHO HAVE EXPERIENCED A TRAUMATIC EXPERIENCE

The article is devoted to the issue of providing effective psychological assistance to children who have experienced a traumatic experience. The authors emphasize that the success of psychological rehabilitation of children and adolescents largely depends on their unique psychological traits. Scientists dealing with crisis psychology have identified stages for providing psychological support to children. In order to provide psychological assistance to children, stages have been identified, which are staged taking into account the specifics of the experienced psycho-traumatic factors. In general, the article provides certain insights into the key stages of psychological support for children who have experienced a traumatic event. It emphasizes the need for a comprehensive and individualized approach that integrates different types of psychotherapeutic interventions to help children cope with the psychological consequences of trauma and prevent long-term psychological problems. Effective psychological support of traumatized children requires a preliminary study of the individual psychological features of the expression of the post-stress state in the life of each child. Proposed stages, which include: first, building a relationship and establishing trust; secondly – diagnosis of the condition and personal characteristics of the child; thirdly – intervention; fourthly – definition of monitoring and monitoring of the condition; fifth – provision of psychological assistance. Each stage is described in detail, as well as examples of interventions that can be used at each stage. The topic highlights the need for early intervention and ongoing support for children who have experienced trauma to promote healing and positive outcomes. The article also describes the important role of parents in providing psychological support to their children during and after a traumatic event. Parents can also constantly help their child feel safe, loved and supported. It is known that constant trust between a child and parents keeps calm and avoids the manifestation of one’s own feelings of fear and anxiety.

child, psychological support, traumatic experience, psychological help, children’s reaction to traumatic events, psychotraumatic factors.

1. Dity ta viyna: navchannya tekhnik ztsilennya : robochyy zoshyt [Children and War: Teaching Healing Techniques: Workbook]. Lviv: nstytut psykholohichnoho zdorovya, 2014. [in Ukrainian]
2. Zlyvkov V. L. & Lukomska S. O. & Fedan O. V. (2016). Psykhodiahnostyka osobystosti u kryzovykh zhyttyevykh sytuatsiyakh [Psychodiagnostics of personality in crisis life situations]. Kyiv : Pedahohichna dumka. [in Ukrainian]

3. Müller M. (2014) Yakshcho vy perezhyly psykhotravmuyuchu podiyu [If you experienced a psychotraumatic event] / trans. from English Diana Busko; of science ed. Kateryna Yavna. (Seriya «Sam sobi psykhoterapevt»). Lviv: Vydavnytstvo Ukrayinskoho katolytskoho universytetu: Svichado. [in Ukrainian]
4. Onishchenko N. V. (2014) Ekstrena psykholohichna dopomoha postrazhdalym v umovakh nadzvychaynoyi sytuatsiyi : teoretychni ta prykladni aspekty : monohrafiya [Emergency psychological assistance to victims in emergency situations: theoretical and applied aspects: monograph]. Kharkiv: Pravo. [in Ukrainian]
5. Psykholohichna dopomoha dityam u kryzovykh sytuatsiyakh : metody i tekhniky: metod. posib. [Psychological assistance to children in crisis situations: methods and techniques: method. Manual] / edited by Z. G. Kisarchuk; Kyiv: Logos. 2015. [in Ukrainian]
6. Psykholohichna dopomoha postrazhdalym vnaslidok kryzovykh travmatychnykh podiy: metodychnyy posibnyk [Psychological assistance to victims of crisis-traumatic events: methodical guide] / edited by Z. G. Kisarchuk; Kyiv: Logos. 2015. [in Ukrainian]
7. Shebanova V.I. Counseling and therapy practices in crisis situations. Kherson: PP Vyshemirskyi V. S., 2017. [in Ukrainian]
8. Shebanova V. I. Psychological assistance to a child who has experienced violence. Kherson: PP Vyshemirskyi V.S., 2017. [in Ukrainian]
9. Cloitre M., Courtois C.A., Charuvastra A., Carapezza R., Stolbach B.C., Green B.L. (2011). Treatment of complex PTSD: results of the ISTSS expert clinician survey on best practices. J Trauma Stress, 24(6), 615–627. doi: 10.1002/jts.20697. [in English]
10. Perry B.D., Szalavitz M. (2017). The Boy Who Was Raised as a Dog, 3rd Edition: And Other Stories from a Child Psychiatrist’s Notebook : What Traumatized Children Can Teach Us About Loss, Love, and Healing. Basic Books. [in English]

(2022) Science and education, 4, 17-23. Odessa.

