(2017) Science and education, 7, 37-43. Odessa.

Viktoriia Slabouz,
PhD (Candidate of Philological Sciences), associate professor,
Department of Foreign Languages,
Donbas State Pedagogical University,
19, Henerala Batiuka Str., Sloviansk, Ukraine

EXAMINATION OF FOREIGN LANGUAGE UNIVERSITY TEACHERS’
REFLEXIVE AND PERCEPTIVE CHARACTERISTICS MANIFESTATION

The article deals with the experimental investigation of the manifestation of the reflexive and perceptive characteristics of foreign language university teachers. The impact of reflexive and perceptive characteristics on the peculiarities of emotional reaction of lecturers in conflict situations and the efficiency of teaching activities has been identified. The insufficient level of the development of reflexive and perceptive characteristics of lecturers can result in emotional burnout; the adequacy of emotional reaction in conflict situations is essentially connected with the efficiency of teaching activities. In order to identify the respondents’ perceptive characteristics a targeted surveillance has been conducted. It is based on the scheme that fixes the lecturer’s ability to penetrate into the students’ inner spiritual world, the capacity for compassion and empathy, the ability to react responsively to students’ fatigue or difficulties of the learning material perception; to perceive psychological atmosphere in a group. The experiment involved 10 lecturers of foreign languages and 50 students of the 1st-3rd years of studying of the Faculty of Philology. As a result of the experiment the hypothesis has been confirmed which implies that the inadequate level of the development of the reflexive and perceptive skills of the lecturers forms such a stereotype of professional behavior as emotional burnout; there is a correlation between the adequacy of teacher’s emotional reaction in conflict situations and the effectiveness of his/her teaching activities.

 reflexive and perceptive characteristics, foreign language university teacher, syndrome of emotional burnout, semantic differential by Osgood, Spearman’s rank correlation coefficient.

1. Anishchuk, E. V. (1986). O vliianii kommunikativnykh svoistv lichnosti uchitelya na otnosheniya s uchashchimisya [On the influence of the communicative qualities of the teacher’s personality on relations with pupils]. Psikhologicheskie voprosy formirovaniya lichnosti budushchego uchitelya – Psychological Issues of Future Teacher’s Personality Formation, 46 – 69 [in Russian].
2. Boiko, V. V. (1999). Sindrom «emotsionalnogo vygoraniya» v professionalnom obshchenii [Syndrome of “emotional burnout” in professional communication]. St. Petersburg: Piter [in Russian].
3. Spirmen, Ch. (1996). Struktura intellekta [Structure of the intellect]. Moscow: Nauka [in Russian].
4. Fetiskin, N. P., Kozlov, V. V., Manuilov, G. M. (2002). Sotsialno-psikhologicheskaya diagnostika razvitiya lichnosti i malykh grupp [Socio-psychological diagnosis of the development of the personality and small groups]. Moscow: Izd-vo Instituta Psikhoterapii [in Russian].
5. Grant, T. C. (1984). Preparing for reflexive teaching. Boston [in English].
6. Osgood, C. E. (1952). The nature and measurement of meaning. Psychological Bulletin, 49, 197-237. Washington D. C.: American Psychological Association [in English].

(2017) Science and education, 7, 43-49. Odessa.

Serhii Bielai,
Doctor of Public Administration, senior researcher,
Research Section of Reconstruction and Operational Deployment of the
National Guard of Ukraine,
Research Centre of Service and Combat Activities of the
National Guard of Ukraine,
Mykhaylo Medvid,
Doctor of Economics, senior researcher,
Chief Deputy of Educational and Methodical Center,
Chief of the Department of the Methodical Support of Education,
Oleksandr Parkhomenko,
PhD (Candidate of Psychological Sciences), senior researcher,
Research Laboratory of Service and Combat Deployment,
National Guard of Ukraine of the Research Center of
Service and Combat Activities of the National Guard of Ukraine,
The National Academy of the National Guard of Ukraine,
3, Zakhysnykiv Ukrainy Square, Kharkiv, Ukraine

THEORETICAL, METHODOLOGICAL AND PRACTICAL BASES
FOR CREATING JOB DESCRIPTION OF CRISIS ASSESSMENT EXPERTS
IN TERMS OF STATE SECURITY OF UKRAINE

The most efficient way of preventing crises threatening state security is the constant monitoring of their emergence and development. In order to provide the effective monitoring of crises in terms of state security one needs highlyqualified professionals. The paper aims to justify theoretical, methodological and practical bases for the development of the job description of crisis assessment experts in terms of state security of Ukraine. In order to study the psychological characteristics of professional activities of the above mentioned experts the job analysis method was used, which involved such techniques as analysis of documentation, Delphi method and observation. Based on the results of the study the hob description of a crisis assessment expert has been composed. It reveals basic competences and skills a highlyqualified and competitive crisis assessment expert in terms of state security should have. The application of the developed job description in real-case scenario will reduce the time for training crisis assessment experts in terms of state security; increase the efficiency of fulfilling the tasks on the assessment of crises due to high-quality professional psychological selection of candidates and psychological support of their professional activities.

crises, monitoring, job description, job analysis, professional activities, crisis assessment expert.

