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Iryna Burlakova 

Doctor of Psychological Sciences, Associate Professor, East-Ukrainian National University named after Volodymyr Dahl, Professor of the Department of Practical Psychology and Social Work, Severodonetsk, Ukraine


Social aspects of occupational health of specialists of the economic sphere


Social aspects in the modern world play a very important role as factors directly and indirectly shaping the sphere of personal health. At the same time, most of the parameters of quality of life and health are correlated with psychological variables that reveal an uneven distribution between members of different social groups. All this makes the differentiated approaches to the organization of programs of primary prevention of diseases and the support of the treatment and rehabilitation process relevant.

The key signs of differentiation according to socio-economic status are education, profession (presence-absence of professional employment, nature of professional activity), level of income. The traditional is the explanation that specialists with higher socioeconomic status have greater opportunities to meet basic needs and are able to use more effective measures to prevent and eliminate deviations in the state of occupational health. Social inequality is one of the factors of social stress that is experienced primarily by the poorest segments of the population. Currently, chronic stress is recognized as a significant mechanism that forms an unfavorable medical and psychological prognosis for people with low socioeconomic status.

Chronic stress in a situation of insufficient protection negatively affects the state of occupational health of a specialist in the economic sphere, affecting the neuroendocrine regulation of the body and actualizing pathogenic behavioral stereotypes (smoking, "unhealthy" food, alcohol abuse, etc.) Social connections and ramification of a social network determine the greater accessibility of material and intangible resources that ensure optimal health. At the same time, according to most researchers, the degree of social support is distinguished not only by quantitative, but also by qualitative characteristics of social interaction. The effect of the extensiveness of the social network and the number of social contacts is mainly due to the support provided to specialists. The social environment should not only support the specialist in overcoming stress, illness, but also create conditions that would contribute to the formation and consolidation of behavioral stereotypes and determine a favorable prognosis.

Thus, the analysis of the influence of social conditions on the formation of the health sphere of a specialist of the economic sphere can be carried out only in the context of interaction, that is, taking into account the individual’s ability to actively create the social environment in accordance with individual needs and values, and on the other hand, taking into account social and cultural mediation personality, its basic attitudes and behavior patterns, including in the case of occupational health.

It follows from the above that social support is desirable to carry out in the following aspects:

1) the creation of a bank of socio-psychological, diagnostic methods of identifying various types of talent of specialists (linguistic, spatial, musical, kinesthetic, interpersonal, intrapersonal, logical-mathematical, etc.)

2) the organization of theoretical and methodological training of specialists in the economic sphere for the implementation of the program of socio-psychological, psycho-physiological support;

3) the creation of a psychophysiological diagnostic complex monitoring of social health criteria in terms of relevance to the mental, psychological and social health of economic professionals;

4) justification of working time spent on the study of the invariant and variable component, taking into account the age, sex, individual characteristics of specialists of the economic sphere.

5) creating a model for coordinating joint activities of psychological competence centers in an enterprise.

Key words: occupational health, specialists of the economic sphere, social aspects, chronic stress, social support.


Marharyta Vasina 

PhD Student of Psychological Department 

Poltava V.G. Korolenko National Pedagogical University


The relationship between the anxiety of global environmental problems and special features of the emotional sphere of adolescents


Because of the concern of the universe as the ecological state of our planet, the urgent issue is the formation of ecopsychological competence among citizens. One of the most important aspects of the formation of human ecoscientific competence is the readiness for pro-ecological behavior, which in turn can be influenced by personal concern and awareness of the global environmental problems of the universe and local territories. 

Forming the concept of ecopsychological competence, it is important to explore the concept of ecological consciousness. There are four directions of consideration of ecological consciousness as a phenomenon: 1. Ecological consciousness as a mental structure that reflects the attitude of the subject to reality and other subjects, society and the consequences of their activities. 2. Ecological consciousness as a prerequisite for the formation of the ecological worldview of man. 3. Development of ecological thinking of a man as a predictor of the development of ecological consciousness. 4. Ecological consciousness as the highest personal value.

In our opinion, the teenage age is the optimal period for forming ecological consciousness, and, at the same time, ecopsychological competence as well. A person develops an outlook, changes and becomes a more constant value-semantic sphere. But at this time the cognitive interest is unstable because of the lead activity of the teenager; therefore the formation of ecopsychological competence must take place in the most emotionally attractive atmosphere for teens.

