Завантажити збірник одним файлом

Viktoriya V. Nazarevich,

PhD (Psychology), docent of the Department of Age

and Pedagogical Psychology of Rivne State University of Humanities




In the article, the authors try to determine the features of the application of the projective test «I met a stranger” or». Meeting a person with special individual characteristics” to study the ostracizing tendencies of the individual. Particular attention is paid to the consideration of ostracism or social rejection, which lead to devastating results in both individual and social well­being.

The article is devoted to social isolation, which is an effective means of social punishment, as ostracized individuals cannot take advantage of group efforts and diagnose the existence of ostracizing manifestations, using projective tools.

Attention is paid to the peculiarities and regularities and prospects of application of the projective test “I met a stranger” in the methodology of diagnostic tools of ostracism.

Peculiarities of diagnostics of ostracizing tendencies of an individual with the help of projective technique «Meeting of a person with special individual characteristics», which acts as a multifunctional tool depending on the goals and methodology of studying the projective components of the image of an ostracized person.

It is pointed out that depending on the purposes of modifications of the method it is possible to study: stereotypical perception of strangers, who in turn act as ostracizers, when in the process of analysis the image is studied – another in the public consciousness. The second most important functional load for us is the reflection of the structure of the relationship between the two objects of interaction and the dyad (alien – not alien).

The attention paid to the specifics of this test, so sufficient abstract and vague instructions leave enough space for the manifestation and modeling of individual situations of the meeting, so an important component is a post­picture interview. If the interview shows manifestations of fear and a high level of ostracized tendencies on the scales of the methodology, it can be argued about ostracism.

It was found that the irrational fear of «foreign» persons is determined using the method of «Meeting with a» foreign

«person», and makes it possible to analyze the protective strategies that actually reinforce this psychological phenomenon.

There are a number of questions and a protocol, which reflects the main questions of the psychologist related to the general description of the picture.

It is concluded that to effectively study the trends of social rejection of people with special individual manifestations, using the projective test «I met a stranger» should take into account: how often portray a person with special individual manifestations and other people around him, random ordinary, himself with someone from acquaintances; the activities of the people depicted in the figure; additional details in the picture, objects that are needed to interact with a person with characteristic individual manifestations.

We see further consideration of this problem in the creation of new tools for studying the tendencies of individuals to ostracize people with characteristic individual manifestations, using projective methods.


Key words: ostracism, ostracism, social isolation, diagnosis of ostracism, projective methods, multivitamin theory, ostracism tendencies.



Tetyana V. Pastryk,

Ph.D. in Psychology, Deputy Rector Volyn Medical Institute





The article aims to examine health outcome and well-being in individuals with chronic gastrointestinal disorders during COVID-19 pandemic.   The most vulnerable groups for psychological consequences in COVID-19 pandemic are aging people, healthcare staff and patients with chronic disease. 

Evidence consistently suggests that among 72.314 clinical cases during pandemic in China, mortality rate for individuals with heart diseases is 10.5%, for individuals with diabetes is 7.3%, for respiratory diseases is 6.3%, for hypertension is 6%, whereas mortality rate among healthy people is 2.3%

The study assumes that negative effect of COVID-19 quarantine restrictions has a negative effect on mental health in patients with chronic gastrointestinal disorders, since they have to adhere a life-long diet and often have a complicated follow up. Notwithstanding data related to vulnerability of patients with chronic diseases during COVID-19, there is a great paucity of overall health condition and thriving of the patients with chronic gastrointestinal disorders during COVID-19 pandemic.

The study applies Patient-Reported Health Outcome Measure-Core Thrive Items to assess health outcome and well-being in 18 patients with chronic gastrointestinal disorders at Volyn Regional Clinical Hospital (Lutsk, Ukraine). The measure assesses the overall health and impact of primary condition, core symptoms (pain, depressed mood, anxious mood, fatigue, stress), mobility (walk ability), sleep (fall and stay asleep), abilities (thinking, emotions, personal needs, responsibilities, social activity) and thriving (feeling good about yourself, meaning of life, connectedness, high life standards) during last month which coincides with adaptive quarantine restrictions in Ukraine. 

There was a significant negative correlation between period of disease, age of individuals and overall health, and positive correlation between age and period of disease. Negative correlation was also found between core symptoms and good sleep. In addition, there is a positive correlation between good sleep and abilities, particularly thinking, emotions, personal needs, responsibilities, and social activity. The difference in health outcome and well-being between the female and male groups was not significant.

Findings of our study capture that the highest indices of poor health outcome and wellbeing are aligned with feelings of pain, bad sleep and chronic fatigue. It is somewhat surprising that no depressed mood and anxious state were noted in individuals with chronic gastrointestinal disorders during COVID-19 pandemic. The high indices of connectedness were found, which aligned with strong relations between individuals with chronic gastrointestinal disorders and their family members. Therefore, a further study could assess the long-term effects of Expressed Emotion and positive relationship between family members and these patients on health outcome and well-being during COVID-19 pandemic.

Key words: individuals with chronic gastrointestinal disorders, health outcome, well-being, COVID-19.