1. Statement of the High Commissioner for Human Rights on cooperation and assistance to Ukraine in the field of human rights (2016). Retrieved from: http://www.ohchr.org/EN/NewsEvents/Pages/DisplayNe ws.aspx?NewsID=21015&LangID=E#sthash.8iM5nol6.d puf [in English].
2. UNHCR – UKRAINE OPERATIONAL UPDATE (2016). Retrieved from: http://unhcr.org.ua/attachments/article/ 1299/2016% 2011%20UNHCR% 20UKRAINE%20Operational%20Update%20FINAL.pdf [in English]
. 3. Bodrov, V.A. (2006). Psikhologiia professionalnoi deiatelnosti. Teoreticheskie i prikladne problemy [Psychology of professional activity. Theoretical and applied problems]. Moscow: Institute of Psychology of RAS [in Russian].
4. Bodrov, V.A. (2007). Razvitie sistemnogo podkhoda v issledovaniiakh professionalnoi deiatelnosti [Development of the system approach in the study of professional activity] Psikhologicheskiy zhurnal – Psychological journal, 3, (Vols. 28), 23-28 [in Russian].
5. Charnecki, K. (1999). Psykholohiia profesiinoho rozvytku osobystosti [Psychology of professional development of the individual]. Extended abstract of Doctor’s thesis. Kyiv: IPP APS [in Ukrainian].
6. Baehr, M.E. (1979). Job analysis in Police Selection Research. Washington, DC : Hemisphere [in USA].
7. Meshheriakova & B., Zynchenko, V. (Eds.). (2003). Bolshoi psikhologicheskii slovar [Great psychological dictionary]. St. Petersburg: Praim-EVROZNAK [in Russian].
8. Rozrobka form i sposobiv informatsiinoi borotby pry vykonanni vnutrishnimy viiskamy Ministerstva Vnutrishnikh Sprav Ukrainy sluzhbovo-boiovykh zavdan [Development of forms and methods of information warfare in the process of fulfilling service and combat missions by internal troops of the Ministry of Internal Affairs of Ukraine] (2009). Kharkov: NA NGU [in Ukrainian].
9. Obhruntuvannia metodolohichnykh pidkhodiv prohnozuvannia kryzovykh yavyshch v ukrainskomu suspilstvi shliakhom vykorystannia instrumentiv heoprostorovoho ta statystychnoho analizu [Justification of methodological approaches to predicting crises in Ukraine by means of using GIS and statistical analysis] (2014). Kharkov: NA NGU [in Ukrainian].
10. Bielai, S. V. (2015). Derzhavni mekhanizmy protydii kryzovym yaavyshham sotsialno-ekonomichnoho kharakteru: teoriia, metodolohiia, praktyka [State mechanisms to prevent crises of socio-economic nature: theory, methodology, practice]. Kharkov: NA NGU [in Ukrainian].

(2017) Science and education, 7, 50-57. Odessa.

Hanna Pyroh,
PhD (Candidate of Philosophical Sciences), associate professor,
Department of Theoretical Psychology and Psychology of Development,
Zhytomyr Ivan Franko State University,
40, Velyka Berdychivska str., Zhytomyr, Ukraine,
Oleksandr Piroh,
PhD (Candidate of Technical Sciences), leading specialist,
Ukrainian research institute for special techniques and forensic enquiry,
Security Service of Ukraine,
3, Vasylenka Str., Kyiv, Ukraine