Based on our empirical study, we can outline a direct connection between some features of the emotional sphere and concerns about global environmental problems (e.g., between a general indicator of ecological anxiety and insecurity and personal anxiety, between ecological internment and anxiety and inferiority, between the financial and economic priorities (dominated by the ecological) and the feeling of frustration, etc.). In the future, on the basis of the theoretical analysis, the empirical study of other aspects that may influence the formation of ecopsychological competence is planned.

Key words: formation, ecopsychological competence, environmental psychology, environmental issues, teenagers.  


Svitlana Voloshyn 

PhD in Pedagogy, Senior Lecturer 

Drohobych Ivan Franko State Pedagogical University 


Features of content of social and psychological adaptation of internally displaced persons to the new social environment


The scientific approaches to the definition of the content of social and psychological adaptation of internally displaced persons to the social environment are analysed in the article. The basic components of social and psychological adaptation and its features are presented. The content of the concept of social and psychological adaptation of internally displaced persons is specified and the social and psychological adaptation is conditioned by external and internal factors of the new social environment. 

The political and economic situation of modern social conditions actualizes the appeal of researchers to the problems of one of the most vulnerable categories of society – internally displaced persons. Adaptation to a new social system requires, first of all, an understanding of the new socio-cultural prerequisites that will shape the peculiarities of the social and mental life of this category of people.

The success and quality of adaptation can depend on internal and external factors – emotional and volitional and motivational sphere, heredity of the individual. The process of adaption to a new social system requires an understanding of the new socio-cultural prerequisites that will shape the peculiarities of the social and mental life of this category of people.

Social and psychological adaptation as a phenomenon in psychological and pedagogical theory and practice can be considered more precisely in the light of the analysis of a certain age group of internally displaced people – children, youth and adults, depending on their life and professional I-concept in the context of a new social environment. 

We define social and psychological adaptation as a specific system with subjective or objective factors. Social and psychological adaptation is grounded by external and internal factors of the new social environment that is aimed at creating the proper conditions. The success and quality of adaptation can depend on internal and external factors – the emotional and motivational sphere, heredity of the individual. Two strategies of social and psychological adaptation of a person to new social conditions are distinguished in the studey: active and passive. In conditions of active adaptation, internally displaced people are definitely indisputable participants of the adaptation process that influences their life. The content of adaptation to the new social environment is considered as a process of establishing the optimal correspondence of the individual and the environment during the implementation of activities.

Thus, the implementation of the accompaniment of a practical psychologist in the process of social and psychological adaptation of internally displaced people can depend on the methods of adaptation and the activity of the organization of interpersonal interaction in the new socio-cultural environment. By providing psychological assistance to internally displaced human beings, the psychologist specializes in the process of social and psychological adaptation and predicts its course.

Key words: adaptation, internally displaced people, components of adaptation, social and psychological adaptation, social environment.


Hilman Anna Yuriivna

PhD in Psychological Sciences, 

Senior Teacher of Public Health Department 

of the National University of Ostroh Academy

Kulesha Nataliia Petrivna

PhD in Psychological Sciences, 

Senior Teacher of Public Health Department 

of the National University of Ostroh Academy


The process of becoming a psychologist and a young healthcare professional is often accompanied by difficulties associated with a lack of practical skills in working with a client and a group. The theoretical awareness of the beginner doesn’t allow competently perform psychological, psychotherapeutic, social and other works with people in the absence of practical experience. In order for future professionals to professionally provide psychological assistance to a client or group of people in dealing with psychosomatic manifestations and diseases, they need to acquire practical skills in individual counseling and group work in a psychosomatic approach.

The article presents the educational and therapeutic program “Psychosomatics” based on the scientific developments of the authors and their practical experience. The purpose, main objectives and the scope of the therapeutic program are revealed. Educational-therapeutic sessions “Fundamentals of psychosomatics”, “Practical aspects of psychologist’s work with psychosomatic manifestations and illnesses”, “Special psychosomatics in client work”, “Family psychosomatics and counseling of married couples”, “Child psychosomatics”, “Female psychosomatics”, “Separate methods of work with psychosomatics” are the content of the program. Specialized techniques and exercises used in the course of training sessions (e.g., small group work activities, work in pairs “client-psychologist”, intergroup discussions, psychological workshops, creative tasks, etc.) are presented and explained.

