(2017) Science and education, 3, 51-57. Odessa.

Natalia Volodarska,
PhD (Candidate of Psychological Sciences),
leading researcher of Kostyuk Institute of Psychology,
National Academy of Educational Sciences of Ukraine,
52-A Sichovykh Striltsiv Str., Kyiv, Ukraine,
Oksana Chornopyska,
PhD (Candidate of Psychological Sciences), associate professor,
Psychiatry, Narcology and Medical Psychology Department,
Ivano-Frankivsk National Medical University,
2, Halytska Str., Ivano-Frankivsk, Ukraine

CHANGING LIFE PERSPECTIVES AND STRATEGIES
OF ATO PARTICIPANTS’ FAMILIES IN CRISIS SITUATIONS

The fighting in Eastern Ukraine (the armed conflict in the Donbass Region of Ukraine (2014 – present)), that is a real war today, has provoked a great number of problems in psychosocial adaptation of soldiers and today the issue of the military men’s psychological rehabilitation is considered to be one of the most urgent and relevant problems. The paper aims to determine particularities of changing life prospects and strategies of ATO participants’ families in crisis situations after the implementation of the designed trainings. The survey involved the carrying out of psychological support for couples (38 persons) who were receiving treatment in the rehabilitation center “Khyriv-Rent-Invest” Khyriv city. The empirical survey included projective techniques: drawings “Island of my dream” and “Our House”. Psychological support involved individual counseling, group sessions with discussing life situations of both – men and their wives – and the art therapy. The carried out analysis has shown the peculiarities of life perspectives of ATO participants’ families. Thus, in crisis situations the way of solving everyday problems by men and women changes. These alterations concern building life perspectives, goals and means of their achieving. The psychological support of a couple in crisis situation involves family therapy, counseling, individual and group sessions. In this way life perspectives (recovery of time-spatial representations of the past, present and future) of men and women can be corrected. Psychological personality support of ATO participants’ families in crisis situations is aimed at harmonization of their life perspectives and activation of self-identity process.

life strategies, ATO participants, psychological rehabilitation, crisis situations, changes of men and women life perspectives.

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2. Carlson, E. B., & Ruzek, J. Effects of Traumatic Experiences. Retrieved from: http://web.stanford.edu/group/usvh/stanford/misc/PTSD% 20-%20Effects%20of%20Traumatic%20Experiences.pdf.
3. Garrett, J. F. (2003). Psychological Aspects of Physical Disability.
4. Ghobarah, H. A., Huth, P., & Russett, B. (2003). Civil Wars Kill and Maim People – Long After the Shooting Stops. American Political Science Review, 2, 189-202 (Vol. 97).
5. Kalynauskas, I. (2011). Zhenskaya mudrost i muzhskaya logika. Voina polov ili printsyp dopolnitelnosti [Women’s wisdom and men’s logic. War of the sexes or principle of complementation]. Saint Petersburg [in Russian].
6. Kennedy, P. (2007). Psychological Management of Physical Disabilities: a practitioner’s guide. 1 st ed. Routledge.
7.Kisarchuk, Omelchenko, Lazos & others. (2015). Psykholohichna dopomoha postrazhdalym vnaslidok kryzovykh travmatychnykh podii: Navchalno-metodychnyi posibnyk [Psychological help to victims injured in crisis traumatic events. Textbook]. Кyiv [in Ukrainian].
8. Lawrence, R., Smith, M., & Sega, J. (2016). Emotional and Psychological Trauma. Retrieved from: http://www.helpguide.org/articles/ptsd-trauma/emotionaland-psychological-trauma.htm.
9.Leontyev, D. (2002). Lichnostnoe v lichnosti: lichnostnyy potentsial kak osnova samodeterminatsii [The personal of the person: personal potential as the basis of self-determination]. Uchenye zapiski kafedry obshhey psikhologii MGU ym. M. V. Lomonosova – Scientific notes of the department of general psychology, 1. Мoscow [in Russian].
10. Lindsay, L. L. (2010). Gender roles. A sociological perspective. Fifth edition. London: Pearson.
11. Murray, C. J. L., King, G., Lopez, A. D, Tomijima, N., & Krug, E. G. (2002). Armed conflict as a public health problem. BMJ. (Vol. 324).
9 February. (p. 346- 349). Retrieved from: http://gking.harvard.edu/files/armedph.pdf.
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14. Zelenova, M. E. (2005). Issledovaniya smyslozhiznennykh oryentatsyy u veteranov boevykh deistviy v Afganistane [Investigations of life orientations of veterans fighting in Afghanistan]. Boevoy stress: Mekhanizmy stressa v ekstremalnykh usloviyakh – Combat stress: Mechanisms of stress in extreme conditions. Мoscow [in Russian].
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16. Volodarska, N. D. (2014). Aktyvizatsiia protsesu samotvorennia metodamy grupovoi terapiyi [Activation of self-creation process by group therapy methods]. Problemy humanitarnykh nauk: zb. nauk. prats Drogobytskoho derzhavnoho pedahohichnoho universytetu imeni Ivana Franka – Humanities: collection of scientific works of Drogobych state pedagogical university named after Ivan Franko, 33, 17-28. Drohobych [in Ukrainian].
17. Volodarska, N. D. (2016). Perspektyvy zastosuvannia metodiv dialohovoi psykhoterapii v umovakh suspilnykh transformatsii [Perspectives of application interactive psychotherapy methods in social transformations conditions]. Naukovyi visnyk Khersonskoho derzhavnoho universytetu. Seriya “Psykholohichni nauky” – Bulletin of Kherson state university. psychology, 2, 24-30 (Vol. 1). Kherson [in Ukrainian].
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(2017) Science and education, 3, 58-62. Odessa.

