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Anastasiya Ukhanova

PhD in Psychology, Associate Professor

                                                        Odessa II Mechnikov National University





This article is an empirical study that was conducted to study the phenomenon of prosocial behavior in the context of adolescents’ mental health. The total sample of the study was 615 people. The final sample size included 589 people. The study was conducted in secondary schools in the city of Odessa (of 10 secondary schools). Were covered different types of schools: public schools, gymnasium, lyceum, college and boarding school.The average age of respondents was 14,866 years (SD = 1,107 years). Social transformations have led to considerable differences in the definition of both socio-normative behavior in general and of the prosocial behavior of the personality in particular. Today, antisocial and asocial behavior are more defined than prosocial behavior. The prosocial behavior can only be contrasted with antisocial behavior. This raises certain problems with the education of prosociality of the younger generation, which in socio-normative coordinates of uncertainty may not acquire the necessary socially desirable qualities. According to L. Volchenko, the problem of the adolescents’ prosocial behavior in the conditions of transformational changes is an urgent task of modern social, pedagogical and age psychology and needs its comprehensive consideration and solution.

As a result of a study of students of secondary schools in the city of Odessa, it was determined that girls demonstrated a higher level of prosocial behavior. It was also noted that adolescents of both sexes with a high level of prosocial behavior identified higher levels of parental involvement, were more religious, felt better, identified friends and their importance, and considered their peers kind and helpful. Also, as a result of a study of students of secondary schools in the city of Odessa, we have analyzed the adolescents with the lower level of prosocial behavior suffered from psychosomatic disorders more often, experienced depression and were addicted to the Internet. Male adolescents with low prosocial behavior were found to be more likely to have sexual intercourses.

Thus, the influence of gender on the relationships between prosocial behavior and a range of socio-psychological indicators has been traced. It was determined that there are some differences between girls and boys that are related to such indicators as experience of the sexual intercourse and objective loneliness.

The results of this study can be used in educational and psychological practice for the prevention of adolescents’ mental health problems.Prospects for further research in this direction are the study of the relationships between high school students' prosocial behavior and risk and suicidal behavior.

Key words: adolescents, prosocial behavior, loneliness, attitude towards peers, parental involvement.


Anna Denisiievska,

PhD student of the Department of Psychodiagnostics and

Clinical Psychology Taras Shevchenko National University of Kyiv





The article presents an approach to the perception of body sensations and their measurement by Dr. Porges. The Body Perception Questionnaire, developed by Dr. Porges and colleagues, is reviewed. The stages of translation and adaptation of the questionnaire in the Ukrainian sample are described.

Body awareness is becoming more important in diseases, including anxiety, depression, post­traumatic stress disorder, autism, schizophrenia, and eating disorders. There is a growing interest in, and access to, knowledge of how physiological and nervous processes are related to subjective body experience and psychiatric dysfunction.

There are many tools for measuring the subjective experience of body awareness and the perception of body sensations, but few have been designed with strict psychometric requirements in mind. In 1993, Dr. Porges and colleagues developed the Body Perception Questionnaire (BPQ). The full version of BPQ, with 122 statements, assesses body awareness, autonomic nervous system reactivity, cognitive­emotional­somatic stress response, response styles, cognitive stress, and health history. The aspects of BPQ that have generated the highest scientific interest are the subscales of body awareness and autonomous reactivity. Thus, to develop a shorter and more convenient version of the methodology, the authors of the questionnaire focused on two subscales that may prove most useful for the research. This version of the questionnaire has 46 statements and is named Body Perception Questionnaire – Short Form (BPQ­SF).

The adaptation of the Body Perception Questionnaire – Short Form (BPQ­SF) took place in four stages. Thus, the first stage is the analysis of the initial theoretical positions of the authors of the questionnaire. The second stage is the translation of the questionnaire text and instructions (translation from English into Ukrainian). For this purpose, the method of forward and reverse translation was used. The third stage is the psychometric analysis. The reliability and validity indicators of the Body Perception Questionnaire – Short Form (BPQ­SF) have been verified. Analysis of the internal consistency and the test­ retest method was performed to verify the reliability. External validity analysis was performed to validate. For this purpose, the technique of measuring the perception (tracking accuracy) of the heartbeat (Mental Tracking method) was performed to assess the body sensitivity, which acted as an external criterion. The fourth stage is the standardization of the obtained indicators: the establishment of norms and levels of expression of subscales of the questionnaire for Ukrainians. T­points are selected for standardization. The recalculation of the raw scores was done using the code in the R program provided by the questionnaire authors. To sum up, the stages of adaptation meet all the requirements and norms, which is the reason to consider the adaptation into the Ukrainian language as successful.

The prospect of further research is to approve the methodology on a more significant number of respondents and on respondents with different mental and somatic diagnoses to establish features of body awareness.

Keywords: body perception, Body Perception Questionnaire, adaptation, reliability, validity, standardization.


Denys Malieiev

PhD in Psychology

Donetsk Regional In-Service Teacher Training Institute

Ihor Lantuh

PhD in Economic, Associate Professor

V. N. Karazin Kharkiv National University




The article is devoted to research of psychological structure of personal reliability of subjects of entrepreneurial activity. The purpose of the article: to highlight and substantiate the results of empirical research of the psychological structure of personal reliability of business entities. Personality reliability of subjects of entrepreneurial activity includes moral and legal and pro-social, humanistic-oriented values that correspond to the ethics of their chosen professional activities and provide for the recognition of social significance and personal responsibility for the results of entrepreneurial activity. The structure of individual psychological peculiarities of subjects of entrepreneurial activity with different levels of personal reliability is determined. The results of correlation, factor analysis of individual psychological peculiarities of entrepreneurs, which determine the level of personal reliability of subjects of entrepreneurial activity, are presented. A typology of personal reliability (axiological, proactive, prosocial, praxeological, synergetic, innovative) is proposed.

Personality reliability in the “axiological” type implies the development of a humanist oriented value orientation system that provides the reliability of the individual and the formation of ideological positions, value-ideological ideals and standards: the existence of a clear system of individual rules of conduct; the formation of social responsibility and maturity, and determine the personal meaning of entrepreneurial activity.

Individuals who are carriers of personal reliability for the “proactive” type are inclined to positively assess what is happening, accumulate personal resources, avoid their squandering, and in the case of stress - capable of their rapid mobilization, which requires the presence of highly developed social skills.

The personal reliability of the “prosocial” type ensures the implementation of social entrepreneurship based on social responsibility and social partnership, as counteracting the protracted social and economic crisis in society, its focus on high consumption and material prosperity, pragmatism and competition of market relations, the desire for self-welfare in ignorance the interests of other people produces the growth of selfish dominant in social behavior and the destruction of fundamental moral ethics s values and ideals. 

The personal reliability of the “praxeological” type ensures effective management of the activity through its comprehensive self-examination, self-evaluation, purposeful modeling of conditions and means of improvement on the basis of the synthesis of theoretical knowledge and empirical experience.