The educational and therapeutic program “Psychosomatics” provides: group sessions in the form of training, mini-lectures on the topic of the module, work in small groups, work in pairs (“client-psychologist”), intergroup discussion, psychological workshops, creative tasks, actualization of self-development of program participants, etc. The experience that a participant acquires in a training-therapeutic session helps to solve problems that arise in different areas of his/her life.

The program consists of two parts. The first is aimed at studying the theory of psychosomatics, psychological study of the nature of symptoms and diseases, peculiarities of working with the disease, diseased organs, “secondary benefit” and recovery. The second part is a practical one that enables to acquire practical skills in conducting psychosomatic training sessions. In addition, participants are able to understand the personal meanings of some symptoms and illnesses; to acquire knowledge about the phenomena of psychosomatics, as well as psychotherapy of psychosomatic diseases; to get acquainted with features of work with psychosomatic manifestations of the client, in particular with the help of art techniques; to acquire the ability to analyze psychological features of psychosomatic disease: to determine the client’s major needs and interests; to get acquainted with the techniques of psychosomatics; to learn how to work with psychosomatics of certain diseases, female and family psychosomatics; to get an opportunity for personal development and working out of their own problems.

Keywords: psychosomatics, educational-therapeutic program, program structure, family psychosomatics, female psychosomatics, psychosomatic manifestations, illnesses, symptoms, educational-therapeutic sessions, techniques.


Olena Zhuravlova 

PhD in Psychology 

Lesya Ukrainka Eastern European National University


Oleksandr Zhuravlov 

PhD in Biology 

Lesya Ukrainka Eastern European National University





The extensive implementation of the latest information technologies into public life promotes the expansion of the spectrum of opportunities for self-realization of the individual. The new conditions are becoming a solid basis for the disclosure of numerous individual instincts. However, the paradox is the discrepancy between the growing range of opportunities for achieving human success in different areas of activity and their practical implementation. One of the common reasons for this fact is procrastination, that is, the postponement of important cases for later. To identify the causes of this phenomenon is important to study its essential features. 

One of the most well-known today is the cognitive-behavioral approach to study of procrastination, according to which this concept is defined as an emotional disorder that is based on irrational thinking. Thus, dysfunctional thoughts generate negative emotions and determine the maladaptive behavior of the individual.

Particular attention in this context comes into commemoration of scholars who note that there is a close interconnection between procrastination and rumination, that is, the systematic automatic emergence of negative thoughts about their own inactivity. The specified type of thinking can not only directly accompany the postponement of the personality of important cases, but also precede him in the form of a wide range of convictions focused on self-criticism and depreciation of their own abilities. With this in mind, rumination has a negative impact on the success of achieving goals, because in a negative emotional state, due to such prudent thoughts, the procrastinator tends to focus on the causes of non-fulfillment of tasks rather than the search for optimal and effective strategies of activity.

Studying the outlined perspective, scientists distinguish between different types of irrational convictions characteristic of procrastinators. So, based on the results of a number of own studies, A. Bandura noted that one of the key causes of such behavioral abuses is the negative perceptions of the individual regarding their own effectiveness.

Closely representing a person about their own self-efficacy, scientists associate with the fear of failure. P. Greco defines the fear of failure as a sense of anxiety, accompanied by a tendency to avoid the personality of situations in which unsuccessful completion of the initiated cases is possible.

Within the cognitive theory, fear of failure is considered by researchers in conjunction with perfectionism. According to the scientists, people are delaying to get more time to complete the task perfectly.

Thus, for its part F. Taylor noticed that the cognitive variable, which forms the foundation for the development of procrastination in the individual, is the locus of control. According to the results of his own research, B. Powers states that for people with lower levels of procrastination the internal control locus is inherent.

Key words: procrastination, rumination, cognition, irrationality, self-efficacy, perfectionism, fear of failure, locus of control.



Nataliia Zakharevych 

Postgraduate Student of the 

National University Ostroh Academy





School and its educational process has changed significantly recently and, nowadays the necessity of modern students is not only to acquire and generate knowledge, but also use it actively to succeed in further life. It is not only the quantity of knowledge, but the ability to use it is important today. So the urgency of overcoming key competencies for lifelong learning by school leavers becomes an important task for every participant of high school education.