Iryna V. Pasko,

PhD in History, Associate Professor, Professor of the Department of the Arm Forces Medical Support Management Ukrainian Military Medical Academy

Yulia V. Tretiakova,

PhD in Psychology, Lecturer of the Department of General Psychology, Taras Shevchenko Kyiv National University





This article’s aim is to attract the attention of specialists to the conceptual work of O.F. Lazurski “Classification of Personalities”, its first edition having been appeared posthumously in 1921. This edition being the continuation of the O.F.Lazurki’s book “Assay on the Science of Characters” was completed and prepared for publication by his pupils, M.Ya.Basov and V.M.Miasishchev; it disappeared at once from the book market due to the greatest public interest forcing the scientists to take care for two next editions in 1923 and 1925. Our article underlines the “Classification of Personalities” to be written in an epoch known by radical social consciousness transformation induced by dramatic and tragic events due to military and political factors of global scale having been acted in 1914­1918. The World War I, events of the first Russian revolution having begun earlier, in 1905, gave to the researcher, being these events direct witness and entity, unique materials for scientific analysis and generalization. In his directives concerning any event, the scientist realized the necessity of social life reformation. Such a thesis formulates his principal task and aim having been developed under the influence of serious trials, both physical and psychical, appeared to the society of that time.

The article gives more precise and supplemented biographical data concerning the development of this scientist as a psychologist; it presents also a significantly widened list of O.F. Lazurski’s papers and their bibliographic descriptions. In such a way, we have obtained a possibility to find the sequence and systematization of his researches as well as his ideas evolution and his principal theoretical approaches having become basic for creating of his own theoretical notions. The authors have used the data taken from the scientist’s epistolary inheritance permitting the reconstruction of socio­cultural conditions during his work and the understanding of this work influence on the formation of O.F. Lazurkin’s own priority tasks during his work.

We have discussed separately the principle of personality active adaptation to the environment being the basis of O.F. Lazurkin’s personality classification. Such an approach concerning the psychology of each human personality permits to understand the existence of two important subdivisions: there are three subdivisions on psychic (mental) level and a lot of them according to their different types and varieties according for each person mental contents. During the scientist’s text research, we have ascertained the central conception of the O.F. Lazurski’s “Classification of Personalities” to be a holistic personality description according to principles of systematization and scientific reliability. We note the author’s critical approach in understanding and generalization of personality classification having been existed in his epoch as well as theoretical backgrounds of sign classification describing each person’s various manifestations.

We have especially emphasized the priority of ideas concerning personality research humanization in O.F. Lazurski works aiming to show each individual unique properties. The personality classification developed by O.F. Lazurski takes into consideration both psycho­physiological and socio­cultural components of each personality type due to understanding of each human personality as a whole organism, both physiological and social, including all its numerous interrelations and manifestations.

Key words: personality psychology, individual psychology, general psychology, history of psychology, classification of personalities after OF Lazurski.


Mariia Avhustiuk,

PhD in Psychological Sciences, 

Associate Professor of the International Relations Department, 

The National University of Ostroh Academy




The aim of the paper is to outline some possible ways of psychological assistance in defining and reducing foreign language anxiety in university students. In this context the analysis focuses on a theoretical study of language anxiety in the psychological literature and states its role in learning foreign languages and studying in university in general, highlights and explains some reasons of language anxiety, analyses its peculiarities and effect on the efficacy of learning foreign languages. 

Moreover, we aim at defining some possible ways of detection, prevention, and reducing foreign language anxiety trying to analyse some existent in psychological literature methods and practical questionnaires. To do this, we divide some practical methods available in the scientific psychological literature into the questionnaires aimed at detecting and preventing language anxiety (“Foreign Language Classroom Anxiety Scale” (FLCAS), “Language Learners’ Anxiety and Motivation”, “The Anxiety Scale”, “Test Anxiety Scale”, “Fear of Negative Evaluation”, etc.) and questionnaires that help reduce language anxiety (“Foreign Language Speaking Anxiety Scale”, “The Self-Regulated Foreign Language Learning Questionnaire”, “SWOT Analysis”, “Self-Regulation Questionnaire”, “Metacognitive Awareness Inventory”, “Promoting Student Metacogniton about Learning”, etc.). 

We also mention impact of self-regulated learning and importance of playing activities (games) during efficient learning, specify the role of fossilization. 

Practical implication of the paper is to provide the results of the students of the International Relations Department (N = 153) who voluntarily answered the questions of the adapted and translated into Ukrainian version of the “Foreign Language Classroom Anxiety Scale” (FLCAS). We can assume that our findings are supportive to Horwitz at al. findings and suggest that significant English language anxiety is experienced by many students. Teaching anxious students how to cope with the existing anxiety, as well as anxiety-provoking situations, and realizing how to make the learning context less stressful are the major pedagogical implications for university teachers. 

Finally, some implications for the next studies are proposed. Thus, a promising area of research is to provide more detailed study of the impact of foreign language anxiety on the whole process of university achievements, and more thorough study of the role of self-regulated learning and fossilization. 

Key words: foreign language anxiety, self-regulated learning, university students, questionnaires.


Halyna B. Handzilevska,

Doctor of Psychology, Professor of the Department of Psychology and Pedagogy, The National University of Ostroh Academy

Viktoriya V. Kondratyuk,

PhD student of the Department of Psychology and Pedagogy, The National University of Ostroh Academy




The article investigates the problem of informational­psychological safety of educators. The main focus in the study is based on the organization of the resources and barriers on the resilience approach at online learning for primary school teachers. The study describes open questions of psychological and didactic readiness of primary school teachers in a situation of compulsory online learning. Also, it characterizes the orientations of their solution which are outlined through the prism of the analysis of researches carried out on the basis of Scientific Centers «Institute of Practical Psychology and Psychotherapy» and «Sanogenic Pedagogy and Psychology» at the National University of Ostroh Academy.