Mykyta Babchuk,
Postgraduate Student at the Department of Theory and Methods of Practical Psychology,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
4, Fontanska Str., Odessa, Ukraine
ORCID ID: https://orcid.org/0000-0001-8725-799X

PERFECTIONISM OF THE PERSONALITY AS THE BASIS OF IMPROVING THE IMAGE OF THE PHYSICAL SELF

The article examines personality perfectionism as a basis for improving the image of the physical self. A thoroughly conducted analysis of scientific literature shows that at the current stage of the development of psychological science, the study of perfectionism determines the growth of interest of scientists in the direction of elucidating the content and structure of this phenomenon. At the same time, perfectionism is understood as «the belief that perfection, both one’s own and someone else’s, is the goal to which a person should strive, and a perfectionist is «a person who strives to be better in all aspects of his life. We consider perfectionism as a personality trait, which allows us to talk about the possibility of different degrees of its expression in the future. Modern psychologists distinguish the phenomenon of physical perfectionism as an independent parameter of personality perfectionism. We believe that the desire for physical perfection is caused by the influence of socially determined perfectionism on the image of the physical self of an individual. Therefore, the study of the influence of perfectionism on personal satisfaction with the image of the physical self is an actual direction of research within the framework of a person-oriented approach, which allows to compensate for the research gap in the study of the specified problem. At this stage of the research, we are solving the task of substantiating the significance of perfectionism as a personal basis for improving the image of the physical self and empirically verifying the relationship between indicators of perfectionism, physical perfectionism, and body image. The psychodiagnostic complex consisted of: “Multidimensional Perfectionism Scale”, “Body Image Questionnaire”, “Physical Perfectionism Scale”. The conducted correlation analysis made it possible to prove the presence of significant relationships between the body image indicator, perfectionism and physical perfectionism indicators. The next step was the construction of profiles, which made it possible to highlight the psychological features of perfectionism and physical perfectionism in groups with a disturbed body image and a normal body image.

perfectionism, personality, physical perfectionism, physical self-image.

1. Hulias I. A. (2012). Perfektsionizm: istorychno-svitohliadni aspekty [Perfectionism: historical and philosophical aspects]. Nauka i osvita – Science and education, 3, 46–49 [in Ukrainian].
2. Danylenko N. M. (2020). Stavlennia do vlasnoi zovnishnosti v strukturi subiektnosti divchat yunatskoho viku [Attitude towards one’s own appearance in the subjectivity structure of teenage girls]. Doctor’s thesis. Sumy: SumDU [in Ukrainian].
3. Zavada T. Iu. (2017). Motyvatsiini chynnyky perfektsionizmu studentskoi molodi [Motivational factors of perfectionism of student youth]. Candidate’s thesis. Sumy: SumSU [in Ukrainian].
4. Karamushka L. M., & Bondarchuk, O. I., & Hrubi T. V. (2018). Diahnostyka perfektsionizmu ta trudoholizmu osobystosti: psykholohichnyi praktykum [Diagnostics of personality perfectionism and workaholism: a psychological workshop]. Kamianets-Podilskyi : Medobory-2006 [in Ukrainian].
5. Kononenko A. O., & Kononenko, O.I. (2017). Perfektsionizm osobystosti: norma chy patolohiia? [Personal perfectionism: norm or pathology?]. Naukovyi visnyk Khersonskoho derzhavnoho universytetu – Scientific Bulletin of Kherson State University, 3, T. 2, 170–174. [in Ukrainian].
6. Kononenko O. I. (2014). Fenomen fizychnoho perfektsionizmu v suchasnii psykholohii [The phenomenon of physical perfectionism in modern psychology]. Nauka i osvita – Science and education, 11, 91–95 [in Ukrainian].
7. Lukina N. B. (2020). Psykholohichni osoblyvosti tsilovoi spriamovanosti perfektsiinoi osobystosti [Psychological features of the target orientation of a perfect personality]. Candidate’s thesis. Sumy: SumSU [in Ukrainian].
8. Shcherbak T. I. (2017). Vzaiemozviazok obrazu fizychnoho «Ia» ta fizychnoho perfektsionizmu [The relationship between physical self-image and physical perfectionism]. Naukovyi visnykh Khersonskoho derzhanoho universytetu – Scientific Bulletin of Kherson State University, 2, T. 2, 32–136 [in Ukrainian].