The personal reliability of the “synergetic” type characterizes the personal development of the subject of entrepreneurial activity not only as a gradual, linear, conflict-free process, but as a process accompanied by contradictions that lead to the transformation of value orientations, self-cognitive and self-conscious activity.

“Innovative” type of personal reliability of subjects of entrepreneurial activity determines the effect of human cultural activity, the creation of human labor, changes in social behavior of people and the program of personality development, where the creative process is combined with the innovation-innovative, adaptive processes that take place in the innovative forms of social behavior and self-development.

The problem of ensuring the reliability of business entities should be solved primarily through the study of those personal structures that ensure the stability and optimal level of personality-functional and performance indicators of entrepreneurs at different levels of socio-cultural space. Personality reliability of subjects of entrepreneurial activity includes moral and legal and prosocial, humanistic-oriented values that correspond to the ethics of their chosen professional activities and provide for the recognition of social significance and personal responsibility for the results of entrepreneurial activity.

The problem of ensuring the reliability of business entities should be solved primarily through the study of those personal structures that ensure the stability and optimal level of personality-functional and performance indicators of entrepreneurs at different levels of socio-cultural space. Personality reliability of subjects of entrepreneurial activity includes moral and legal and prosocial, humanistic-oriented values that correspond to the ethics of their chosen professional activities and provide for the recognition of social significance and personal responsibility for the results of entrepreneurial activity.

Key words: personal reliability, subjects of entrepreneurial activity, individual psychological characteristics.


Eduard Balashov,

PhD (Candidate of Psychological Sciences),

Associate Professor of the Department of Psychology

and Pedagogy National University of Ostroh Academy




Theoretical approaches to determination of the concepts of the main theoretical models of self­regulated learning by the scientists in the end of the twentieth century have been studied in the article. The essence of the theoretical approached to this phenomenon studying have been clarified.

The following self­regulated learning models and concepts have been characterized: “The Model of Dimensions of Academic Learning” (B. Zimmerman); “Good Strategy User” model (M. Pressley, J. Borkowski, W. Schneider); “The Six­Components Model of Self­Regulated Learning” (M. Boekarts); “The Modе1 or Self­Regulated Learning from Texts” (R.­J. Simons and F. De Jong); “The Concept of Self­Regulated Learning” (Michigan Group – M. Pintrich, W. McKeachie,

T. Garcia, E. De Groot); and “The Model of Self­Regulation” (P. Winne). Similarities and differences between the presented models have been presented.

Based of theoretical analysis, it has been determined that the mentioned above models have numerous similarities, particularly in the introductory assumptions. All authors have agreed that self­regulated learning causes much more efficient results rather than learning regulated externally. In addition, they have emphasized that deep metacognitive, declarative and procedural knowledge, appropriate level of motivation and willingness to execute this learning activity, are required for effective learning.

Differences have been observed in the degree of importance that the authors have attached to subjective conditions (e.g. they are major in the SGU Model of M. Pressley, J. Borkowski, W. Schneider and the Model of Michigan Group), and to the specific manifestations of self­regulatory activity and their interrelations (e.g. The Model of R.­J. Simons and F. De Jong and the Model of P. Winne).

The fact that during a short period of time in the end of the twentieth century, a number of theoretical models of self­ regulated learning was formulated, allows us to assume that they were not appropriately analyzed and developed. It should also be noted a positive fact that the elaborated theoretical models stimulated and encouraged empirical researches aimed at confirmation or denial of their provisions.

A prospective for further research can be seen in development and implementation of our own structural and functional model of self­regulated learning into educational process of students. Additional attention should be paid to characteristics of such mechanisms and elements of the process of self­regulated learning, that would encourage them to increase motivation and efficiency of the own learning activity.

Keywords: self­regulated learning, theoretical model, theoretical concept, student, learning activity.


Ihor Krasylnikov,

PhD, Associate Professor, Practical Psychologist of

Trostyanets Bureau of І­ІІ levels of the Shcherbanivsky Lyceum

of the Shcherbanivka Village radu of Poltava district Poltava region

Nataliia Drach,

Headmaster of the Shcherbanivsky Lyceum of the

Shcherbanivka village radu of Poltava district Poltava region




The purpose of this article is to analyse the conceptual principles of the synergistic approach as a methodological basis for solving problems related to psychological correction of the personality of schoolboys and teachers in the educational environment. In the article the theoretical bases synergistic approach as a methodological substantiation of spontaneous psychological correction of participants of pedagogical process with the purpose of formation personal competence are considered. Analyzing nonlinear­dynamic properties of complicated organized social systems, it is underlined that the support on synergistic principles allows forming qualitatively new mechanisms of psychological correction of the person in educational environment. With the base on the analysis of modern psycho­pedagogical studies on the identified problem, the authors of the article emphasize the value of the non­classical (synergetic) approach in the researches of human beings. The transition from the classical educational model to the post­classical model is related to worldview changes in psycho­pedagogical science itself. In the synergistic paradigm, researchers suppose it is important to study communicative­ spontaneous mechanisms for changing personality qualities in the educational process. The article emphasizes that the educational and communicative activity of pupils is influenced by various random social and psychological factors and is not a strictly deterministic process. The application of the principles of non­classical science to the educational process   is associated with the transition of the humanities to a new, postmodern stage, where the mechanism of spontaneity and spontaneity begins to play a significant role in psychological correction. The authors propose a new form of psychological correction based on the implementation of the synergetic principle of emergent, which is as follows. Corrective­latent, spontaneous, minor psychological­communicative contacts of the psychologist or management staff of the school with teachers and pupils, can lead to significant changes in personal attitudes in subjects of the educational process, for example, significant reduction of conflict­related attitudes and non­constructive communicative strategies. This methodological approach of psychological correction is organized in such a way as to “permeate” school environment on the basis of informal communicative interaction of the psychologist with the participants of the educational process. The accent is that synergistic principles can be in use as methodological attitude in realization of spontaneous psychological influence on participants of pedagogical process. Leaning on synergistic paradigm, schematically organizational spontaneous form of psychological correction of the person of participants of pedagogical process are offered and described. The offered form of

psychological correction was approved for 2017­2019 academic years on the basis of Trostyanets Bureau of І­ІІ levels of the Shcherbanivsky Lyceum of the Shcherbanivka village radu of Poltava and other schools of Poltava, and showed, similarly to our previous observations, rather high psychology and pedagogical effect. It is noted that further it is necessary to conduct planned empirical­statistical researches regarding the analysis of efficiency of the offered spontaneously latent form of psychological correction, and also to reveal restrictions in application of this form of practical work of the psychologist in the conditions of school educational environment.

Keywords: synergistic paradigm, nonlinear­dynamicproperties, latentpsychocorrection, spontaneous communicativeness, school educational environment.



Iryna Astremska,

candidate of psychological science,

 associate professor at the department of psychology

Petro Mohyla Black Sea National University




The article considers the categories of self­attitude and attitude to others as specific for representatives of the professions of “person­person” type, because the subject of their professional activity is direct interpersonal interaction. In a professional environment, a person learns certain “behavioral patterns” typical of representatives of a particular profession and related to the specifics of the activity performed. The attitude to people around is determined by the framework of these patterns, therefore, representatives of each particular profession are characterized by specific self­attitude and have characteristic features of their attitude to others.