It is emphasized that the unpreparedness for the innovative activity of teachers at the initial stages of the introduction of educational reforms and the importance of developing their personal readiness for change, in the first place. Also, highlighted is the relevance of the formation of emotional competence of teachers through the virtue of specific problem­ solving and the prevention of emotional burnout of teachers.

In the text, the main difficulties of teachers in the conditions of online learning is delineated. Also particularly described are their main needs, such as: technical support; interpersonal relationships with colleagues and parents; fear of self­ presentation in an online space. Also, the author’s attention concentrates on the importance of teachers developing adaptive and emotional resources, the formation of their digital competence, their development of media literacy, sanogenic and critical thinking to confront negatively colored information factors, as well as the organization of their information­ psychological safety.

In the context of the resilience approach, the author’s attention is focused on the constructs of informational­psychological safety as emotional intelligence, critical and sanogenic thinking, pedagogical reflection and media literacy. An algorithm is also proposed for the formation of psychological stability of teachers in the online space in the context of the function of psychological defense mechanisms. Additionally presented are vectors for solving these problems through the prism of the resilience approach. The main focus is on the methods of development within the constructs of information­psychological safety as emotional intelligence, critical and sanogenic thinking and pedagogical reflection.

It represents effective programs for their optimization. In particular, the program “Emotional first aid kit” (polish authors – S. Veshkhovska and E. Nervinska), which is formed on the basis of two scientific concepts: the concept of positive psychology M. Selligman and Mindfulness Based Stress Reduction authored by J. Kabat Zinna, and the program «Reboot +» for educators (author – G. Handzilevska), whose main task is to restore and develop the resources of the professional script of teachers in measuring the correction of script settings.

It suggests an algorithm for the development of the resilience of teachers in the online space in the context of healthy functions of psychological mechanisms on the tasks of Gestalt therapy, which includes the development of emotional­ volitional, intellectual, moral and creative­volitional resources. Metaphorically, the tactics of recovery and the development of psychological resources in the dimension of information­psychological safety are defined as «Faith», «Hope», «Love» and «Wisdom». To summarize, each stage should be accompanied by a set of exercises aimed at preventing emotional burnout through the development of sanogenic and critical thinking, emotional intelligence and the correction of scenarios. 

Key words: information­psychological safety, resilience, emotional intelligence, sanogenic and critical thinking,pedagogical reflection; primary school teachers.


Larysa V. Zasiekina,

doctor of Psychological Sciences, professor, vice­rector for Scientific, Pedagogical Work and

International Cooperation, Volyn National University named after Lesia Ukrainka




The study aims to examine quality of life aligned with functional difficulties among students under distant and blended learning during COVID­19 pandemic. The particular focus has been given to challenges related to academic integrity and quality of education at Higher Education Institutions (HEIs). The approval letter to recruit the participants through Students Union at Lesya Ukrainka Volyn National University (LUVNU) was obtained from Ethical Committee at LUVNU. 554 students, females 67,4%, average age 20,93 (SD = 3,29), 74,0 % undergraduate students, 88,4 % students from humanities and social sciences were recruited. Academic Integrity Questionnaire (Schwartz, Tatum, & Hageman, 2013), and, COVID­ related functional difficulties and stress associated with exposure to COVID­19 (Schiff, Zasiekina, Pat­Horenczyk, & Benbenishty, 2020) have been used.

The study applied the cross sectional, between subjects design utilizing the independent variables of health­related difficulties, learning­related difficulties and loneliness­related difficulties aligned with forced social isolation during pandemic, and fear to be infected for multiple regression analysis. The results in this study indicate that that the main students’ concern is associated with health­related difficulties. The only one independent significant predictor of students’ fear to be infected is health­related difficulties, although all dependent variables taken together (health­related difficulties, learning­related difficulties and loneliness­related difficulties) are robust predictors of students’ fear to be infected. 

The most acceptable situations for students in terms of dishonest behaviour are situations of collaborating on lab report when instructed not to; submitting same paper for two classes; purchasing and downloading a paper from online sources. The next study, therefore, moves on to discuss the main instruments for developing academic integrity and quality of education under distant and blended learning at HEis.


Key words: academic integrity, quality of life, functional difficulties, quality of education, distant learning, students, COVID­19.


Heorhiy V. Kalmykov,

Doctor of psychological sciences,

Professor of the Department of Psychology and Pedagogy

of Pereiaslav­Khmelnytsky Hryhorii Skovoroda State Pedagogical University




The article deals with innovative continuing education and self­education of the future psychotherapist, in which the most important role belongs to the formation of his professional speech activity. If we consider the professional speech activity of higher school students in line with the activity theory of learning as a system of speech and thought actions, as a public expression, it will necessarily include: a) professional­speech motive­goal (meaning formulation); b) specific professional intention (the presence of a deep psychotherapeutic thought directed on a client); c) special goal­setting (construction of a statement for influencing the feelings, behavior and consciousness of a client); d) internal programming (meaning formation and choice of meanings, syntax and choice of language meanings, both lexical and grammatical); e) grammatical structuring (appropriate choice of psychotherapeutically oriented tokens and grammatical forms that provide the most accurate and complete expression of meanings in the discourse produced by the therapist; g) establishing effectiveness (the degree of coincidence of the achieved result in the statement with the intended purpose); f) control over the course and results of the speech act.