(2022) Science and education, 4, 11-16. Odessa.

Tetyana Koycheva,
Doctor of Pedagogical Sciences, Professor,
Professor at the Department of Pedagogy,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0000-0002-5518-4260

Li Yuling,
Doctor of Philosophy (PhD) degree holder
Department of Pedagogy
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0009-0005-3699-7281

SCIENTIFIC REFLECTION OF THE CATEGORY “AESTHETIC CULTURE” IN THE PEDAGOGICAL DIMENSION

The article highlights modern conceptual, terminological and substantive interpretations of the category "aesthetic culture" in the pedagogical dimension. The goal of scientific research was the modern scientific interpretation of the category "aesthetic culture" in terms of pedagogical reflection of its significance in the context of the development of the modern education system of Ukraine. The research was carried out with the help of the following methods: analysis of the scientific fund on the problem of aestheticization of the educational environment of educational institutions of various levels; systematization and generalization of scientific facts (scientific positions of leading scientists in the field, methodological developments of the departments of artistic training of higher education students of the State institution "Southern Ukrainian National Pedagogical University named after K. D. Ushinsky” to highlight the importance of the formation of the aesthetic culture of future teachers; organization, synthesis and integration of scientific information with the aim of drawing terminological and definitional coordinates of the concept of "aesthetic culture"; survey to determine the attitude of first-level higher education graduates (bachelor) of various specialties to the phenomenon of "aesthetic culture" and their understanding of the need to form the aesthetic culture of students of the new Ukrainian school. In a general sense, aesthetic culture is presented as a synthesized integrative (combination of personal and professional) ability of a specialist to generate and multiply aesthetic values (tastes, ideals, beliefs) in the environment; to coordinate one's own professional activity with the determinants of an aesthetic attitude to pedagogical reality. In order to conduct monitoring within the framework of teaching courses of the compulsory component of the educational and professional program "Secondary education (Musical art)" and "Secondary education (Choreography)" OK 25 "Pedagogy" and OK 33 "Art pedagogy" students were given time to answer questionnaires 35 students took part in the survey. The results of the questionnaire showed that 84.21% of the students of the specialty 014 Secondary Education (Musical Art) and 82.49% of the students of the specialty 014 Secondary Education (Choreography) consciously and confidently express the importance of aesthetic culture for harmonious human development. Future teachers demonstrated awareness of the characteristic features of aesthetic culture (78.91% of students of the specialty 014 Secondary Education (Musical Art) and 80.63% of students of the specialty 014 Secondary Education (Choreography). Ranking the responses of the students, the following result was obtained: among the signs of formation aesthetic culture was most often called "creativity" (67% of respondents); "tendency to creativity" (58% of respondents), "creative thinking" (47% of students). Monitoring of future teachers' awareness of professionally significant signs of aesthetic culture demonstrated the presence of persistent interest of future teachers. In addition, we interpreted the obtained results as a platform for the development of a special technology for training future teachers for the formation of the aesthetic culture of students of the new Ukrainian school.

aesthetics, culture, aesthetic culture, aesthetic education, teacher, future teacher, educational process, higher education institution, New Ukrainian School.