Diana Piontkovska,
lecturer, Department of Developmental and Educational Psychology,
Rivne State University of Humanities,
12, S. Bandera Str., Rivne, Ukraine

FEATURES OF STUDENTS’ NATIONAL IDENTITY DEVELOPMENT

The article deals with the features of the development of students’ national identity. The author’s understanding of the concept of «national identity» is presented. The empirical study checks the author’s assumption that the development of national identity of students majoring in different fields of study has specific features depending on the students’ specialty and may be deficient in some of them. It has been established that the national identity of future History teachers, Ukrainian language and literature teachers is developed more intensively; the national identity of students majoring in Law, Philosophy, Psychology, Speech therapy, Cultural studies, Journalism, Social pedagogy is developed less intensively; and the national identity of students majoring in General medicine, Geodesy, Transport technologies (Road transport), Mathematics (group 3) demonstrates the lowest level of its development.

national identity, development, students.

1. Gnatenko, P. I., & Pavlenko, V. N. (1999). Identichnost: filososlkiy i psikhologicheskiy analiz [Identity: philosophical and psychological analysis]. Kyiv: Naukova Dumka [in Russian].
2. Spivak, L. M. (2015). Psykhologiya rozvytku natsionalnoi samosvidomosti osobystosti v yunosti [Psychology of development of personality’s national self-consciousness in youth]. Kamyanets-Podilsky: Ruta [in Ukrainian].
3. Piontkovska, D. V. (2014). The problem of contrast between the Concepts of «National Identity» and «Ethnic Identity» in Psychological Science. – European Applied Sciences, 1, 91-93 [in English].

(2017) Science and education, 3, 63-68. Odessa.

Mariana Dikal,
PhD (Candidate of Medical Sciences), associate professor,
Department of Bioorganic and Biological Chemistry and Clinical Biochemistry,
Oksana Cherniukh,
PhD (Candidate of Medical Sciences), associate professor,
Department of Bioorganic and Biological Chemistry and Clinical Biochemistry,
Tetiana Bilous,
PhD (Candidate of Medical Sciences), associate professor,
Department of Pediatrics and Children Infectious Diseases,
Nina Voitkevych,
senior lecturer, Department of Foreign Languages,
Higher State Educational Establishment of Ukraine “Bukovinian State Medical University”,
2, Teatralna Square, Chernivtsi, Ukraine

PECULIARITIES OF FORMATION AND SIGNS OF EMOTIONAL
BURNOUT SYNDROME IN MEDICAL UNIVERSITY TEACHERS

Peculiarities of the development and signs of emotional burnout syndrome among teaching staff of theoretical departments at Higher State Educational Establishment of Ukraine “Bukovinian State Medical University” have been examined. In order to assess the degree of emotional burnout the adapted V. Boyko’s method was applied, according to which not only the signs of emotional burnout, its degree of the formation and stages of the development can be detected, but also the availability of psychosomatic and psycho-vegetative disorders. The formation of emotional burnout syndrome among university teachers is considered to have the following three stages: exertion, resistance and exhaustion. The exertion stage is predominantly characterized by excessive worries caused by psychological traumatic experience, anxiety and depression. The resistance stage is manifested in emotional thriftiness and emotional-moral disorientation. The exhaustion stage is characterized by emotional deficiency, psychosomatic and psycho-vegetative disorders. It has been revealed that the two stages of emotional burnout – exertion and resistance – were developed in 2 teachers out of the 27 participants of the sample. Their main symptoms are felling of being cornered which is the indicative of the development of intellectual-emotional block condition, desire to finish working day as soon as possible, feelings of anxiety and depression with simultaneous formation of professional duty reduction symptom. The resistance stage has been found in six teachers. It manifests in reduction of professional duties, low interest in work and deterioration of professional activities. The resistance and exhaustion stages have been found in four teachers. Their most pronounced symptoms are greater emotional thriftiness, which manifests in the limited communication with the audience, decreased interest in work and emotional deficiency, when people lose their professional abilities, change positive emotions into negative ones, become rude in communication. All the three stages of emotional burnout syndrome have been detected in four teachers (mostly women). Their dominating signs are worries concerning psychological traumatic circumstances characterized by intensified irritation and lack of confidence to people, accumulated dissatisfaction of the situation. At the same time, its most pronounced sign is wide emotional thriftiness which manifests in the lack of desire to communicate with the audience and decreased interest in work. It has been revealed that the signs of emotional burnout syndrome of university teachers do not depend on the field of study taught by them, although the emotional burnout syndrome develops mainly in the teachers who teach their subject in English.

emotional burnout syndrome, lecturer, exertion stage, resistance stage, exhaustion stage, emotional thriftiness.