In the educational space, a student is considered as a subject of study, a subject of professional speech and mental activity, and transformation of psychotherapeutic speech and language reality, speech individuality, a source of metalanguage knowledge and language functioning in psychotherapeutic discourse; the personality of a bearer of speech culture. Educational psychotherapeutically oriented speech communication of students, in particular public expression in learning during the discursive training, is the most difficult form of learning for students: professional verbal communication, semantic aspect of educational interaction, educational professional speech oral public communication.

When students implement educational tasks in the psychotherapeutic discourses produced by them, an understanding of the meanings expressed by them is achieved by other students and it provides the feedback. In this form, their speech acquires the signs of self­worth and can be correlated with classical activities, as it becomes organized, as well as the other its types, and begins to be characterized by a subject motive, purposefulness, heuristics, phasing (orientation, planning, implementation of the plan, control). Thus, the professional speech activity of future psychotherapists under conditions of its purposeful formation in university students will be able to develop as an independent activity and be characterized by a specific motivation. This is professional speech motivation: motivation of a discursive influence, motivation of psychotherapeutic speech achievement. In this case, the speech activity of future psychotherapists can become a specialized use of speech for communication – a kind of communication activity. It can also be considered as an activity of educational and psychotherapeutic communication, and as an activity of professional verbal communication.

Key words: communication, the language of psychotherapy, discursive competence, professional speech activity.


Olena O. Mishkulynets,

Candidate of Psychological Sciences, Teacher of Psychological and Pedagogical Disciplines Humanitarian­pedagogical College Mukachevo State University

Nadiya Y. Bryzhak,

Candidate of Pedagogic Sciences, Associate Professor, Department of Theory and Methodology of Primary Education Mukachevo State University

Kateryna O. Doktor,

Teacher of Mathematical Disciplines, Humanitarian­pedagogical College Mukachevo State University





Today, the number of children whose behavior is contrary to social, moral, and legal norms in society is increasing. The article consideredthat understanding the mechanisms of formation of behavioural disorders will contribute to the introduction on this basis of the preventive component in the pedagogical process at all levels of education. Particular attention is paid to the problem of negative behaviour among younger pupils, because the main stereotypes of behaviour are laid down at this age. It has been shown that the problem faced by primary school teachers is the formation of certain behaviours in children to improve the performance of pupils who lag behind in learning. The question of the relationship between the behaviour and success of junior high school pupils in learning is especially relevant. The purpose of the study is to substantiate the features of negative behaviour and its impact on the educational activities of primary school children. To test the methodological effectiveness, it had been studied and analysedseveral scientific papers on specific issues. Methods of research used: theoretical: analysis of scientific literature, generalization, classification (for clarification of key concepts of research), systematisation, grouping (for conceptualisation of the main provisions of the study). The results of the study substantiate and specify the factors on which the manifestations of behavioural disorders depend, analyse the psychological characteristics of children of this age, clarify the pedagogical conditions by which to ensure the preventive nature of raising children with negative behaviours; the theoretical bases of the process to prevent negative manifestations of behaviour in junior schoolchildren are revealed. The factors of negative behaviourhave been singled out. It has been noted that negative behaviour influences the educational activity of students. It has been established that the problem of negative behaviour should be considered in the plane of personal development of the child and the formation of her social behaviour. It has been noted that the understanding of behavioural mechanisms in children helps not only to identify the causes of deviations in behaviour, but also to find means of influence, to determine the main directions of psychological and pedagogical correction in behaviour. Attention is drawn to the need for preventive work and pedagogical correction in the behaviour of the emerging personality at all levels of education. It is stated that negative behaviour leads to the formation of persistent behavioural disorders that prevent the pupil’s success in learning as a necessary condition for the development of the child’s personality. Further prospects of the study include the study of the peculiarities of the manifestation and conditions of negative behaviour of primary school agechildren.


Key words: behavior; elementary school children; negative behaviors; disorders in behavior; educational activity; prevention of negative manifestations.


Ulyana I. Nikitchuk,

PhD, Associate Professor of Psychology and Pedagogics Department, The National University of Ostroh Academy

Oleksandra F. Polyukhovych,

5th year student majoring in Psychology, Faculty of Political Studies and Information Management, The National University of Ostroh Academy





The article presents the results of psycholinguistic analysis of perfectionism. A theoretical review of perfectionism structure and explication is proposed in the introductory part of the paper. The associative and connotative meaning of perfectionism are empirically investigated using free association experiment procedure. The data from two groups are compared: student sample (N = 23 in total, age range: 17­27 years) and non­student sample (N = 11, age range: 18­60 years).

Findings. After the analysis of 176 associative responses and their frequencies the associative universals were discovered: ‘purity’, ‘result’, ‘order’, ‘letters’, ‘boring’, ‘ideal’, ‘puzzle’, ‘sample’, ‘responsibility’. The connotative meaning for each universal was defined using 7­grade scale and three parameters: (1) evaluation (positive­negative); (2) strength (strong – weak); (3) activeness (active­passive). It is concluded that the meaning of perfectionism for students is positive in general. Active and passive aspects of perfectionism and the criteria to distinguish between healthy and neurotic perfectionism are revealed.