1. Androschuk, I.V. (2005). Krasa u systemi rozvytku estetychnoi kultury osobystosti [Beauty in the system of development of aesthetic culture of the individual].
Profesiino-khudozhnia osvita Ukrainy – Vocational and artistic education of Ukraine: collection of scientific works, 3, 42– 49 [in Ukrainian].
2. Butenko, V.H. (2008). Formuvannia estetychnoho svitohliadu osobystosti yak priorytetne zavdannia suchasnoi osvitno-vykhovnoi praktyky [Formation of the aesthetic outlook of the individual as a priority task of modern educational practice]. Naukovyi visnyk Mykolaivskoho derzhavnoho universytetu. Seriia : Pedahohichni nauky – Scientific bulletin of the Mykolaiv State University: collection of scientific works: Pedagogical sciences. V.D. Budak, O.M. Pehoty (Eds.), 20, Vol. 2, 40–45 [in Ukrainian].
3. Huk, O.F. (2013). Teoretychni peredumovy formuvannia estetychnoi kultury. Aktualni problemy sotsiolohii, psykholohii, pedahohiky [Theoretical prerequisites for the formation of aesthetic culture]. Aktualni problemy sotsiolohii, psykholohii, pedahohiky – Urgent problems of sociology, psychology, pedagogy, 18, 193–199 [in Ukrainian].
4. Kozyr, A.V. (2015). Profesiino-osobystisnyi rozvytok maibutnikh uchyteliv muzyky v protsesi vyvchennia dyryhentsko-khorovykh dystsyplin [Professional and personal development of future music teachers in the process of studying conducting and choral disciplines]. Suchasni tendentsii rozvytku mystetskoi osvity: zbirnyk naukovykh prats – Modern trends in the development of art education: a collection of scientific works, 44–48 [in Ukrainian].
5. Kondratska, L.A. (2000). Ukrainske mystetstvo u polikulturnomu prostori [Ukrainian art in a multicultural space]. 208 p.
6. Necheporenko, M.V. (2005). Formuvannia estetychnoi kultury studentiv klasychnykh universytetiv [Formation of aesthetic culture of students of classical universities]. Candidate’s thesis. Kharkiv [in Ukrainian].
7. Ptashuk, O.A. (2016). Estetychna kultura osobystosti yak meta estetychnoho vykhovannia: teoretychnyi analiz [Aesthetic culture of personality as the goal of aesthetic education: theoretical analysis]. Innovatyka u vykhovanni – Innovation in education, 3, 289−295 [in Ukrainian].
8. Radkina, V.F. (2004). Formuvannia khudozhnoestetychnoho smaku yak profesiinoi yakosti maibutnoho vchytelia [Formation of artistic and aesthetic taste as a professional quality of the future teacher]. Extended abstract of Doctor’s thesis. Odesa, 2004 [in Ukrainian].
9. Rudnytska, O.P. (2002). Pedahohika zahalna ta mystetska [General and artistic pedagogy]. Kyiv [in Ukrainian].
10. Tiulpa, T.M. (2001). Problema estetychnoho vykhovannia shkoliariv u vitchyznianii pedahohichnii dumtsi na pochatku XX st. [The problem of aesthetic education of schoolchildren in the national pedagogical thought at the beginning of the 20th century]. Pedahohika ta psykholohiia – Pedagogy and psychology: Collection of scientific works, 17, 163-168 [in Ukrainian].
11. Ziaziun, A., Filipchuk, H.H. & Otych O.M. Uchytel mystetskykh dystsyplin u dyskursi pedahohichnoi maisternosti [The teacher of art disciplines in the discourse of pedagogical mastery]. Berdiansk: Berdiansk State Pedagogical University [in Ukrainian].