1. Abbas, S. G., & Roger, A. (2013). The impact of work overload and coping mechanisms on different dimensions of stress among university teachers. GRH, 3 (8), 93-118. doi: 10.3917/grh.133.0093.
2. Balakiryeva, K. O. (2015). Profilaktyka ta podolannia profesiinoho ta emotsiinoho vyhorannia: metod. rekomend [Prevention and overcoming professional and emotional burnout: guidelines]. Retrieved from: http://www.slideshare.net/undpukraine/ss-48391940 [in Ukrainian].
3. Boiko, V. V. (2004). Energiya emotsiy [The energy of emotions]. 2 nd ed. rev. St. petersburg: Piter [in Russian].
4. Flook, L., Goldberg, S. В., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy. Mind, Brain, and Education, 7 (3), 182-195. doi: 10.1111/mbe.12026.
5. Gagalan, Yu. (2012). Resursy dlia podolannia stresu. Stresy u profesiinii diialnosti vchytelia [Resources to combat stress. Stress in the professional work of the teacher]. Psykholoh – Psychologist, 4, 29-31 [in Ukrainian].
6. Holloway, F., Szmukler, J. & Carson, J. (2000). Support systems. 1. Introduction. Advances in Psychiatric Treatment, 6, 226-235.
7. Jepson, E. & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76(1), 183-197.
8. Koloskova, O. K., Polishhuk, M. I. & Vorotnyak, T. M. (2012). Osoblyvosti rozvytku ta proiaviv syndromu emotsiinoho vyhorannia v likariv-pediatriv [Features of development and manifestations of the syndrome of emotional burnout in pediatricians]. Zdorovie rebenka – Сlinical pediatrics, 7(42), 19-22.
9. Lisniak, M. A., Gorbach, N. A., Loginova, I. O. & Mashukova, M. A. (2014). Emotsionalnoe vygoranie prepodavatelei meditsinskogo vuza: problema i puti ee resheniya [Emotional burnout medical school teachers: the problem and its solutions]. Sibirskoie emotsionalnoe obozreniie – Siberian Medical Review, 6, 101-105. Retrieved from: http://cyberleninka.ru/article/n/emotsionalnoe-vygoranieprepodavateley-meditsinskogo-vuza-problema-i-puti-eeresheniya [in Russian].
10. Patirai, K. & Richa, M. (2009). Effect of Job Stress and Personal Life Stress on Mental Health and Job Outcomes of Medical Professionals, Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1437409
11. Schaufeli, W. B., Leiter, М. Р., & Maslach, К. (2009). Burnout: 35 years of research and practice. Career Development International, 14 (3), 204-220. doi: 10.1108/13620430910966406.
12. Zaichykova, T. V. (2005). Sotsialnopsykholohichni determinanty syndromu ―profesiinoho vyhorannia‖ u vchyteliv [Socio-psychological determinants of burnout syndrome in teachers]. Extended abstract of candidate’s thesis. Kyiv, Ukraine. Retrieved from: http://disser.com.ua/contents/8856.html

(2017) Science and education, 3, 68-72. Odessa.

Maryna Puliaievska,
PhD (Candidate of Psychological Sciences), senior lecturer,
Department of Humanities and Social Sciences,
Interregional Academy of Personnel Management,
2, Frometivska Str., Kyiv, Ukraine

THE ROLE OF CONTEXT AND INTENT IN THE
FORMATION OF PERCEPTUAL CONTENT AND BEHAVIOUR

The paper deals with the issues of interrelation between external objects perception, vectors of involvement and behaviours of individuals. Perceptual context is defined as a set of factors including conditions and content of individual’s living and related “involvement vector”, i.e. emotional and evaluative attitudes towards external objects. Based on the conception of contextual dependence of perceptual content, the role of intent in its formation has been determined. Intent is the driving force for evolution of the content of perceiving reality in individual’s consciousness. Besides, intent facilitates both the creating of the new content of perceiving the future and changing of the content of reality perception. Individual’s future behaviour is formed under the impact of these types of the content. Methods of psychosemantics and theory of planned behaviour are used for analysing perceptual contexts and predicting behaviour of an individual.

perceptual context, perceptual content, intent, psychosemantics, behaviour, planned behaviour theory.

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