It is determined that students, unlike others, are focused on achieving ‘perfection’ and ‘purity’, which may indicate a healthy perfectionism. In contrast, the respondents in non­student sample primarily pay attention to the ‘requirements’ and ‘standards’, which is recognized as a feature of neurotic perfectionism. It is revealed that students more than other participants agree with relevance of notions ‘excellence’ and ‘facility’ in connection with stimulus ‘perfectionism’ while other respondents support association ‘boring’ much more. For non­student sample some features related to perfectionism can be stated: disturbance with inflated requirements and expectations, with difficulties of compliance to high demands; an avoiding fails mindset. The hypothesis for future studies is set on this basis that, maybe, the role of socially prescribed perfectionism is not that significant when it comes to students’ striving for excellence.

The universals ‘ideal’ and ‘responsibility’ are common to both groups of participants, so this quality is assumed to be closely related to perfectionism, although it manifests itself differently depending on the type of perfectionism: from excessive responsibility for own actions in self­oriented perfectionism to inclination of avoidance in socially prescribed perfectionism.

The limitations of the study are discussed. The results are going to be implemented for further development of the student perfectionism scale.

Key words: perfectionism, psycholinguistics, associative experiment, associations, connotative meaning, psychodiagnostics, students.


Viktoria V. Pitulei,

Candidate of Philosophy, Associate Professor, 

Department of Psychiatry, 

Narcology and Medical Psychology Ivano­Frankivsk 

National Medical University




The article considers the concept of distance education and its impact on the psyche of students and teachers. The main ways of assessing the quality of distance education are outlined. The psychological and pedagogical features of the relationship between teacher and student in the educational and pedagogical process are revealed. The mechanisms of application of distance learning methods in higher school are analyzed. The positive and negative sides of distance learning are indicated. It was found that significant technical factors in reducing the success of student learning are technical and psychological unwillingness of teachers to work online. Peculiarities of pedagogical control over the efficiency of the educational process are revealed. It is established that distance learning has exacerbated a number of psychological problems, among which the key is the problem of emotional burnout.

It is noted that the use of distance education has the advantage of removing psychological barriers to communication, blurs boundaries (the student can study regardless of place of residence). This technology of the educational process is invaluable in the period of quarantine restrictions, as it guarantees the absence of direct contact between people, allows active learning even during illness or self­isolation.

It has been established that distance learning has exacerbated a number of psychological problems, not least the problem of emotional burnout. This phenomenon is observed in both students and teachers and manifests itself in a variety of negative physiological reactions of the body, namely: poor sleep, fatigue, drowsiness, psychosomatic diseases and destructive psychological conditions such as stress, bad mood, depression, apathy, high levels of neuroticism, emotional excitability, increased anxiety, fear, predominance of asthenic emotions, irritability. The reason for these reactions is the general negative situation in the country and in the world as a whole, in the forced self­isolation of man, as well as in the unusualness and maladaptation of teachers and students to distance learning conditions.

It is pointed out that distance education today helps students to develop such qualities as independence, mobility and responsibility, develops skills of self­education, which is highly valued in the labor market. Unfortunately, distance education also has its downsides. For example, the lack of direct communication between students and teachers. In addition, distance education requires the student to have the necessary technical equipment for constant access to sources of information, as well as a very strong motivation to systematically study independently.


Key words: distance education, quality of distance education, psyche, student, emotional burnout.


Serhiy A. Pustovyi,

Candidate of Psychological Sciences University 

of Modern Knowledge




Determining the psychological conditions that influence the content of professional consciousness of students is important for understanding the overall effectiveness of future specialists in carrying out their relevant professional activities. One such condition was the Integrative Program of Psychosemantic Content­forming of the Professional Consciousness of Future Philologists, developed and tested by us.

The goal of the study is to experimentally test the effectiveness of the Integrative Program of Psychosemantic Content­ forming of the Professional Consciousness of Future Philologists within the conditions of a formative experiment. The program was tested on a sample of students (experimental group – 36 people, control group – 30 people aged 17­19, all first­year students of philological specialties aged 17­19). Considering the number of male and female students within the group, gender criteria were not used as a basis for sampling.

Methods. The methods of semantic differential (SD) and “Diagnosis of the Reflexivity Level” (by A.V. Karpov) were used to determine the level of dynamics in the content of professional consciousness before and after the formative influence. Results. Initially, the dynamics of the level of reflexivity in future philologists were revealed in the control and experimental groups, before and after the formative experiment. Following the participation in the Program, a number of positive qualitative changes were detected in two­thirds of the students of the experimental group. Comparison of the data gathered during the initial and repeated measurements according to the Mann–Whitney U­test revealed a statistically significant difference (ρ <0.01), which favors the tested Program.

Additionally, the semantics of fulfilling of the factors the “world of philology” concept were evaluated using the method of semantic differential. The world of philology had becоme “bigger”, more “active”, “joyful”, “relaxed”, “safe”, “difficult” and “masculine”, while being less “fast”, “new”, “deceptive”, “chaotic” and “restrained” after the formative influence. Comparisons before and after the formative influence revealed significant shifts in the semantics of factors which reflect the tendency to move away from anxiously indeterminate characteristics – towards the characteristics that indicate greater simplicity, certainty, clarity and positive emotionality of the world of philology.

Conclusions. Statistical comparison of the experimental group indicators before and after the formative influence suggests that the application of the Program is effective for the formation of professional consciousness of future philologists.


Key words: professional consciousness, reflection, image of the world of philology.