PSYCHOLOGICAL ANALYSIS OF THE REFLECTION
OF THINKING IN SOCIAL NETWORKING WEBSITES

Internet technologies and virtual communication have become the integral part of modern life, and they keep influencing the users’ thinking. Modern research studies deal with the process of thinking in the Internet, as well as its peculiarities, but though there are a few empirical studies in this field. The paper aims to examine the reflection of thinking in social networking websites, in particular – to detect the forms of thought transfer the bloggers use in their posts, as well as the ways they affect the cognitive processes of the audience. The study is based on the following research methods: theoretical review of scientific literature, analysis of network messages, quantitative and qualitative methods (regressive analysis). According to the ideas of L. Vygotsky’s cultural and historical concept, cognitive processes are interrelated with language and communication, thinking is reflected via “inner speech” into “external” in a written form. Thinking and written speech are modified and get new characteristics in the Internet. The study sample consisted of the messages taken from the posts of Facebook users. The homogeneity of the sample was provided by the selection of the messages in one topic (real or imaginary event). In December, 2016, 10 topics in socio-political field were chosen and 50 posts of different bloggers were analysed. The research results have shown some peculiarities: active use of a wide variety of visual and imaginary forms of thoughts reflection; convergence of linguistic and visual forms, their mixture. The audience’s reaction to certain messages depends on the forms of the author’s thoughts reflection. The combined application of linguistic and visual forms (a text together with pictures or videos, internet-memes, etc.) has significant impact on the audience’s thinking stabilization. The forms using direct appeal to the audience influence the development of users’ thinking. The methods of direct interaction of the author with the audience (comments, questions, pools) provoke the formation of the readers’ thoughts, which is manifested in a great number of comments to the post.

 thinking, cognitive processes, net-thinking, social networks, forms of thoughts reflection, thinking stabilization, development of thinking, written communication.

1. Vygotskiy, L. S. (2005). Myshlenie i rech [Thinking and speech]. Psikhologiya razvitiya cheloveka – Psychology of human development. Moscow: Izd-vo Smysl; Izd-vo Eksmo [in Russian].
2. Zhuravlova, L. P., Kaminska, O. V. (2013). Chynnyky ta mekhanizmy internet-zalezhnosti vid onlainihor [Factors and mechanisms that cause online-game addiction]. Nauka i osvita – Science and education, 7, 44- 48. Retrieved from: http://www.irbis-nbuv.gov.ua/cgibin/irbis_nbuv/cgiirbis_64.exe?C21COM=2&I21DBN=U JRN&P21DBN=UJRN&IMAGE_FILE_DOWNLOAD= 1&Image_file_name=PDF/NiO_2013_7_11.pdf
3. Zagidullina, M. V. (2012). Informatsionnoe obshchestvo v kontekste Net-myshleniia [Information society in the context of net-thinking]. Vestnik Cheliabinskogo gosudarstvennogo universiteta – Bulletin of Cheliabinsk state university, 63, 5 (259), 48-51.
4. Smulson, M. L., Lototska, Yu. M., Nazar, M. M., Ditiuk, P. P., Kovalenko-Kobylianska, I. H. (2015). Intelektualnyi rozvytok doroslykh u virtualnomu osvitnomu prostori: monohrafiia [Intellectual development of adults in the virtual educational environment: monograph]. M. L. Smulson (Ed.). Kyiv: Pedahohichna dumk. Retrieved from: http://lib.iitta.gov.ua/10064.
5. Kotlova L. O., Didkivska, V. (2015). Zviazok rivnia komunikatyvnosti ta internet-zalezhnosti v yunatskomu vitsi [The relationship between the communication level and internet-addiction in youth]. Prykladni aspekty psykholohii osobystisnoho zrostannia. Zbirnyk naukovykh prats studentiv ta vykladachiv – Applied aspects of psychology of personal growth. Collection of scientific works for students and teachers, 1, 49-50. L. P. Zhuravlova, N. F. Portnytska, Yu. Yu. Demianchuk (Ed.). Zhytomyr: Vyd-vo ZhDU imeni Ivana franka. Retrieved from: http://eprints.zu.edu.ua/19952/.
6. Krupennikova, L. Sh. (2014). Virtualnaya lichnost: Net-myshlenie, setevoi psikhotip i Internet-fobii [Virtual personality: net-thinking, net psychotype and internet phobia]. Inzhenernyi vestnik Dona – Engineering bulletin of Done, 3. Retrieved from: http://ivdon.ru/ru/magazine/archive/n3y2014/2537.
7. Trofimov, Yu. L., Rybalka, V. V., Honcharuk, P. A. (2003). Myslennia ta intelekt [Thinking and intelligence]. Psykholohiia – Psychology. Kyiv: Lybid.
8. Nazar, M. M. (2009). Psykholohichnyi vplyv spilkuvannia u merezhi Internet na formuvannia pevnykh osobystisnykh osoblyvostei yii korystuvachiv [Psychological impact of communication in the internet on the formation of certain personal characteristics of its users]. Problemy suchasnoi psykholohii – Problems of modern psychology, 4, 239-248.
9. Pyroh, H., Melnyk, O. (2017). Osoblyvosti smyslozhyttievykh oriientatsii korystuvachiv sotsialnykh merezh rannoho dorosloho viku [Peculiartieis of sense-value orientations of social nets users of different age]. Prykladni aspekty psykholohii osobystisnoho zrostannia: II zbirnyk naukovykh prats – Applied aspects of psychology of personal growth. 2nd collection of scientific works. Zhytomyr: Vyd-vo ZhDU imeni Ivana Franka [in Ukrainian].
10. Pronina, E. E. (2001). «Zhivoi tekst»: chetyre stilevykh priznaka net-myshleniia [Alive text: four style characteristics of net-thinking]. Vestn. Mosk. Un-ta. Ser. 10. Zhurnalistika – Bulletin of Moscow university. Journalism, 6. Retrieved from: http://www.twirpx.com/file/131422 [in Russian].
11. Susska, O. O. (2008). Informatsiinyi imunitet: Problemy psykholohichnoho zakhystu v informatsiinomu prostori : monohrafiia [Information immunity: problems of psychological defense in information environment: monograph]. Kyiv: [B. v.] [in Ukrainian].
12. Tikhomirov, O. K. (2008). Psikhologiia myshleniia: ucheb. posobie dlia stud. vyssh. ucheb. zavedenii [Psychology of thinking: textbook for students]. 4 th ed. rev. Moscow: Izdatelskii tsentr «Akademiia» [in Russian].
13. Bedorf, T. (2007). Spur [Trace]. In Konersmann, R. (Ed.), Worterbuch der philosophischen Metaphern – Vocabulary if philosophic metaphors (pp. 401-420). Darmstadt: Wissenschaftliche Buchgesellschaft [in German].
14. Ehlich, K. (1983/2005). Text und sprachliches Handeln. Die Entstehung von Texten aus dem Bedurfnis nach Uberlieferung [Text and linguistic action. The development of texts from the need of tradition]. In S. Kammer & R. Ludeke (Eds.). Texte zur Theorie des Textes – Texts in theory of texts (pp. 228-245). Stuttgart: Reclam [in German].
15. Surd-Büchele, S. (2011). On the relations between writing and thinking. Tatigkeitstheorie – Theory of activity, 5, 121-141. Retrieved from: http://psyjournals.ru/tatigkeitstheorie/2011/n5/52902.shtm l [in English].
16. Werani, A. (2011). Inneres Sprechen – Ergebnisse einer Indiziensuche [Inner speech – empirical evidence based on speech profiles]. Berlin: Lehmanns [in German].