Acquiring competencies is hardly comparable with learning. Competencies are described as learnable but not teachable. This understanding of learning has changed some pedagogical approaches to teaching and made it clear for learners to be self-regulated. 

Self-regulated learning focuses primarily on one’s ability to think metacognitively and motivationally. Various studies approve that better metacognitive skills support higher academic performance of students. The more students know about themselves and their cognitive processes the better mature learners they become as getting older. Thus, high school students with good metacognitive skills realize their strong and weak sides, can monitor and control metacognitive strategies they need to succeed in learning and achieve their best academic results.

Another important concept connecting key competencies formation and self-regulated learning is motivation as “the key instrument” related to self-regulated learning in modern schools. There are two types of motivation that may influence students learning experience: intrinsic motivation and extrinsic motivation. Intrinsic motivation refers to internal or personal factors which are specific to each student. Extrinsic motivation refers to the external factors that are used to encourage students to participate and perform well in their learning experiences. 

Accordingly, it is necessary to form key competencies for sustainable development of school leavers in higher education throughout self-regulated learning which requires good metacognitive skills and internal motivation. Besides, it is important to apply teaching practices that are most effective in promoting self-regulated learning in order to help learners develop self-regulatory skills.

Keywords: key competencies, metacognition, motivation, self-regulated learning, school leavers.



Vitalii Klak 

Postgraduate Student of psychology Department GVUZ "Pereiaslav-

Khmelnitskyi State Pedagogical University named after Hryhorii Skovoroda”




    In the paper the features of the logical thinking development of preschool children are analyzed. It is emphasized that in the period of preschool childhood it is necessary to intensify the development of the logical sphere of a child, as it is greatly important for the overall development of older preschoolers preparing them for school and further active life.    

         The physiological basis of thinking and the necessity of words and their importance in the appearance of the links within the first and second signal systems are presented. The role of the word in the generalization of the signals of the first (sensation, images, representations) and the second system, which allows a person to abstract from specific properties, objects and phenomena and provide human thinking, the basis of which is the analytical and synthetic activity of the brain, is also emphasized.           

         Logical thinking as a rather complex process that requires high intellectual (mental) activity, the ability to operate with words and abstract concepts, to understand the logics of reasoning and cause-effect relationships is considered. Different approaches to the consideration of the components/qualities/conditions for the development of logical thinking are taken into account: clear certainty, consistency, conclusiveness; handling of terms, the logics of question and answer, logical reasoning; the unity of a high level of logical operations, independence, flexibility of thinking, communication with visual components, etc.

In the development of logical thinking we also emphasized the importance of involving the child in conscious activity, the use in practice of internal mental actions related to the analytical and synthetic process, which can contribute to a conscious argument in solving problems.

         The importance of speech activity development of a child in the context of logical thinking is proved. The development necessity of logical thinking of senior preschool children for successful study and education is emphasized, and the following pedagogical conditions of development of thinking are highlighted: harmonious combination of motivational and operational components; democratic style of child rearing, etc. in the study it was also shows the necessity of individual and age characteristics of each child for more effective development of his logical thinking. It was experimentally confirmed that the complexity of the process of thinking transition of a child depends on the empirical level of knowledge (visual-effective thinking) and on the theoretical level (logical thinking), where there is the possession of techniques (logical skills) that provide holistic development of logical thinking.

           Key words: visual and figurative thinking, development of logical thinking, preschool children, analytical and synthetic process.     


Mariia Koziar 

Postgraduate Student of the National University of Ostroh Academy

Lecturer in Medical Psychology at Dubno Medical College




Each year the number of personality requirements that need to take into account new socio-economic changes and accordingly transform and acquire new professional competences is increasing. At the same time, they should do so without breaking their own balance and integrity. Therefore, an urgent problem is the formation of professional adaptation of future medical professionals, starting with entry into the educational institution. Thus, the purpose of the article is to theoretically analyse and empirically investigate the level of social and psychological adaptation of students – future medical professionals. 