Olena M. Ratinska,

рostgraduate student of the Department of Psychology and Pedagogy of Psychology National University of Ostroh Academy

Iryna V. Kostiushko,

master student of Psychology National University of Ostroh Academy




The article presents the research on the cyber immunity formation for primary school students. We present the results of research to identify the youngest audience communicating on social networks and facing cyberbullying.

To identify an average level of primary school students psychological immunity components formation against cyberbullying, the following methods are considered: ’Self­regulation level definition in intellectual activity’ by N.V. Ulenkova; emotional intelligence test by Hall; ‘Anagram’ methods for reflexivity of thinking level definition; ‘Concepts Comparison’ methods for the research of students’ mental operations: analysis, synthesis, comparison; ‘Simple analogies’ methods to detect the awareness as a quality of critical thinking; independence of thinking test (from the methodological complex ‘Prognosis and prevention of studying problems’ by L.A. Yasyukova); Lippman’s ‘Logical patterns’ test for the assessment of the logic of thinking.

According to the results of the problem theoretical analysis, empirical research and psychological analysis of fairy tales, the main areas of work in the context of cyber immunity primary school children formation are identified. Self­rating and self­worth development, socialization, emotional intelligence, self­regulation and critical thinking are the important stages for cyber immunity formation process.

Several directions of psychological work with younger students have been identified. Informing children about the inadmissibility and consequences of cyberbullying on the Internet, the development of media literacy. They also presented a multifunctional, effective method of narrative psychology of childhood – the psychological analysis of fairy tales to form meaningful qualities. Identification of children with the characters of fairy tales and their behavior develops new adaptive skills, and awareness of the falsity of the actions of the characters forms critical thinking.

The tale of G.H. Andersen’s «Ugly Duckling» helps to build self­esteem and the formation of emotional intelligence. It also helps in the search and development of resources from various threats, including cyberbullying. The Ukrainian folk tale «Bunny’s Hut» will help to form important components of cyberimmunity – the child’s ability to defend himself and the ability to ask for help from others.


Key words: psychological immunity, cyberbullying, cyber immunity, primary school student.


Nataliya M. Savelyuk,

Dr. in Psychology, Associate Professor, 

Senior Lecturer of the Department of Psychology 

Ternopil Volodymyr Hnatiuk National Pedagogical University




The article theoretically analyzes the concept of productive thinking, briefly examines the almost century­old history of its scientific formation and systematizes the main approaches to research – Gestalt psychological, psychoanalytic, cognitive and subject­activity. From the middle of the last century to the present day, in its most general form, productive thinking is seen as a transition from a situation of a kind of confusion about a certain issue to a new state in which everything around this issue becomes clear. This process includes a kind of reorganization, which marks the internal transformation from a state of meaninglessness to a state of meaningfulness. The psychological literature also considers productive personal orientation, which is described as associated with such a pattern of behavior, when a person is able to develop and use their potential outside of excessive dependence on external control. Such a person is very active in his feelings, thinking, relationships with others and, at the same time, he retains the autonomy and integrative nature of his Self.

Data from various studies show that the early school age is one of the sensitive periods for the development and self­ development of productive thinking. And the proposed «NUSh» changes create even better conditions for the realization of the appropriate age capabilities of the Person.

The main methods of development and self­development of productive thinking of junior schoolchildren are systematically considered in the article on the main subjects of modern primary school and on specific examples. As a result, it is noted that in the variable content of different subjects the main methods of this development and self­development are setting problem­ oriented tasks for children, when to adequately answer a question you need to move away from ready­made knowledge and stereotypes, overcome a certain mechanical attitude or self­centered position, to imagine some unusual situation from the context of the realities of life or to look boldly into the future.

Key words: thinking, productive thinking, «NUSh», junior school student.


Yanina V. Svilo,

post­graduate student of the Department of psychology 

Gomel State University named after F. Skorinа




This article considers coping strategies as a resource for an individual in a difficult life or stressful situation. The article gives the definition of coping behavior. Situations are given that, according to the results of research by I. M. Nikolskaya and R. M. Granovskaya, are stressful for children and require the use of coping strategies to cope with them. Such situations are: loss, illness and death of an animal; low school performance; injuries and life­threatening situations; adult problems, including material ones; conflict situations in the family; loss of a loved one, his illness; other fears and stressful situations. These authors also are considering the main ways for children and adults to cope with stressful situations. Children are more inclined to use the following coping methods: active involvement in the resolution of the current situation (correction of the assessment, a step towards reconciliation with a friend); search for social support (search for people who can listen, understand, support, give advice); concentration on your own desires (satisfaction of what you really wanted for some time); abstraction from the situation, withdrawal; analyzing the situation and giving it a new meaning.

The features of coping strategies in childhood are emphasized. It is noted that coping strategies used by children develop in the family and depend on the coping behavior of parents or other significant people. The article is considering the researches of a number of authors devoted to the study of the dynamics of coping behavior of students from early childhood to adolescence. The difference in the preferred ways of coping with difficult situations, depending on the gender of the child in each age period, is emphasized.

This article presents the results of the study of coping strategies used by children of senior adolescence. In total, 54 schoolchildren, students of grades 9­11, took part in the study. The methodology “Strategies for overcoming stressful situations” (SACS) by S. Hobfoll, adapted by N. Vodopyanova and E. Starchenkova, was used as a diagnostic material. The questionnaire contains nine models of coping behavior: “Assertive actions”, “Entering into social contact”, “Search for social support”, “Cautious actions”, “Impulsive actions”, “Avoidance”, “Indirect actions”, “Asocial actions”, “Aggressive actions”.