(2017) Science and education, 7, 58-62. Odessa.

Tuncay Oral,
PhD (Counseling Psychological and Guidance), instructor,
Department of Child Care and Youth Services, Pamukkale University,
Çamlaraltı Mahallesi, University Cd., 11/A, Denizli, Turkey

INVESTIGATION OF FORGIVENESS LEVELS
IN VOCATIONAL SCHOOL STUDENTS

Forgiveness plays an important role in being able to cope with the negative emotions that arise after the problems and the conflicts experienced by people. The study aims to investigate the forgiveness levels of vocational school students. In line with this aim, a total of 230 vocational school students consisting of 165 female (71.7%) and 65 male (28.3%) students were surveyed using Heartland Forgiveness Scale. Frequency, percent, mean and standard deviation analyses were used in this study. The research outcomes were computerized and tested with SPSS 16.0 program. According to the results of this research, there were 40 (17.4%) students with the low level of forgiveness, 157 (68.3%) respondents with the moderate level, and 33 (14.3%) students with the high one. The mean scores of low forgiveness level (x=14.11), moderate forgiveness level (x=27.40), and high forgiveness level (x=37.33) have been found. The fact that the students have a forgiveness average of 26.53 cannot be considered as negative, however, if the average score increases it will be better for students’ psychological health. Some recommendations to increase this score have been presented in the paper.

forgiveness, forgiveness levels, vocational school students.