By means of the factor analysis steady complexes of variables are revealed that allow to describe five main types of interrelation of self­attitude and the attitude to others: 1) positive self­attitude at the protective­negative attitude to others. This factor combines the characteristics of timid, insecure people who seek to avoid a hurtful relationship with others; 2)positive self­attitude and selective attitude to others. Representatives of this group are characterized by the ability to effectively manage their own emotions and experiences. Assessment of others is based mainly on external criteria. The sphere of individual psychological characteristics is ignored, because the area of close interaction with other people does not seem particularly significant; 3) conscious positive and indulgently­negative attitude to others. These are self­confident, strong people for whom others are not of particular interest; 4) unconscious positively­inflated self­attitude with a selective attitude to others, which is determined by the level of self­favor. Respondents are not characterized by a tendency to deep reflection, they are quite satisfied with themselves, and their attitude to others is selective: positive to those who treat them favorably and negatively to others; 5) consciously critical self­attitude with a positive attitude to others. These are people who are characterized by a tendency to self­reflection of themselves and doubts about their “I”. When the attitude to others is more positive, a person is inclined to better assess others and experiences less sense of superiority.

Three types with a specific combination of self­attitude and attitude to others who experience a “leading” feeling     are identified and described: 1) self­esteem, 2) autosympathy, and 3) self­humiliation. Each of the groups has a specific combination of self­attitude and attitude to others, which leaves an imprint on all spheres and areas of life. Especially significant is the impact of this relationship on professional success. The most optimal in this sense will be a combination of positive self­attitude and positive attitude to others, characteristic of the second group of subjects. This is the main criterion for the professional success of professions such as “person­person”.

Keywords: self­attitude, self­concept, attitude to others, profession type «person­person», professional success.


Iryna Onopchenko,

graduate student of the department of general and

social psychology and sociology,

Lesya Ukrainka Eastern European National University




This article aims to explore an indirect effect of early maladaptive schemas on workaholism in teachers. The paper provides a general view of 18 early maladaptive schemas introduced by J. Young. Early maladaptive schemas are self­ defeating, emotional and cognitive patterns derived from childhood and repeated throughout the life. These negative patterns of behavior have a poor impact on mental health and are aligned with psychological deviations, including workoholism  as an addiction. The article highlights the problem of workaholism as one of the urgent problemsof modern society, since workaholism is considered as a positive phenomenon contributing a lot to the sustainability of economic development. More specific aim of the current research is to examine the association of workaholism and early maladaptive schemas. The study applies measures Workoholism Facet­Based Scale adopted by I. Onopchenko and YSQ­S3 adopted by M. Padun to assess workoholism and maladaptive schemas in teachers.

The results of the research suggest that workaholism in school teachers is associated with early maladaptive schemas, notably self­sacrifice, unrelenting standards (hypercriticalness), approval­seeking (recognition­seeking), negativity (pessimism), punitiveness and vulnerability to harm or illness. An important finding of our study is that correlation between desire to high standards and workaholism is mediated by the indirect effect of self­sacrifice scheme. The prospects of further research are linked to study of workaholism in the context of the psychological well­being and quality of life of this professional group.

Keywords: workaholism, early maladaptive schemas, addiction, behavior addiction, schema­therapy.


Ivanna Shestopal,

PhD (Candidate of Psychological Sciences), Senior Lecturer of the

Department of Psychology and Pedagogy

National University of Ostroh Academy




One of the modern tendencies of the development of psychological research is scientists’ pursuit to provide practical psychologists with tool replenishment in the form of techniques, which give an opportunity to carry out psychodiagnosis and correct subject’s inner issues effectively. Traumatic situations in the families and in child care institutions cause negative children’s emotional experiences and often lead to emerging of fears and phobias. Efficiency of applying art in the context of psychological help is based on the opportunity to carry out experiments with emotions and feelings, as well as to investigate and express such notions symbolically.

This article aims to find out theoretically specific features of psychotherapist work with children in the process of using fairy­tale therapy and to determine fairy­tale’s mode of application as a tool of psychotherapeutic help.

Methods: theoretical and methodological analysis of fairy­tale therapy method, summary of conceptual approaches to the ways of storytelling therapist work.

After the analysis of different researchers’ approaches in psychotherapeutic work of fairy­tale therapist, it was possible to determine the such basic ways of psychodiagnosis and corrective work with the help of fairy tales as:

1.    To tell a child a fairy tale and observe child’s reactions to it, which is achieved by numerous repeats and flat voice, using vivid speech figures and peculiar proverbs and endings.

2.    To ask a child to tell his/her favourite fairy tale or one which he/she remembers the most. Fairy tales which become entrenched in long­term memory are the fruit of parental message and can constitute the basis of life scripts.

3.   To ask a child to invent and to tell a fairy tale. It is necessary not only to observe child’s reactions, but also to conduct an analysis of a final result of a child’s creative work – a fairy tale that can be defined as a piece of art, author of which combines images not by mistake.

4.    Psychologist tells a child metaphorical problematic situation in a form of a fairy­tale story that ends with a question to which a child should answer.

Metaphorical description is not always identical to the information it represents. Transferred information is structured by a scheme that is imposed by an image, or in other words, metaphor emphasizes only some aspects of psychotherapeutic information, negating at the same time the other ones that are not of a less importance. This aspect can be eliminated in case of a use of several metaphors. Therefore, psychotherapeutic information emerges in front of someone you talk to as a multidimensional figure – in different projections, from different points of view.

Fairy­tale therapy constitutes an educational system, which is aimed to pass on the life experience, represents the   way of interaction with inner self and therapy with special a fairy tale environment. Fairy­tale therapy as a method does not have age limitations for applying. Child’s storytelling provides grounds for a psychologist for the analysis, indicates necessary actions, and aims at preventing or mitigating the obstacles in the process of such therapy. Thus, the main purpose of psychodiagnosis with the help of fairytale therapy is to find out individual deviations in the development of a child for the appropriate selection of corrective tools and tasks statements.

Keywords: fairy­tale therapy, сhild’s storytelling skills, fairy tale, methods of psychological diagnosis and corrective work, peculiarities of work of fairy­tale therapist.


Larysa Shragina

Doctor in Psychological Sciences, Professor

Odessa National Polytechnic University

Vira Huzenko

Ph.D, the Associate professor

Odessa National Polytechnic University




Cognitive activity of psychology students is an important link in the formation of cognitive needs, when the constant acquisition and updating of professional information becomes a necessity, which leads to intense independent, active and creative work to obtain the necessary knowledge. However, due attention has not been given yet to this problem. There are few researches that investigate the features of cognitive activity, its role in the teaching of specialists of different specialties in the university. But their quantity is very small, despite their importance.

The purpose of the article is to determine the features of the structure of cognitive activity as a factor in the success of students' learning activities.

