(2023) Science and education, 2, 121-126. Odessa.

Liu Yige
Postgraduate Student of 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/0009-0000-2743-2100

A CROSS-CULTURAL APPROACH AS A METHODOLOGICAL BASIS FOR THE TRAINING OF FUTURE TEACHERS

The article updates the direction of reformatting the educational space of the country in connection with the change in requirements for the professionalism of specialists who are directly involved in foreign language and “foreign-cultural” communication. It has been established that the leading goal of reforming the education system is the “erasing” of cultural and linguistic boundaries between peoples (ethnos, cultures), and the implementation of a cross-cultural approach in the training of specialists contributes to the establishment of a full-fledged dialogue of cultures. The determinant of productive interaction between different peoples (nations, ethnic groups, cultures) is, above all, effective mastery of not only “language” (linguistic, speech, grammatical, phonetic, lexical, syntactic), as well as the so-called “cultural” knowledge, which involves taking into account distinctive cultural artifacts, customs, cultural codes, ethical codes, traditions, peculiarities of worldview and worldview, thanks to which the formation of the so-called cross-cultural competence of a person is possible – a peculiar ability to use the entire arsenal of linguistic and cultural knowledge, verbal / non-verbal tools in various communication situations, to respect differences in worldviews, thinking, rites, traditions, customs of peoples, etc. It was determined that the multicultural educational space is a spatial and subject area of interaction of the subjects of the educational process, which is constructed on the basis of taking into account the invariance of universal human (universal planetary) values in combination with the variability of cultural intentions (ethnocultural worldview, national mental constants, historical and cultural artifacts, culturally determined interpersonal patterns). The multicultural educational space is modeled on the principles of convergence and integration of national and foreign cultural values, ensures the multiplication (“multiplication”) of the individual's spiritual, valuable and cultural wealth by mastering foreign languages as a means of intercultural interaction. Multicultural educational space is a fragment of the multicultural field of society translated into the education system, therefore it ensures the transformation of “environmental” into “individual”. We understand the functioning of the multicultural educational space in general secondary education institutions as a model for creating psychological and pedagogical conditions, algorithms, and technologies for adaptive integration of the student's personality into the multicultural field of society with the help of educational (didactic) mechanisms. It is proven that the cross-cultural approach to the training of future teachers reveals the methodology of the multi-panoramic study of “a person at the intersection of cultures” as an innovative type of personality who adheres to global ethics and is characterized by transboundary thinking that goes beyond the boundaries of one's own culture. According to the cross-cultural approach, a person capable of cross-cultural interaction integrates the projections of different cultures, recognizing both the universality of human existence and the presence of a wide range of foreign cultural forms based on the balance of tolerance of cultural values; chooses a linguistic and communicative strategy, internalizes the values of other cultures without diminishing the significance of his own. The cross-cultural approach declares the “polyphony of cultures” with the simultaneous self-verification of the individual in the national segment of the general culture. The cross-cultural approach in the social (especially educational) sense postulates the priority of developing educational concepts on the basis of cultural-identification metacognitive strategies of interaction with foreign-cultural and foreign-language representatives in the coordinates of comprehensive respect and tolerance for diversity.

teacher, cross-cultural methodological approach, cross-culture, cross-cultural learning, cross-cultural competence, multiculturalism, multicultural educational space.

(2023) Science and education, 2, 110-120. Odessa.

Iryna Pospelova,
PhD (Candidate of Psychological Sciences),
Associate Professor at the Department of Theory and Methods of Practical Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynskyi,
26, Staroportofrankivska str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0001-8802-7934

Olena Kosianova,
PhD (Candidate of Psychological Sciences),
Associate Professor at the Department of Theory and Methods of Practical Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynskyi,
26, Staroportofrankivska str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0001-9532-9981

Halyna Kloss,
Master’s Student in specialty 053 “Psychology”,
South Ukrainian National Pedagogical University named after K. D. Ushynskyi,
26, Staroportofrankivska str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0009-0008-5410-5349