Among high school students, high rates are noted on the scales of “avoidance”, “asocial actions”, “aggressive actions”. The rest of the scales are dominated by average indicators. Accordingly, older students in stressful situations tend to react aggressively to problems, blame the people around them for what is happening, and also ignore the situation, behave as if nothing had happened, and avoid thinking about a problem situation. They put themselves above all others, they believe that only their opinion is correct.

By the study the general index of constructiveness of coping strategies, it is noted that the majority of the subjects have an average level of constructiveness, which indicates that, in general, they are able to cope with stressful situations without negative consequences in the future.


Key words: coping behavior, coping strategies, personality resources, constructiveness index.


Zoreslava Y. Kryzhanovska,

PhD in Psychology, Associate Professor of General and Social Psychology and Sociology Department, Lesya Ukrainka Volyn National University

Antonina V. Mitlosh,

PhD in Psychology, Associate Professor of General and Social Psychology and Sociology Department, Lesya Ukrainka Volyn National University




The article presents a theoretical overview and empirical study of the psychological characteristics of basketball players’ team communication. An analysis of the scientific literature showed that the team is considered a small social group, which is determined by certain characteristics. Researchers have identified a large number of team traits that sometimes have conflicting meanings. The main characteristics of teams are grouped according to certain criteria, which allows to comprehensively show the problem of team psychology, team communication, activities, its efficiency. The problem of communication needs more thorough research, because team communication can provide effective group activities. 

Theoretical substantiation and empirical identification of the psychological aspects of basketball players’ team communication are the purpose of the article. This paper uses methods of analysis, synthesis, generalization and systematization of scientific literature, as well as empirical methods: methods of diagnosing interpersonal relationships T. Leary, which is designed to study the predominant type of attitude towards people in the process of communicative interaction; expert assessments of basketball players, observation included. Qualitative and quantitative analysis, determination of group averages was used to process the results of the empirical study. The materials of basketball athletes obtained in the process of interviewing and observing them during training and competitive processes were the experimental basis of the study. The team is a member of the FBU Premier League. The number of subjects was 12 people. The main research took place in the sports complex of Lesya Ukrainka Volyn National University and Lutsk Sports School № 1.

Empirical research has shown that an authoritarian style of communication is an accentuated type of attitude in the basketball team. Complementary types in proportion are selfish, aggressive, altruistic, friendly, suspicious, submissive, dependent types of attitude. Among the dominant communicative properties of basketball players we can distinguish dominance, activity, prone to rivalry, authoritarianism, perseverance, but willing to cooperate, cooperate, flexibility and compromise in the process of teamwork.

Willingness to cooperate, ability to cooperate, flexibility and compromise were identified among the basketball players’ communicative tendencies. They are necessary aspects of effective team interaction. The obtained results are the reason to think about the communicative adaptability of basketball players to variable team interaction. Expert assessment of professional athletes’ team communication was carried out by three coaches of the team, independently of each other. The results showed the dominance of the studied qualities such as the desire for leadership, cooperation, responsibility, self-esteem and self-affirmation in the team. 

Thus, the quality of teamwork is significantly influenced by the individual communication styles of each participant, because it depends on the process of information exchange, development of teamwork strategy, perception, acceptance and understanding each other between team members.

Key words: team, team communication, sports team, team characteristics.


Volodymyr M. Demydiuk,

graduate student of the department of psychology and pedagogy 

National university of Ostroh Academy

Maria S. Pilat,

officer psychologist of the military unit А1008




The article is devoted to the study of the problem of emotional burnout of servicemen in the conditions of long – lasting armed conflict. When analyzing the problem of emotional burnout, we can identify a large number of studies of this problem and its causes in doctors and teachers. The phenomenon of emotional burnout of servicemen is also in the field of scientific interest, in particular of the State Border Guard Service (O. Khairulin), cadets of higher educational institutions of the Ministry of Internal Affairs of Ukraine (L. Pyankivska), and others. However, the problem of emotional burnout in servicemen as a result of protracted armed conflict is poorly understood. The activity of personnel in a combat situation forces servicemen to function at the limits of permissible loads. Excessive exhaustion leads to psychological trauma and emotional burnout of servicemen, which negatively affects their psychological stability and can lead to various negative emotional reactions. An empirical study found that the emotional burnout syndrome in servicemen is largely unformed, but is in the formation phase, which at any time can lead to the development of this factor on a permanent basis, which, in the future, will need to undergo psychocorrection.. The results obtained may also indicate the manifestation of certain signs of emotional secrecy, exclusion and indifference of servicemen. Further active formation of emotional burnout can cause servicemen to feel excessive fatigue, burnout of professional activities, the desire to spend as little time as possible on the tasks facing them, as well as the cessation of any communication, both between comrades and commanders.

The application of statistical criteria allowed to single out the personal readiness for change as a factor in the prevention of emotional burnout.

The inverse correlation between indicators of emotional burnout and innovative readiness is revealed, which allows to single out personal readiness for changes as a constructive factor of prevention of the studied phenomenon of emotional burnout. In addition, a correlation was found between the indicators of the component of personal readiness for change

«Adaptability» and the length of stay in the ATO and OOS, the presence of relationships. The presence of ranks and years of service testify to the importance of taking into account these factors in the development of innovative readiness of servicemen, and hence in the development of a preventive program to prevent emotional burnout of servicemen. Confirms the importance of their consideration and the revealed correlation between the indicators of emotional burnout and these factors; between the indicators of the latter and the component of the viability of the servicemen of the «Control», the degree of satisfaction with daily activities, which are important in the prevention of the phenomenon under study.