Materials and methods of investigation: theoretical - analysis, comparison and generalization of scientific literature according to the problem of research; empirical – “The method of research the signs of cognitive activity of university students” by Y. Y. Zhukov, analysis of academic progress of students; mathematical data processing - quantitative and qualitative data analysis, correlation analysis, t-Student criterion. Statistical analysis was conducted by using the STATISTICA software package.

In our research we studied 7 groups of signs of cognitive activity of students: regulatory sign, conscious interest, independence in solving educational problems, effectiveness of organizing the process of solving educational problems, integration of educational material into life experience, super-situational activity, comfort of educational activity. We also analyzed the academic progress of first-year psychology students

The total sample size was 62 young people (53 girls and 9 boys). The first year students were selected to participate in the research because of the unique educational situation – the transition from school to university. Changing the requirements, teachers, place of study, subjects allows to evaluate the cognitive activity of students in pure form.

From the analysis of minimal values, it was determined that some students negatively evaluate the following signs: regulatory sign (students complain about inattention and distraction; they admit that they do not prepare for classes and do not search for their own ways of solving task, so doing them only to the teacher’s instructions); conscious interest (students use only compulsory literature, they are not inclined to ask the teacher further, and find the additional material unnecessary); the effectiveness of organization of the process of solving learning problems (students miss classes, not ready for credit, do not use tools for self-organization); super-situational activity (the students do not consider necessary to do additional non-compulsory tasks, attend voluntary classes and study additional specialized literature); comfortable learning activities (students complain about poor performance and non-satisfying activities). So these signs need attention and correction.

Cognitive activity research of the first-year students revealed its instability, that means the possibility of active influence on it. But, features such as “independence in solving educational problems” and “integration of learning material into life experience” are stable and correspond to the average level..

Most data on all scales are grouped within the average interval. But the extreme results are interesting for us. Thus, the comfort of learning activities is highly rated by a very small percentage of respondents (6.45%). Almost 23% of respondents rated the regulatory sign of cognitive activity low, and almost 21% rated their independence in solving educational problems high. Only a fifth of the respondents investigated the regulatory character and effectiveness of the organization of the process of solving learning problems developed at a high level.

We used correlation analysis to determine whether cognitive activity is a factor in successful learning activities. It was found that there was a positive correlation between students' educational rating and general cognitive activity, regulatory sign, perceived interest and process organization efficiency solution of educational task. That means, then higher is the cognitive activity of students, in general, and the named features, in particular, then higher is the student's educational rank.

A comparative analysis of students with high, medium and low grades allowed it to be noted, that a decisive factor affecting students' academic progress is the high “regulatory trait” and “super-situational activity”. The basis for enhancing the cognitive activity of students-psychologists are such components as: “independence in solving educational problems» and “integration of educational material in life experience”.

Keywords: cognitive activity, structure of cognitive activity, academic progress, psychology students


Liudmyla Prymachok,

PhD in Pedagogical Sciences, Associate Professor of the Department of human health and physical rehabilitation of Educational and Scientific Institute of Public Health of National University of Water Management and Nature usage





The article deals with the characteristics of person’s image of the world and explicates their direct connections with the problem of studying the meaning of human actions. The study of values in the axiological paradigm testifies to their connections with the events which take place. The latter causes the specialist to update the problems and tasks of his/her professional activity. In this case, it is of particular importance that the responsibility of the specialist was understood     as a person guaranteed to maintain a certain high level and a quality of the activity for a specific period of time, despite unforeseen difficulties, and determining the degree of coordination of these or other determinants, based on actualized personal needs, the degree of people’s awareness, as well as their own value­meaning relationships.

Systematic metatheoretical development of psychology as a science allows us to see the object­object paradigm field of definitions, categories and concepts more broader and deeper, and the methodological positions are developed by psychology and they allow us to shift the emphasis of scientific consideration on the study of mental processes of the person to the analysis of how it was organized the objective world for the subject. Thus, in order to study the features of the professional development of a specialist in a field of physical rehabilitation in details, in this research the process of constructing the image of the world is shown since the very study of the features of this design leads to the understanding of the person, conditions and features of his/her personal and professional growth.

In the paradigm of increasing actualization of the problem of identification of specificity, origin, development, functioning, as well as ways of researching the whole variety of individual and group cultural­historical models of the world, images  of the reality and images of the world, we are interested in professionally mediated vision of the world, which significantly arises in the conditions of higher professional education, according to the process of training a specialist in a field of physical rehabilitation.

The concept of professional authenticity of a specialist in a field of physical rehabilitation was formulated in a paradigm of constructs which represent the specificity of the individual or a group, promoting the indirect vision of the world. It was stated that the professional authenticity of a specialist is a multidimensional personal neoformation, which was regulated by social and professional norms and forms of the professional activity which had been arising on the basis of professional programs and professional patterns of the person’s behavior and activity. The components in the structure of professional authenticity were distinguished: qualitative characteristics of professional authenticity, which perform regulatory functions at the psychological level of providing professional activity; professionally predetermined components of professional authenticity, including those features the formation of which directly depends on the specific content of the professional activity; motivational subcomponents of professional authenticity, mainly determined by assessments of the “professional motivation” of the person.

We also believe that professional authenticity is closely linked to vital productivity. It is a result of the adaptability, maturity and productivity of the person, the result of the influence of the “active mode of culture” on the professional activity of this specialist. The level of professional authenticity, in our opinion, is generally related to the positive “I­concept” of the person, the experience of authorship in the exercise of the professional activity, according to the orientation to the usage of active forms of “mastering” behavior in the professional sphere, professional productivity, professional success, sociometric status and the degree of professional self­fulfillment. In turn, professional authenticity has a negative relationship with reactive anxiety, neuroticism, passive forms of “mastering” behavior by the person.

Professional authenticity allows a specialist who provides his/her professional activity in a field of physical rehabilitation to perform a professional task or different tasks fairly effectively, productively and creatively in given (necessary for the latter) conditions. The latter allows us to analyze professional authenticity from a systemic standpoint, focusing on a comprehensive study of the activity of a person in such kind of specific types of professional activities.

Professional authenticity is greatly enhanced under the influence of the subject’s specific conditions of his/her professional activity. The latter seems to be “imprinting” according to the content of professional authenticity in its whole structure. In the process of mastering by a person his/her professional skills, personality traits are formed. These conditions allow people to act successfully in the complicated conditions of performing professional activity. In difficult professions connected  with a great risk (such kind of profession is the profession of a person who provides his/her professional activity in a field of physical rehabilitation), the role of professional authenticity is growing significantly. However, in the most cases its development is spontaneous. Thus, this process can also have a specially organized, well­directed nature.

Keywords: person’s image of the world, individual vision of the world, group vision of the world, indirect vision of the world, professional authenticity, professional motivation, forms of the professional activity.