FEATURES OF SOCIALPSYCHOLOGICAL ADAPTATION OF PERSONS ARE WITH DIFFERENT ATTITUDE TOWARD VAGUENESS

In the article results are expounded theoretic and empiric research of problem of socialpsychological barriers of adaptation of persons in the conditions of vagueness. Essence of concept “socialpsychological barriers of adaptation” and functional and rich in content constituents of the last is specified. The problem of study of overcoming of socialpsychological barriers of adaptation is considered in the conditions of vagueness in domestic and foreign approaches. Purpose of the article: to present the results of research of socialpsychological barriers of adaptation of persons in the modern terms of vagueness. Methods of empiric research: test-questionnaire for the estimation of expressed of psychological barriers to the actions in the situation of vagueness (And. Massanov), multivariable personality questionnaire FPI, method of diagnostics of socialpsychological adaptation of K. Rodzhersa and Daymond, method of research of tolerance, to the vagueness (S. Badner). It is well-proven by a cross-correlation analysis, that close positive copulas are between the indexes of display of psychological barriers and indexes of features adaptations of personality, which stipulate this adaptation and it functional and rich in content constituents. It is empiric confirmed, that the features of attitude toward a vagueness can provoke the displays of those or other barriers of adaptation. Outlined basic directions of effective strategy of overcoming of barriers to the increase of adaptiveness of personality, and also to the changes and adaptation in the conditions of vagueness.

personality, adaptiveness, socialpsychological adaptation, barriers of adaptation, personality features, tolerance, untolerance, relation, is to the vagueness.

(2023) Science and education, 2, 104-109. Odessa.

Halyna Nikolaichuk,
PhD (Сandidate of Pedagogical Sciences),
Professor at the Department of General Psychology and Psychodiagnostics,
Rivne State Humanities University,
12, Stepan Bandera str., Rivne, Ukraine,
ORCID ID: https://orcid.org/0000-0001-5637-4288

Olena Demchuk,
PhD (Candidate of Psychological Sciences),
Professor at the Department of General Psychology and Psychodiagnostics,
Rivne State Humanities University,
12, Stepan Bandera str., Rivne, Ukraine,
ORCID ID: https://orcid.org/0000-0003-4974-3908

PSYCHOLOGICAL MEANS OF IMPROVING THE COMMUNICATIVE COMPETENCE OF FUTURE PSYCHOLOGISTS

The article examines the results of research into the psychological foundations of improving the communicative competence of future psychologists. The education system of Ukraine constantly faces new challenges, the solution of which depends on the humanization of the educational space and participants in pedagogical interaction. This is especially relevant in the context of training psychology students, since the very specificity of the specialty involves the use of a person-oriented approach, which allows the subjects of the pedagogical process to reveal their potential and realize themselves in the future as highly qualified specialists. One of the factors that allow a psychologist to effectively perform his professional functions is communicative competence, since the provision of psychological assistance is impossible without establishing a connection with the client, interacting with him at the verbal and non-verbal levels. All types of professional activity of a psychologist had carried out precisely through communication, which makes communicative competence an indispensable quality. Considering this, high communication potential and the ability to establish emotional contact are prerequisites for successful professional self-realization. In general, communicative competence had considered as an integral communicative quality, which implies a high level of development of communicative abilities and sufficient effectiveness of interpersonal communication.

communicative competence, communicative potential, communicative skills, professional suitability, professional realization.

(2023) Science and education, 2, 95-103. Odessa.

Bakhtiiar Atakhanov,
PhD Student at the Department of Theory and Methodics of Practical Psychology,
State Institution “South Ukrainian National Pedagogical University
named after K. D. Ushynsky”,
26, Staroportofrankovska str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0002-1078-7092
Oleksiy Chebykin,
Doctor of Psychological Sciences, Professor,
Full Member of National Academy of Pedagogical Sciences of Ukraine,
State Institution “South Ukrainian National Pedagogical University
named after K. D. Ushynsky”,
26, Staroportofrankivska str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0001-7905-2708

THE STUDY OF PSYCHOLOGICAL CRISIS AND EMOTIONAL
AND PERSONAL CHARACTERISTICS AS PROBABLE DETERMINANTS
OF ITS MANIFESTATION IN YOUNG PEOPLE

The study is devoted to the problem of cognition of psychological features of the crisis state of youth. Based on the results obtained, the understanding of the content of the psychological crisis is clarified. Namely, as a relatively long transient unsatisfactory psycho-emotional state of tension that can manifest itself with a certain frequency when searching for a way to overcome life obstacles and lead to a decline or new activation of mental activity. The article describes theoretical and methodological approaches to cognition of the specifics of a psychological crisis, at the level of direct and indirect models. Both external and internal signs of its characteristics and factors that cause a crisis are generalized. A questionnaire for studying the key features of the psychological content of the crisis at the level of assessing high, medium and low values in terms of frequency of its occurrence, duration of its action, state of emotional stress and the impact of the crisis on life. The study also involved a set of different methods for studying emotional and personal characteristics. Based on empirical research, it is shown that the crisis state in young people is recorded at a low level of manifestation in 39%, at an average level of manifestation in 45% and at a high level in 16%. It is established that crisis states in young people are determined by various complexes of emotional and personal characteristics, among which neuroticism, depression, burnout, and anxiety are the leading ones.

signs, levels, crisis factors, emotional personal characteristics.