Key words: emotional burnout, correlation, factors of emotional burnout, servicemen.


Oleksandra O. Kohut,

k. psychol. Ph.D., Associate Professor of Social Sciences and Humanities

Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine





Nowadays research of stress phenomena in psychological science is highly significant. Many citizens suffer from the stressors of current Ukrainian crisis society. First of all, the personal stress tolerance development is a psychotherapeutic problem that should be emphasized. However, there is no unique concept for stress tolerance development. The article provides a matrix of integrative personal stress tolerance development and its theoretical and methodological foundation. Stress tolerance is considered as an integrative property of personality characterized by a coordinated interaction of psychophysiological, emotional (motivational, communicative), cognitive, volitional components that ensure its achievement or successful overcoming of critical situations (crisis, stress, conflict, frustration) in everyday and extreme living conditions. 

In building a matrix of integrative development of personality stress, we follow an anthropocentric approach focused on the development of a culture of subjective thinking, which includes its activity in finding a way out of stress. Modern scientists are changing the search for new behavioral patterns from sociocentrism to anthropocentrism. On such grounds, the vector of development of stress resistance of the individual should be known and revealed in it, in how it perceives, models its system of stress management. 

The presence of typical stress reactions and various models and schemes of coping with stress indicates the level of the general adaptive syndrome of the individual, which is aimed at combating adverse stressors, determines his mental health. 

During short-term (acute) stress, it is feasible to update ready-made response programs; Long-term (chronic) stress requires the transformation of personality structure through psychotherapy, which is possible through programs to transform negative stress reactions, as well as defense mechanisms into resources for development.

The matrix developed by the author is the result of psychotherapeutic and consultative work with patrol police officers, and victims of critical life situations (crisis, stress, conflict, frustration). The sequence of psychotherapeutic work is represented by the following stages as: stage of identifying a topical problem, stage of working with psychophysiological component of stress tolerance, stage of changing negative protection for successful coping strategies, stage of working with emotional component of stress tolerance, stage of self-discovery of dominant communicative personal traits, stage of operation with cognitive stress component, the stage of coping resources obtaining, the stage of new value priorities, goals and self-organization determination, the stage of operation with the volitional structure of personal stress tolerance.

Mastering the skills of transformation is a potential basis that contributes to the integrity of the individual. It is formed in the process of interaction with others and is an integral mechanism of self-regulation of its behavior. Such a person is strong-willed, he is guided by a goal that integrates all its components.

The purpose of the article is to structure and identify the psychotherapeutic stages of development of personality stress. The matrix of development of stress resistance of the person gives the chance for accurate consistent work with stress problems.

Key words: stress tolerance, structural components of personal stress tolerance, matrix of personal stress tolerance development, stages personal stress tolerance development, methods.


Lesya T. Muzychko,

candidate of psychological sciences (PhD),

associate professor of the Department of Special Education and Social Work Ivan Franko National Universyty of Lviv




Fairytale therapy is one of the effective methods of working with preschool children who are experiencing various emotional and behavioral difficulties. The essence of this method is to create a special fabulous atmosphere that makes the child’s dreams come true, allows the child to fight their fears and complexes. Fairytale therapy well overcomes the high level of anxiety in children, various fears, aggression, adapts to different children’s groups. Fairytale therapy can be used to deal with aggressive children, insecure, shy, susceptible to deception, as well as in cases of all kinds of psychosomatic illnesses. The process of fairytale therapy allows the child to understand and analyze their problems, to see ways to solve them.

The basic principle of fairytale therapy is the holistic development of the individual, the care of the soul, the healing of the fairy tale.

According to the results of theoretical and empirical study of fairytale therapy as an element of corrective influence on the formation of psychological health of preschool children, it is determined that the use of fairy tales in daily lessons with them gives an effective result in overcoming children’s anxiety, fears and complexes, stabilizes their emotional state, overcomes excessive aggressiveness in interaction with peers.

The main task of fairy tales: to offer alternative behaviors, other exits from problematic situations through fairy­tale events and fairy­tale characters. At the same time performing various functions – diagnostic, prognostic, educational, corrective.

At the choice of objects or audience, fairy tales can be individual and group, author and folk. We can choose them arbitrarily for the purpose of direct psychological and pedagogical influence on the problem, depending on the set goals.

By freeing children from gaming addiction, the fairy­tale atmosphere allows toddlers to work out certain behavioral and role­playing stories, shaping adaptive and sparing, constructive and creative approaches to addressing urgent children’s problems. Listening, illustrating, playing fairy tales, supplementing and ending a fairy tale allows you to form adequate self­esteem and criticality today, and most importantly – independence and autonomy in the future.

However, the results also gave us the opportunity to analyze that the immediate results of the lessons provided do not always give a lasting effect, and often children need reminders, re­discussing, playing the same fairy tale with the use of other activities, consolidating the acquired knowledge and skills in the form of play.

Fairy tale as a cultural­philosophical and psychological­educational phenomenon significantly influences the mental health of the younger generation.

Key words: fairytale therapy, psychotherapeutic impact, psychological health, emotional development correction, adequate self­esteem, behavioral adaptation, interaction skills.