Mariia Kazanzhy,

Doctor of Psychological Sciences, professor of the

General and Differential Psychology Department State Institution

“South Ukrainian National Pedagogical

University named after K.D. Ushynsky”




According to the results of theoretical and methodological search for ways and methods of effective adaptation of foreign students, it has been established that in modern social and geopolitical conditions the problem of adaptation is quite urgent, its solution requires analysis of actual issues arising in the process of personality implementation into a new socio­cultural environment and activity, creation of appropriate diagnostic tools, use of training technologies, specific organization of the educational process, etc. and, in general, a comprehensive approach in order to ensure effectiveness of adaptive influences. Implementation of adaptive influences based on the facilitative potential of the individual and the social environment, created dynamic model of facilitation, taking into account the adaptive facet of the general function of facilitation allows to adapt a person both by using active formative influences and by creating appropriate conditions for the development   of foreign students’ adaptive abilities. Therefore, the aim of the article is to test the dynamic model facilitation in order to adapt students effectively. As the main methods of measurement there have been used “Test Questionnaire of Facilitative Potential of Personality”, “Method of Research of Meaningful Motivation of assistance”, “Diagnostic Method of Individual Differences of Personal Facilitative Ability according to Spheres of Manifestation” (M. Kazanzhy) and “Scale of Social and Psychological Adaptation” (K. Rogers, R. Diamond, adapted by A. Osnitsky).

The training work included elements of overcoming “language barriers”, implementing into the student environment, mastering the basic norms of the new sociocultural environment and activities, engaging foreign senior students in the process of adaptation of first­year students, forming a stable positive attitude towards the future profession, etc.

Adaptation of foreign students was based on the created dynamic model of facilitation and comprised identification    of the facilitator and facilitatee’s intentions, actualization of all components of the facilitation potential of the individual, involvement of the appropriate potential of the environment, manifestation of facilitative ability in certain spheres of vital activity or their complex, influence of the specifics of facilitative ability manifestation on the process of facilitation, display of different facets of the facilitative ability general function, as well as the impact of personal characteristics and situational factors.

The validation of the developed training included measurements of social and psychological adaptation before and after the forming influences, as well as the facilitative qualities measurements. The statistical significance of the changes, confirmed by the calculation of the Student’s t­test for the dependent and independent samples, has proved the effectiveness of the developed training aimed at adaptation of foreign students.

Keywords: adaptation, areas of facilitation, facilitative potential, training, dynamic model of facilitation.


Nataliia Ulko,

рostgraduate student of the Department of General and

Social Psychology and Psychotherapy M.P. Drahomanov NPU




The article is devoted to the problem of psycho­traumatization of an adult personality. The most urgent issues of psycho­trauma research, in particular in Ukraine, are related to hostilities and traumas (casualties) experienced by direct combatants and the affected civilians, as well as internally displaced persons. This determined our interest in the problem of the factors of origin and peculiarities of experiencing psycho­traumas in adulthood, in particular, in the conditions of hostilities in the east of Ukraine.

The purpose of the article is to empirically identify and analyze main causes of psycho­trauma in adults. To achieve this goal and to fulfil the empirical objectives of the study, a questionnaire was developed and tested to determine the factors of traumatization of the adult personality. The interview method and the observation method (both included and extraneous) were also used in the study; as well as methods of quantitative and qualitative processing of the received data.

The features of the effects of traumas experienced on the emotional state and subsequent life of the survivors of the  loss were also analyzed. According to the empirical research, the most critical factors for traumatization are irreversible physical (death of a loved one), existential (loss of the self) and social and psychological (divorce, loss of friendship, etc.) losses. In general, the types of losses named by the investigators that lead to emotional traumatization were grouped as follows: psychological losses; material and physical losses; personal losses; social losses; spiritual losses.

Thus, the results of the study indicated that the overwhelming number of respondents considered the loss (trauma) experienced as the cause of further or repeated more pronounced emotional traumatization. This has a detrimental effect on the quality of their social and personal life and deteriorating health (psychosomatic disorders) and requires immediate psychological assistance. Therefore, our further research will address a more in­depth study of the problem of the relationship between losses, their emotional living and positive assimilation in the context of further individual and personal development.

Keywords: psychotrauma, emotional traumatization, factors of psychotraumatization of adults, loss, psychological loss,material loss, physical loss, personal loss, social loss, spiritual loss.


Nataliia Zhyhailo

Doctor of Psychology, Professor of Management Department,

Ivan Franko National University of Lviv, Lviv

Marianna Kokhan,

PhD in Economics, Associate Professor of Management Department

Ivan Franko National University of Lviv




The article is devoted to the importance of information spirituality for the modern society. The object of this study is the process of spiritual formation of student youth. The subject of research is psychological mechanisms of formation of information spirituality in adolescence. The purpose of the study is to establish the psychological patterns and mechanisms of information spiritual formation of the student’s personality.

The scientific novelty of the research is to develop and approve: a model of personality spirituality; in identifying criteria, levels and indicators of information spirituality of a person at a young age; in the disclosure of the psychological patterns of information spiritual formation of the individual during adolescence; in the development and experimental testing of the program of information spiritual formation of the student’s personality; in the development and testing within the framework of the specified program of complex diagnostic and correction system.

The spiritual development of the individual has been important to mankind at all times and ages. Nowadays, when the information­energy current collapses like an avalanche on a person, the spirituality of the individual becomes of particular importance. Along with great achievements in the development of society, the personality itself and his/her education, there are more and more noticeable problems that are directly related to the life and health of a young person, his/her life satisfaction and methods of self­realization. Also, a high level of education does not always guarantee that a person’s life and activity will be guided by moral and spiritual principles, and there are many examples of this. In fact, without spiritual revival and renewal, the return of spirituality in the souls of people, it is impossible to speak of the affirmation of our society, its compliance with the norms of civil existence, legislative and real guarantees of the rights and freedoms of an individual, which are under priority throughout the civilized world.

Youth, as a subject and object of spiritual culture, in their interests, values, orientations, needs, actions reflect the level of spiritual culture of the society in which they live. At the same time, adaptation to spiritual culture develops spiritual needs,shapes the intellectual, aesthetic interests of a person, reflects his/her inner wealth, degree of spiritual maturity or the level of qualities of personality, which is called spirituality.

Keywords: spirituality, information spirituality, formation of information spirituality of a person, spiritual values, student youth, conceptual model, criteria and indicators of information spirituality.



Olena Shcherbakova,

Candidate of Psychological Sciences, Senior Researcher,

State Institution «Institute for Children and Adolescents Health Care of the National Academy of Medical Sciences of Ukraine»





The purpose of the research is to study of personality features of academically successful and unsuccessful pupils of a middle school that belong to the different typology profiles of academic capabilities. To do our research the diagnostics of personality features was carried out on the basis of the HSPQ PF Questionnaire – teenage form of the Sixteen Personaflity Factor Questionnaire of R. Cattell for 12 – 16 age old people. In the course of statistical treatment of the results, an one­way ANOVA analysis with a single independent factor and t­test of Student for independent samples were carried out.