The following method was used for the study: observation, “Methodology for the Diagnosis of Socio-Psychological Adaptation” by C. Rodgers and R. Diamond.The diagnostics according to this method resulted in 3 levels of students' adaptability: low level - 4.4%, sufficient (normal) level - 29.4% and high level - 66.2% of people. The results of the subscale indicators for each level of adaptability are presented with their detailed analysis. In addition, comparisons of the integral indicators according to the SPA method pertaining to the level of adaptability are made.

The study found differences between levels of students’ adaptability. For example, individuals with lower levels had significantly lower rates of overall adaptation, self-acceptance, and acceptance of others, emotional comfort, and a tendency to dominate than the individuals with higher levels of adaptability.

Further research should focus on enhancing students’ adaptive capacity and enhancing internal coping resources.

Key words: adaptation, socio-psychological adaptation, adaptability, professional adaptation, professional self-concept.



Oksana Matlasevych,

PhD in Psychology, Associate Professor of the 

Department of Psychology and Pedagogy

The National University of Ostroh Academy 




The article has been devoted to one of the most critical issues of the modern psychological science – development of pedagogical skills. The described program is a response to the lack of effective models of development of pedagogical skills.

Thus, teachers develop their professional abilities for various reasons. Sometimes this comes as a result of intrinsic motivation to improve the quality of one’s teaching practice, to gain respect and recognition, to become a more effective teacher, or to increase satisfaction in pursuing a successful teaching career. In some other cases, this is due to external factors, such as keeping a job position, getting a better salary, reforming education, etc.

The article notes the low efficiency of traditional models of teacher development.  In the author’s opinion, the main reason for this state of affairs is the absence of such a form of organization of work with pedagogical personnel, which would ensure the management of the process of self-development and self-improvement of teachers. This is the focus of the proposed program.

The development of pedagogical abilities is seen as a deliberate process of continuous self-improvement of teachers’ activities, their professionally significant qualities, based on an awareness of the obligation to achieve the goals of their profession.

The program of the development of pedagogical abilities offered by the author is an attempt to integrate elements of modern models of development of the teacher, as well as educational traditions of Ukrainian higher education institutions of the 15th-18th centuries.  The main purpose of the program is to put a system of actions for teacher’s self-development and self-improvement.

The program provides activities (reflective discussions, information sessions, and seminars) aimed at updating and elaborating various content aspects of pedagogical activity, pedagogical thinking and self-awareness of teachers.  It consists of 4 consecutive stages: 1) realization of the values and mission of the teacher; 2) development of reflexivity; 3) development of a dialogic position; 4) development of creative activity.

In the process of realization of the program of development of pedagogical abilities it is important to keep the following principles:

 1) clear definition of specific goals and their realization;

 2) timely appreciation for the efforts (feedback, social approval);

 3) creative approach, such as exit from the comfort zone (to do something new).

The result of compliance to these principles is the development of new teaching methods and the progress of pedagogical abilities.

Key words: pedagogical skills, development program, awareness of the teacher’s mission, reflection, dialogical position.


Iryna Onopchenko 

Graduate Sstudent of the Department of General and Social Psychology and Sociology,

Lesya Ukrainka Eastern European National University.




The research is relevant due to the common emergence of a misleading opinion that workaholism isn’t a problem. Nowadays some people even consider workaholism as a positive personality trait. But in fact, workaholism is one of the greatest problems of humanity and individuals, and those who tend to think the opposite, are completely wrong. Workaholism stands in the same rank as other addictions, such as alcohol and drug ones. And workaholics or addicted to work people become more and more lost for the society, as they willingly imprison themselves into their job and, moreover, mostly, incapable of realizing their problem and dealing with it. It’s very important to detect workaholism in time in order to cure the person psychologically, while the illness didn’t damage the person’s sanity and his/her social welfare. 

Currently, there aren’t any Ukrainian questionnaires to diagnose people with workaholism, so Ukrainians’ primary task is to culturally interpret foreign tests and to conduct psychological validation to study workaholism among the country’s population. 

The research was divided into two stages. The first one consisted of the translation of the English questionnaire into Ukrainian. And the second one consisted of the psychological validation, which was based on the translated methodology. In the first stage foreign methodology in English was translated into Ukrainian and vice versa to find out any semantic inaccuracies of the translation. The accurateness of the translation had been checked by the means of correlation analysis between the statements of the translated methodology and the statements of the original methodology. In the second stage the following psychometric characteristics were selected: 1) the expediency and necessity of the given in the methodology steps (definition of the correlation coefficients to avoid duplication of questions), 2) correlation analysis between statements of the translated technique and statements of the same technique in the original language, 3) constructive (convergent) validity, which was studied through correlation of the translated questionnaire with scales of the other questionnaire. 