(2022) Science and education, 4, 6-10. Odessa.

Iryna Kniazheva,
Doctor of Pedagogy, Professor, Head of the Department of Pedagogy,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska Str., Odessa, Ukraine
ORCID ID: https://orcid.org/0000-0001-8395-6902

CULTURAL DIMENSION OF PROFESSIONAL TRAINING OF FUTURE TEACHERS

The implementation of the cultural dimension of the professional training of future teachers will greatly contribute not only to the tactical task of improving the quality of domestic higher education, but also to the strategic goals of our country and its European integration, particularly in the field of education. The purpose of the article is to determine promising ways of implementing the cultural dimension of modern pedagogical education in the conditions of domestic institutions of higher education. The application of such a theoretical method of scientific research as the analysis of scientific sources regarding the cultural dimension of modern pedagogical education made it possible to prove the relationship and interdependence of education and culture. In the article, the essence of the «culture» phenomenon, which is considered from the positions of axiological, activity, personal, information-semiotic and systemic approaches, is carried out with the help of synthesis, generalization, explanation and clarification. The perspective of applying systemic definitions of the studied phenomenon as a set of social achievements, supernatural, man-made orders and objects demarcating man and nature has been proven; as a specific system of values, norms, meanings, which are constructed by people for the purpose of recording and broadcasting socially significant information, experience, technologies, characteristic of a certain level of development of society or its part. The essence and prospects of introducing a cultural approach into the practice of higher pedagogical education are revealed, which provides the possibility of analyzing pedagogical phenomena and processes through the prism of cultural concepts, rethinking the methodological foundations of professional formation and development of future teachers from the standpoint of culture through and thanks to its mastery, appropriation and enrichment.

culture, education, cultural approach, future teachers, higher pedagogical education, methodological principles of professional formation professional training, value system, systemic approach.

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2. Bystrytskyi Ye.K. (1996) Filosofskyi obraz kultury ta svit natsionalnoho buttia [Philosophical image of culture and the world of national existence]. Fenomen ukrainskoi kultury: metodolohichni zasady osmyslennia. Kyiv: Feniks, 1996. 62–90. [in Ukrainian]
3. Hrytsenko T.B., Hrytsenko S.P., Kondratiuk A.Yu. (2007) Kulturolohiia [ Culturology]. Navchalnyi posibnyk. Kyiv: Tsentr navchalnoi literatury, 392 р. [in Ukrainian]
4. Ziaziun I.A. (2008) Filosofiia pedahohichnoi dii [Philosophy of pedagogical action]. Monohrafiia. Cherkasy Vyd. ChNU imeni Bohdana Khmelnytskoho, 608 р. [in Ukrainian]
5. Kyzyma V. (2001) Kulturolohiia i suchasna metodolohiia humanitarnoho piznannia [ Cultural studies and modern methodology of humanitarian knowledge]. Visnyk NAN Ukrainy, 5, 18–21. [in Ukrainian]
6. Mashkina S.V., Usatenko T.P., Khomych L.O., Shakhrai T.O. (2016) Teoretychni zasady kulturolohichnoho pidkhodu u pidhotovtsi pedahoha do vykhovnoi diialnosti [Theoretical foundations of the cultural approach in teacher training for educational activities]. Monohrafiia. IPOOD NAPN Ukrainy. 168 р. [in Ukrainian]
7. Oliinyk O.V. (2006) Kulturolohichnyi pidkhid yak naukova osnova rozvytku teorii ta praktyky pedahohichnoi osvity [The cultural approach as a scientific basis for the development of the theory and practice of pedagogical education]. Pedahohichni nauky. Naukovi pratsi. Chornomorskyi derzhavnyi universytet imeni Petra Mohyly, 50, 37. 39–42. [in Ukrainian]
8. Concepts of Culture: Art, Politics, and Society. ed. вy A. Muller. Calgary: University of Calgary Press, 2006. 330 p. [in English]
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