According to the results, comparison of personality factors estimations of gifted academic successful and academically unsuccessful pupils of middle school showed some statistically meaningful differences on the estimations of personality factors F “prudence – frivolity”, Н “timidity – courage, adventurism”, Q4 “relaxedness – mental stress, frustration”. Academically unsuccessful pupils are more impulsive, merry, frivolous, active, talkative, adventurous, socially brave, emotionally direct, apt to the slackness and calmness. To the successful pupils inherent propensity to the carefulness, sobriety of perception, taciturnity, pessimism, to restraint, timidity, carefulness, firmness, inclination to frustration, excitability, anxiety, impatience, etc.

High estimations after factor A “schizotimia – affectotimia” are inherent to the intellectually gifted, creative, unmotivated academically successful; intellectually gifted, uncreative, externally motivated academically successful; intellectually gifted, unmotivated academically unsuccessful pupils.

High estimations after factor C “emotional instability – stability” are inherent to the academically gifted academically successful pupils.

High estimations after factor D “restraint – excitability” are inherent to the intellectually gifted, uncreative, externally motivated academically successful pupils.

High estimations after factor E “passivity – dominance” are inherent to the intellectually gifted, uncreative, internally motivated academically successful; intellectually gifted, externally motivated academically successful; intellectually not enough capable, internally motivated academically unsuccessful pupils.

High estimations after factor F “prudence – frivolity” are inherent to the intellectually gifted, creative, unmotivated academically successful; intellectually not enough capable, unmotivated academically unsuccessful; intellectually not enough capable, internally motivated academically unsuccessful pupils.

High estimations after factor G “irresponsibility – responsibility” are inherent to the academically gifted (intellectually gifted, creative, internally motivated) academically successful; intellectually gifted, uncreative, externally motivated academically successful; intellectually gifted, unmotivated unsuccessful; intellectually not enough capable, internally motivated unsuccessful pupils.

High estimations after factor Н “timidity – courage” are inherent to the intellectually gifted, creative, unmotivated academically successful; intellectually gifted, unmotivated unsuccessful; intellectually not enough capable, unmotivated unsuccessful pupils.

High estimations after factor I “realism – sensitivity” are inherent to the intellectually gifted, uncreative, externally motivated academically successful; intellectually gifted, externally motivated academically successful; intellectually not enough capable, internally motivated academically unsuccessful.

High estimations after factor J “neurasthenia” are inherent to the academically gifted academically successful; intellectually gifted, uncreative, internally motivated successful; intellectually gifted, externally motivated academically successful pupils.

High estimations after factor O “lightheartedness – tendency to feel of guilt” are inherent to intellectually gifted, creative, unmotivated academically successful; intellectually gifted, uncreative, externally motivated academically successful; intellectually gifted, unmotivated academically unsuccessful pupils.

High estimations after factor Q3 “low self­discipline – high self­discipline” are inherent to academically gifted academically successful; intellectually gifted, uncreative, internally motivated academically successful; intellectually not enough capable, internally motivated academically unsuccessful pupils.

High estimations after factor Q4 “relaxedness – mental stress, frustration” are inherent to academically gifted successful; intellectually gifted, uncreative, externally motivated successful; intellectually gifted, uncreative, internally motivated successful; intellectually gifted, externally motivated successful pupils.

To conclude, comparison of personality factors estimations of eight typology profiles of pupil’s academic capabilities shows statistically meaningful differences by the all estimated parameters. Generalization of research results shows that academically successful pupils on the estimations of personality factors are not more mentally safe, comparatively with their advanced unsuccessful peers.

Keywords: academic success, academically capable school students, personal development, personality features, personality factors.



Olena Zhuravliova,

Lecturer of the Department of General and

Social Psychology and Sociology

Lesіa Ukrainka Eastern European National University




In the article, the phenomenon of procrastination is considered from the perspective of a complex and multidimensional construct that includes cognitive, affective and behavioral aspects of personality. We draw our attention on the specific manifestation of the emotional sphere of the procrastinator. At the same time, it is stated that the emergence of emotions in an individual is inextricably linked with the degree of satisfaction of their needs and t realization of their own interests. With this in mind, the main purpose of the work is to construct an affective­motivational dimension of the model of personality prone to dilatory behavior.

The author assumes that the general emotional background of the procrastinator is characterized by an asthenic orientation, which determines its reduced activity and uncertainty. Highlighting anxiety as one of the elements of the affective dimension of the subjects, we propose to interpret it as an emotional pattern, covering at once several emotions, in particular, fear, guilt, sadness, shame. In its arguments that confirm the relationship between proclivity for procrastination and depression, it is noted that the latter should be seen as a complex combination of underlying emotions, including sadness, anger, disgust, contempt, fear, guilt and embarrassment. In addition, according to the ideas presented in the article, the procrastinator has an increased tendency to exhibit aggressive behavior.

Aggressiveness, as a personality attribute, being focused on the promotion and protection of self­interest, in the normative version, activates the process of achieving the desired goals. On the other hand, this characteristic may be the result of procrastination in the case where the individual passes through an intrapsychic conflict between his own expectorations and the actually achieved results. But in a problem situation, the individual bound to perform an unpleasant task or make a difficult decision is inclined to be so aggressive for the content of the task that the force of emotional reaction will interfere with the implementation of this case. In the description of the correlates of procrastination, it is noted that the centrality in the motivational sphere of a person prone to delay belongs to his/her desire to avoid potential setbacks. On this basis, it is argued that the likelihood of delaying increases in direct proportion to the increase in anxiety of the individual about the possibility of negative consequences in case of failure to perform a certain task.

The article notes that while the motive for avoiding failure is systematically positioned by scientists as one of the key characteristics of the procrastinator, description of other properties of his/her motivational profile in the scientific literature is actually missing. Therefore, it is an important task to identify differences in the hierarchy of needs related to different spheres of life between people who are prone to delay and respondents who are not so habitual.

Empirical verification of the created model is also indicated as the main prospect of further research.

Keywords: procrastination, anxiety, depression, aggression, motivation for failure avoidance.


Olha Makukh,

Candidate of Psychological Sciences, Associate Professor

The National University of Bioresourses and Environmental Sciences of Ukraine “Berezhany Agrotechnical Institute”




The paper covers transformation processes in the life of a modern family, which arise as a result of the loss in values, womans role behavior, disharmony in family relationships. Transformation processes may be caused by technological and information changes, economic transformations, sexual and feministic revolutions. Social transformations result in cultural changes caused by the appearance of new values, norms, trends and ideologies. Migration processes and multinational families contribute to distant relationships that break contact with motherland and develop a new family model. 

Determinants of traditional family disruption are changes in values, change of value hierarchy under the influence of information space. Among them: technological and informational changes related to knowledge and development of science; economic transformations are linked to new sectors of the global economy and changing gender roles in which women’s professional activity has increased. Social shifts led to new social movements, sexual and feminist revolutions, changes in marriage and family life, respectively, the function has weakened public control. Cultural transformations have become the result of social transformations changes are caused by the emergence of new values, norms, currents, and ideologies.

Socio-political and economic realities have led to the adaptation mechanisms’ disruption, respectively, the population’s mobility increased, marital relationships suffered significant deformation. Structurally functional family transformation has changed because of the uncertainty of family roles as a consequence which became numerous divorces with a further focus on extramarital affairs relationships and remarriage. The most significant feature of marriage and family relationships at this stage is the pluralization of forms of marriage, a variety of forms of family union, and marriage.