The results of this research led to making a Ukrainian questionnaire to diagnose workaholism. The methodology can be used countrywide in order to run experimental diagnostic studies of that category of the population.


Keywords: workaholism, workaholic, addiction, addictive behavior, diagnostics, methodology, validity.


Liudmyla Prymachok,

PhD in Pedagogical Sciences,

Professor’s Assistant of the Department of

Human Health and Physical Rehabilitation

of the Educational and Scientific Institute

of Public Health of the National University

of Water Management and Natural Recourses Use 



The article deals with the analysis of the characteristics of the educational resources that outline their impact on the professional formation of a future physical rehabilitator. The author defines psychological and pedagogical support as a specific type of organization of the activity in the professional plane of training of future specialists in the sphere of physical rehabilitation. Features of the process of students’ acquisition of personally and professionally meaningful experience are described. The author’s definition of the process of psychological and pedagogical support for the professional formation of future specialists is proposed, and features of social and psychological support are highlighted. 

It is stated that social and psychological support is a specific type of psychological and pedagogical activity with the purpose of managing functioning and the development of the system set of resources (personal, institutional, environmental) involved to carry out the process of forming the personality and professional position of the individual, which implies the determination of the functional purpose of each resource, establishing the relationship of their functions within certain organizational, psychological and pedagogical forms.

It is shown that psychological and pedagogical support we understand as a specific type of professional activity, which involves the activation of personal and institutional resources needed to realize the effectiveness of the process of professional growth. Thus, psychological and pedagogical support is aimed at updating the personal resources of a student and his/her institutional resources, which we understand as resources of a particular social institute, which are set by the norms of functioning of a higher educational institution. Thus, psychological and pedagogical support involves the direct interaction of participants in the educational process.

Special study of this issue also shows that the psychological and pedagogical support of the educational process is a certain influence on the process, in this case – pedagogical, therefore, such support is characterized by versatility (resourcefulness, power, expediency, degree of explication, dynamism, multilevelity, etc.).


Key words: social and psychological support, psychological and pedagogical support, personally and professionally significant experience, professional formation of a future physical rehabilitator.



Viktoriia Pronina

Master’s Degree in Psychology

Counselling Psychologist, Harmonious Development Center «Work&Play»





The special interest of Ukrainian and foreign researchers currently includes the use of such methods for the study of parental relations as the analysis of narratives (stories). The narration is understood here as an oral or written statement of the subject about some events, which he/she (the subject) consciously or unconsciously attributes to a certain meaning. Maternal behavior and its motivation significantly affect the development of the younger generation and the socio-demographic situation of the country, which reveals the relevance to study this topic. 

Accordingly, the purpose of the article lies in an attempt to consider textual methods of research of the motivational and meaningful spheres of a woman in the implementation of maternal behavior as the means of collecting the most in-depth and reliable empirical data, as well as to highlight the place of text methodology in diagnosing motivation and its meanings, as well as the ways of processing the received text data.

Thereby, theoretical methods of research were analysis, synthesis, systematization, comparison, generalization, abstraction, interpretation of psychological literature on the research topics of child-parent relationships, maternal behavior, projective textual methodologies, interviews and conversations, their processing, etc. Thus, the modern Ukrainian and foreign psychological literature was analyzed on the topics of parent-child relationships, maternal behavior, projective textual techniques, interviews and conversations, their processing and other topics in which textual techniques were used for data collection. 

The study of textual techniques application in the diagnostics of the motivational and meaning sphere of personality gives the opportunity to investigate a subjective inner world of a person and to determine the general patterns of the functioning of motivation. Optimization of tools for diagnostics of motivation can provide wide opportunities for understanding behavior and actions of a person. Textual techniques occupy a special place in diagnostics, using the projective mechanism of the unconscious working for the organization and collection of empirical data, but the methods of interview and conversations are often considered as opposed to projective techniques in Ukrainian studies. The data of semi-structured and unstructured interviews have the same ways of processing text data. The use of text techniques gives the researcher a large amount of empirical data that exclude the effect of social desirability and the impact of other phenomena. It reduces the validity of research results through exposing the unconscious driving forces of the individual. There are many methods of processing text data that are being improved and updated, but significant isolation of Ukrainian research of the use of modern methods of text analysis is evident. 