1.Bugay, A. & Demir, A. (2010). A Turkish version of Heartland Forgiveness Scale. Procedia-Social and Behavioral Sciences, 5, 1927-1931 [in English].
2.Burnette, J. L., Davis, D. E., Green, J. D., Worthington, E. L. & Bradfield, E. (2009). Insecure attachment and depressive symptoms: The mediating role of rumination, empathy and forgiveness. Personality and Individual Differences, 46, 276-280 [in English]. 
3.Çapan, B. E. & Arıcıoğlu, A. (2014). Psikolojik sağlamlığın yordayıcısı olarak affedicilik [Forgiveness as predictor of psychological resiliency]. E-International Journal of Educational Research, 5(4), 70-82 [in Turkish]. 
4.Davis, D. E., Worthington, E. L., Hook, J. N., & Hill, P. C. (2013). Research on religion/spirituality and forgiveness: A meta-analytic review. Psychology of Religion and Spirituality, 5(4), 233 [in English]. 
5.Doğan, O., Doğan, S., Çorapçıoğlu, A., & Çelik, G. (1994). Üniversite öğrencilerinde depresyon yaygınlığı ve bazı değişkenlerle ilişkisi [Depression prevalence and relation some variables in university students]. C.Ü. Tıp Fakültesi Dergisi, 16(2), 148-151 [in Turkish]. 
6.Enright, R. D. (2001). Forgiveness Is A Choice: A Step-by-Step Process for Resolving Anger and Restoring Hope. American Psychological Association [in English]. 
7.Enright, R. D. & The Human Development Study Group (1996). Counseling within the forgiveness triad: On forgiving, receiving forgiveness, and self forgiveness. Counseling and Values, 40(2), 107-126 [in English]. 
8.Fitzgibbons, R. (1998). Anger and the healing power of forgiveness: A psychiatrist’s view. In R. Enright ve J. North (Eds), Exploring Forgiveness (pp. 63-74). Madison: University of Wisconsin [in English]. 
9.Freedman, S. R. & Enright, R. D. (1996). Forgiveness as an intervention goal with incest survivors. Journal of Consulting and Clinical Psychology, 64, 983- 992 [in English]. 
10.Gordon, K. C., Baucom, D. H. & Snyder, D. K. (2000). The use of forgiveness in marital therapy. Forgiveness: Theory, Research and Practice, 203-227 [in English]. 
11.Lawler‐Row, K. A., Hyatt‐Edwards, L., Wuensch, K. L. & Karremans, J. C. (2011). Forgiveness and health: The role of attachment. Personal Relationships, 18(2), 170-183 [in English].
12.Macaskill, A., Maltby, J. & Day, L. (2002). Forgiveness of self and others and emotional empathy. The Journal of Social Psychology, 142(5), 663-665 [in English]. 
13.McCullough, M. E., Pargament, K. I. & Thoresen, C. E. (2000). The psychology of forgiveness: History, conceptual issues and overview. In M. E. McCullough, K. I. Pargament ve C. E. Thoresen (Eds.), Forgiveness: theory, research and practice. New York: Guilford Press [in English]. 
14.McCullough, M. E., Worthington, E. L. & Rachal, K. C. (1997). Interpersonal forgiving in close relationships. Journal of Personality and Social Psychology, 73(2), 321 [in English]. 
15.Neziroğlu, G. (2010). Ruminasyon, yaşantısal kaçınma ve problem çözme becerileri ile depresif belirtiler arasındaki ilişkilerin incelenmesi [An investigation on the relationship between rumination, experiental avoidance and problem solving skills in relation to depressive symptoms]. Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara. [in Turkish]. 
16.Oral, T. (2016). Üniversite öğrencilerinin affetme düzeylerinin öz-anlayış, kişilerarası hataya ilişkin ruminasyon ve kişilik özellikleri açısından incelenmesi [The investigation of university students’ forgiveness levels in terms of self-compassion, rumination about an interpersonal offense and personality traits]. Unpublished Doctoral Thesis, University of Necmettin Erbakan, Konya [in Turkish]. 
17.Scobie, E. D. & Scobie, G. E. W. (1998). Damaging events: The perceived need for forgiveness. Journal for the Theory of Social Behaviour, 28(4), 373-402 [in English]. 
18.Skoda, A. M. (2011). The relation between selfcompassion, depression and forgiveness of other. Unpublished Master’s Thesis, University of Dayton, Ohio [in English]. 
19.Thompson, L. Y., Snyder, C. R., Hoffman, L., Michael, S. T., Rasmussen, H. N., Billings, L. S. & Roberts, D. E. (2005). Dispositional forgiveness of self, others, and situations. Journal of Personality, 73(2), 313-360 [in English]. 
20.Tse, W. S., & Yip, T. H. J. (2009). Relationship among dispositional forgiveness of others, interpersonal adjustment and psychological well-being: Implication for interpersonal theory of depression. Personality and Individual Differences, 46(3), 365-368 [in English]. 
21.Worthington, E. L. (1998). The pyramid model of forgiveness: Some interdisciplinary speculations about unforgiveness and the promotion of forgiveness. In E. L. Worthington (Eds.), Dimensions of forgiveness: Psychological research and theological perspectives. Philadelphia: Templeton Foundation Press [in English]. 
22.Ysseldyk, R., Matheson, K. & Anisman, H. (2007). Rumination: Bridging a gap between forgivingness, vengefulness, and psychological health. Personality and Individual Differences, 42(8), 1573-1584 [in English].