The family’s sciences highlight such transformational models: cross-cultural families - partnerships, where people of different ethnic and social groups are presented, same-sex partnerships with and without children where partners are from the same biological sex, civil marriages-relationships that are not registered but based on partner agreements and trust, guest marriages -legal relationships between people who have no commonality are registered goods, that do not live together, do not share life, etc.

The main reasons for not wanting to get married is the value and priorities change of the population, determined by the transformation of sexual morality, family relations, changes in the socio-cultural position of the family and its role in society and for the individual.

The main form of marriage organization between a man and woman in Ukraine remains officially registered marriage, but social state policies should inform the family's preservation, spiritual foundations of its formation.

Key words: transformation processes, family forms, values, multinational family.


Svitlana Mytrofanova,

PhD student at the Department of Psychology and Pedagogy,

University of Modern Knowledge





Forming highly­developed professional self­consciousness is a task of contemporary significance in the process of developing the psychologists’ professionalism. Significant changes in the structure of consciousness occur during the study at a higher education institution: realization of life and professional goals, planning professional development, self­realization and self­improvement, perception of professional activity as a value in the hierarchy of personal motives.

We have developed a technology of forming professional self­consciousness in students: the Program of psychological oversight of the formation of professional self­consciousness in future psychologists, aimed to raise professional self­ evaluation, the level of aspirations, realization of one’s own “self”, and understanding of professional reality.

The main principles of building psychological oversight include: the principle of simultaneousness of all mental processes driving the activity of consciousness; the principle of incomplete informational definitiveness of the formational impact; the principle of individual uniqueness of a situation; the principle of creativity.

The following tasks were performed for the purpose of the Program’s methodological substantiation: to describe the principles, technologies and methods of forming professional self­consciousness in future psychologists, and to prove the Program’s effectiveness. The Program’s structure and the topic and forms of work were described.

A formational experiment was held to verify the effectiveness of the proposed Program. 27 students of the third to fifth year of study were included to the experimental group in which the Program was going to be implemented. A reference group also consisting of 27 participants was established, in which no special developmental work was done. Students’ t­criterion for dependent samples was used for statistical verification of the significance of differences in the experimental/reference groups before and after the end of the formational experiment. A retest using the Self­Esteem Survey Test methodology by V. Stolin and S. Panteleev showed that since the start of the formational experiment, all test indicators in the experimental group reached statistically significant difference. The following scales showed especially positive dynamics: “self­confidence”, “self­acceptance”, “expected attitude of others”, “self­management” and “self­interest”.

Given that the Program of psychological oversight of the formation of professional self­consciousness in future psychologists was not implemented in the reference group, no statistically significant difference was achieved in the reference group in the course of the aforementioned test. Therefore, information obtained on the basis of a post­experimental measurement of the Program’s effectiveness revealed significant differences between effective indicators of the experimental and reference samples.

Keywords: conditions and means of developing professional self­consciousness.



Tetiana Kostina,

PhD in Psychological Sciences, Associate Professor,

Doctoral student of the Department of Psychology

Pereiaslav­Khmelnytskyi Hryhorii Skovoroda State Pedagogical University




The article presents the results of theoretical analysis in the context of gender issues. In particular, the concept of gender identity of a person and his/her peculiarities is defined. The link between the biological components of identity (referred to as «sex») and the socio­psychological (referred to as «gender») is also disclosed.

The theoretical analysis made it possible to give examples in the history of mankind, which describe the inconsistency between the biological sex and the person’s own feelings. Such examples are found in the research of modern anthropologists and those of the past. In particular, the phenomenon of belonging to the so­called “third sex” is described: Hijra­men in Indian culture, which combine women’s and men’s social roles and are considered sacred.

It is noted that the social sciences describe examples (which, in fact, have a significant “historical” age and wide geographical spread) of the existence of different gender identities.

The phenomenon of human attribution to a certain biological sex is characterized and its main parameters are defined: chromosomal (genetic) sex (XX – female; XY – male); gonad (sex glands: eggs in women; testes (testes) in men); hormonal sex (related to the action of sex hormones (gonadosteroids): for men – androgens; for women – estrogen and progesterone); internal genitalia; external genitals.

The phenomena of difficulties in determining the biological sex of a person are described. In particular, the phenomena of hermaphroditism and intersexuality are highlighted.

The limitations of the binary gender system and attempts to go beyond it at the scientific and everyday levels of society are analyzed. The types of gender identity that a person can be identified with are described among the most notable are such as transgender, genderqueer, bigender, androgyny and others. Thus, the mismatch between the biological sex and the way a person feels (gender identity) is referred to as the generic term transgender. Some transgender people refer to the opposite sex or go beyond binary. It is emphasized that for some people the transgender is their identity. However, this term can be used as a generic term that includes other components.

Thus, transgenders can include “genderqueere”, “bigender”, “agender” and others. It is determined that if a person’s gender identity coincides with his or her biological sex, then such people are referred to as cisgender.

Genderqueere is a gender identity that goes beyond the female­male binary system. Generalizes various variants of gender identity, including: bigender, androgynous, intergender. This term refers to all cases of atypical gender identity.

Genderqueeres may be asked to use gender­neutral pronouns; for example, use the word “zie” (“they”) instead of “he”, “she”; or “hir” instead of “his”, “her”. Thus, we see the impact of gender movement on language and speech, which is manifested in the formation of new words and concepts.

It is noted that in modern society there is a tendency towards variability of definitions of gender identity and extension of terminology, depending on how representatives of gender pluralism perceive / do not accept the proposed terminological system.

It is determined that the main problem of the binary system that operates with the concepts of “masculinity­femininity” is the limitation of man in his manifestations, the creation of social frameworks that force a person to be a “real man” / “real woman”. Such a framework, of course, limits freedom of expression. That is why the mechanism of counteracting the existing boundaries, manifested in the formation of gender diversity, is launched. Moreover, there are a lot of examples that show individuals’ desire to move to a different level of identity and self­ recognition. That is why gender diversity is a phenomenon that will be actively explored in the coming decades. However, it should be remembered that attempts to move beyond the attributed gender stereotypes have already taken place. Thus, we see the need for future scientific research that should take into account the discoveries that have been made (and will be) made in other humanities.

Keywords: gender, gender binary system, gender identity, gender diversity, sex.



Tetiana Ulianova

PhD in Psychology,

Lecturer of the  Department of General

 and Differential Psychology,

South Ukrainian National Pedagogical University

named after K. D. Ushynsky




In the current context of dynamic social and political processes, acute social and economic reformation and essential social and cultural transformations, a man’s life becomes more complicated and full of contradictions. Ethnic, religious, economic, political and interpersonal problems grow worse. As a consequence, we witness aggravation of tension, aggression and proneness to conflicts. Therefore, a critical aspect of the practical psychology is to develop a new type of relations that are building upon the humanistic basis and respect for each individual.