To sum up, modern text methods of diagnosing the motivational and semantic sphere of a woman in the implementation of maternal behavior were identified and described, the ways of analyzing obtained textual data were proposed, the place of textual methods in the diagnosis of motivation and meanings of personality was determined.

Keywords: textual techniques, motivational and meaning sphere, maternal behavior, incomplete sentences, narrative, interview, text analysis.



Volodymyr Savchuk

Postgraduate Student at the Department of Psychology and Pedagogics,

The National University of Ostroh Academy




A high level of national self-consciousness is one of the key elements that define a true patriot who is ready to contribute to the well-being of their state, and therefore is relevant at all times. Moreover, the developed national self-consciousness is vital in the globalized world being responsible for the attitude to representatives of other nations. Strengthening or weakening the community’s national self-consciousness is the focus of informational policies of series of countries. With the use of multiple techniques and mechanisms, arises the need to study the influence of historical myths (the narratives of the society’s past) on national self-consciousness. The paper analyses the interconnection of national self-consciousness and historical myths as well as outlining the areas of the overlap of the phenomena studied. 

The cornerstones of national self-consciousness are the feeling of affinity with one’s national group, self-evaluation of possession of national values, and the view of other national groups. At the same time, historical myths are based on the vision, interpretation and appraisal of the community’s past, and have a certain degree of distortion. Consequently, both studied phenomena can overlap within the first phase of national self-consciousness development, during which the mythological perception of the key notions of one’s nation prevail. 

Other common fields are the individual identity of a person and the unification function historical myths perform establishing communities of different kinds among them being nations. The contrastive aspect also plays a prominent role in the interplay of the aforementioned notions, excluding individuals who belong to the outgroup, and often applying a set of ethnic stereotypes. The archetypal and symbolic elements also serve to bridge national self-consciousness and historical myths. Furthermore, the axiological sphere is a common aspect for both, and as embodiment of national values, heroes play a significant role in it. 

The common view of the nation’s past and territory is ordinarily conditioned by historical myths, and has its place in the system of national self-consciousness. Notably, the impact of the history of the nation on its myths is mutual due to the role of the national character, which in its turn is molded by the course of events happening in the life of the nation. Contrastingly, according to geographical determinist approach, it is the territory the nation occupies that defines the nation’s character and not vice versa. 

The prospects for the further research concern not only psychology. They are apparent due to the need to resist the aggressive imperial narratives, which are efficiently functioning nowadays and are widely employed in informational warfare. Stemming from the unreasonable self-esteem of particular national groups, they pose a serious threat to the civilized world. In addition, subsequent studies will pave the way for a more effective improvement of national self-consciousness by means of application of various techniques such as historical myths in education and informational policies.

 Key words: national self-consciousness, historical myth, ethnic stereotype, autosterotype, national character.


Stanibula Stepan Aleksandrovich

Senior lecturer of the Department of Psychology

Gomel State University named after F. Skorina




The focus is made on the role and importance of productive coping behavior of students in times of crisis in the learning process while getting higher education. The author's training experience in the formation of productive coping behavior of students is presented. The effectiveness used in the framework of psychological training tools and techniques while working with students is also proved.

A crisis in life is a situation that causes obstacles to the realization of internal motives, needs, goals due to the emergence of objective and subjective factors and conditions. A person has a habit of certain (traditional) forms of vital activity, living conditions, social status, moral and spiritual values, which ultimately constitute the basic foundation of his vital activity. A crisis can deprive him of this support. At the same time, along with negative manifestations, during a crisis, a deep understanding of the true value of life, spiritual self-awareness. 

The article presents the author’s correctional and developmental program for the formation of adaptive behavior in students: the program consists of various blocks that are aimed at developing coping behavior in cognitive, emotional, and behavioral tricks. The program uses modern methods of psychological correction as a toolkit and contains a huge number of psychological techniques aimed at updating the behavioral, emotional and cognitive aspects in order to overcome difficult life situations.