On the basis of theoretical analysis of scientific sources it was established that the proneness to conflicts is viewed as an integral property of a person that reflects the frequency of his or her entering interpersonal conflicts, a degree of readiness of a person to develop and finalize problematic situations of social interaction by way of conflicts. Scientific literature defines the “proneness to conflict” notion differently. However, all such definitions converge in one point: proneness to conflicts is an attribute of personality that reflects an ability to enter into a conflict. On one hand, proneness to conflicts of a person is a factor that facilitates conflict resolution while on the other hand a conflict disunites people and leads to a mutual ill understanding.

The literature reports attempts to describe properties of a conflict personality. So, empirical data suggests that a such personality should, to a certain degree, be of a choleric temperament and reveal a high level of aggression, domination, radicalism, tension, suspicion and self-assuredness; display a low level of moral standards, emotional stability and self-control; in a conflict confrontation such personality aspires, above all, to competition, it does not accept a compromise or is ready for cooperation; a problematic personality is defined by such psychological factors as competence in communication and emotional state. 

If a personality has high proneness to conflicts, it becomes a real initiator of tense relations with surrounding persons irrespective of whether there were previous conflict situations or not. Their interpersonal relations are filled with rejection of other people as they are, a desire to change them, distrust, negation, disrespect, closedness, a desire to win, assertiveness in assessments and interpretation in the course of communication .

Theoretical and methodological analysis of scientific literature has showed that there is a great deal of information about the personality traits, which belong to manifestations of conflict and qualities, closely related, contains in the factors of the personality, such as the Freiburg Personality Inventory – FPI. This article presents the results of theoretical and empirical research on conflict and personality traits of a wide range of future psychologists. Psychological analysis of conflict proneness as a phenomenon has been proposed. Conflictness is interpreted as a personality trait that is characterized by such a psychic activity, such emotions, thoughts, messages, plans, attitudes, which spur them to conflict behavior, callous, physical activity. Conflictness is the selective orientation of an individual towards behavior that corresponds to the conflict experiences, thoughts, intentions, and attitudes. From the standpoint of continually-hierarchical approach, in the qualitative structure of conflict, the following components were empirically identified and described: emotional, cognitive, behavioral and the types of conflict differed by the combination of its indicators. The research used a complex of psychodiagnostic techniques to identify conflict predisposition indicators and demonstrate them: “Differential Diagnosis of Propensity to Conflict” (developed by Olga Sannikova, Tetiana Ulianova), “Personal Aggressiveness and Conflictness” (developed by Evgeny Ilyin, Pavel Kovalev). There have been established interrelations between conflict proneness indices and personal qualities that follow its demonstrations: aggressiveness, neuroticism, unrestraint, weak self-control and self-regulation of the emotional sphere.A qualitative analysis was carried out, which allowed grouping the subjects according to a certain attribute and studying individual psychological peculiarities of conflict as personality properties.

Key words: conflictness, confliction personality, individual-psychological personality, personality.


Viktoriia Nazarevich,

PhD (Candidate of Psychological Sciences),

Associate Professor of the Department of Age and

Pedagogical Psychology Rivne State University of Humanities




In the article the authors try to determine the features of the social intolerance phenomenon in the system of the educational environment and systematized scientific views on the problem of social rejection, rejection of an individual by a group, or by a single person. The authors pay particular attention to the consideration of the formation mechanisms of this process in general, and its structural elements in particular that may exist outside the system of the phenomenon under study. The article is devoted to the important analysis of the formation of the mechanism of rejection in the educational process, which affects a course of the personal being of individual individuals and social groups, primary factor in the formation of personality, passage of the stages of socialization, which is most determined by the social interaction of the person when he/

she creates something fundamentally innovative.

It is pointed out that ostracism can manifest itself in a wide range of actions from avoiding through hate speech to physical trauma or even murder. The role of the authoritarian character of the individual, an interdependence of how well the reaction occurs when he/she is given an event, as a result of which there are ambiguous incentives or situations.

We indicate the role of the hierarchy of social statuses in the process of formation of group rejection as a condition for the emergence of complications, and, as a result, the unequal unity of society. The main reasons for the formation of ostracized tendencies in the educational context are also considered.

Moreover, the authors determine conclusions in the system of considering the concept of social intolerance, and the educational environment as a source of ostracization, which is an important reason for the formation of this phenomenon is the stress of personal development. Intolerance of the uncertainty of their own manifestations, problems in their identification, awareness of neoplasms in each of the age periods of the individual. Each individual has individual characteristics of passing through the stages of personal formation, which leads to misunderstanding, ambiguity of acceptance by the group. It can serve as a prerequisite for the formation of intolerance and ostracization processes in the educational space.

We see a further examination of this problem in a more detailed study of the main criteria for affective reactions that occur when there is a threat of belonging, ambiguity, ambiguity of situations and failure in relationships, as well as the study of the interdependence of tolerant education and ostracized tendencies in the context of intolerant manifestations of society.

Keywords: social intolerance, aggression, ostracism, educational environment, tolerance, intolerance, ambiguity, uncertainty, social isolation.


Volodymyr Ilnytskyi,

Postgraduate Student at the Department of

Psychology and Pedagogics

The National University of Ostroh Academy




Analysis of the phenomenon of political culture in many cases inevitably linked to the concepts of “political identity” and “political identification”. This article clarifies how the concepts of “identity” and “political culture” relate. It is stated that political identification is an integral part of the socialization of the individual in the process of which political culture is formed. The latter, in turn, forms the basis for the unification of individual and collective identities. On the other hand, political identity is shaped by the influence of political culture formed in society. Thus, the notion of “identity” can serve as a meaningful issue in the analysis of political culture.

Political identity as a psychological concept is a part of the personality identity, its self­concept, and is regarded as one of the components of the personality structure (E. Erickson, J. Marcia). From a socio­psychological point of view, identity is the result of identifying a person or a group of people with a particular social community. Identity becomes political when the individual (and the reference community) becomes involved in the activities of establishing a particular political order or choosing ways of social development.

An empirical study of the political identification of the students youth has been carried out in the context of mechanisms of political and ideological self­determination, based on a questionnaire by G. Tsyganenko aiming to find out the peculiarities of a young person’s self­determination regarding the political sphere. This can influence the political activity of individuals. It was found that in the process of assimilation of political and ideological values in the study group there take place such social and psychological characteristics of the personality: flexibility of thinking, compliancy, willingness to cooperate with others (scale of regulatory intransigence); appreciation of independent autonomous behavior, high level of self­ esteem (scale of dominant autonomy); the desire to defend their positions (scale of positional competition); awareness and realization of the need for social power and subordination to others (scale of self­affirmation); the predominance of rational

comprehension of the situation over intuitive feeling (this mechanism is expressed somewhat less).

The mechanism of political identification, which responds to the attempts to determine its political and ideological preferences, is up­to­date. At the same time, average results on some other scales indicate that there is a perspective in the development of political culture of the studied sample of student youth.

Key words: political identity, identification, political and ideological self­determination, political culture.