The article proves the effectiveness of the correctional development program. It was revealed that the main indicators have become much more adaptive. Thus, we can say that the program for the formation of adaptive coping behavior has proven to be highly effective in the practical process. The program is introduced into the educational process at the Gomel State University named after Francis Skorina.

Further research will be aimed at updating the reasons for the formation of maladaptive forms of coping behavior among students.

Keywords: students, coping behavior, crisis, crisis state and condition, psychological training, psychosocial support, effective coping behavior.



Oksana Shovkova 

PhD Student in Psychology

The National University of Ostroh Academy, Ostroh




Better level of students’ performing in university is closely related to the level of effort they put forth in their academic work. Many students do not always aware of the strategies of studying, thus depriving themselves of the opportunity to reason out their difficulties and discover their capabilities. 

The aim of the paper is to consider the notions “metacognitive monitoring” and “critical thinking” and to analyze the connection between metacognitive monitoring and students’ critical thinking. This article describes how students through metacognitive monitoring can acquire new habits of thoughts and qualities of mind which will enable them to become autonomous learners.

The improvement of student thinking − from ordinary thinking to critical one − depends heavily on the ability of such students to identify and cite good reasons for the opinions they utter.

When engaged in critical thinking, students need to monitor their thinking process, checking whether progress is being made toward an appropriate goal, ensuring accuracy, and making decisions about the use of time and mental effort. If students practice metacognitive monitoring consistently it should lead to a significant improvement in their thinking over time.

Thus, critical thinking is related to the development of metacognitive understanding which is essential to lead to high levels of cognition. Therefore, a fundamental aspect of critical thinking is the metacognitive activity which brings to reflect on the thinking itself, to evaluate one’s own thinking practice and to learn from the same learning experience.

  Metacognitive monitoring of ongoing cognitive processing is a key component of learning regulation. This paper describes how students through metacognitive monitoring can acquire new habits of thoughts and qualities of mind which can enable them to become autonomous learners.


Keywords: metacognitive monitoring, critical thinking, metacognition, learning.


Mariia Yakubovska 

Associate Professor of the Department of Information, Library and Book Affairs of the Ukrainian Academy of Printing




The article deals with the problems of theoretical aspects of the algorithm of innovative changes in the system of higher education, the basis of which is the response of modern pedagogical science to the challenges of the modern era, when pedagogy, fulfilling its historical tasks, creates the prerequisites for the establishment of qualitative innovative processes of pedagogical interaction in the system "teacher - student", which forms the basis of the psychological safety of our society. The article outlines the algorithm of system processes, which is based on the formation of students ‘cultural competence, the systemic evolutionary understanding of the discourse of modern education and the provision of variational technologies for students’ cultural education. Particularly, the trends of personal and humanitarian technology of teaching cultural sciences in universities are analyzed. 

Considering the problems of cultural education of students in the system of institutions of higher education of the technical profile as a subject of holistic and systematic study, it was proved on concrete examples that the formation of cultural competence of students is closely linked with professional training and forms the basis of psychological safety of society. Having considered the psychological processes taking place in the youth environment, the influence of the subjects of the humanitarian cycle on the formation of the worldview of a young person is shown, and the tendencies of cooperation of the technical and humanitarian components of pedagogically oriented pedagogy of the present are outlined.

Integration of different types of arts and the increasing conquest of the spiritual spaces of Ukraine are a significant phenomenon and evidence of the innovative spiritual and existential culturological processes of our time. These processes form the basis of the cultural space of the present and actively influence the development of modern higher education. These phenomena should become part of the content of culturological courses in the humanities, since they not only diversify the forms of knowledge, but are also important means for creating an innovative model of contemporary student's cultural thinking.

The conducted theoretical and empirical research gives us the opportunity to come to the conclusion that the system of psychological safety of society is an important component in shaping the humanitarian security of society. The research of the algorithm of the scientific and theoretical aspects of innovation changes in the system of higher education shows that the humanitarian security of society depends on the development of the innovative component of modern higher education institutions. Pedagogy, fulfilling its historical tasks, creates the prerequisites for the establishment of qualitative innovative processes of pedagogical interaction. The prospect of our further research is the preparation of a program of educational disciplines that can contribute to the formation of the cultural competence of contemporary students.

Key words: culturological competence, cultural worldview, discourse, psychological safety of society, cultural consciousness, art of communication, culturological environment, psychological protection of personality.