№14/2022

Ernest E. Ivashkevych,

PhD in Psychology, Lecturer of the Department

of English Language Practice

and Teaching Methodology of

Rivne State University of the Humanities,

Translator

THE EMPIRICAL RESEARCH OF THE TYPE OF THE PERSON’S ORIENTATION OF A FUTURE TRANSLATOR

Noteworthy, the process of professional development of any specialist is closely related to the formation of professional readiness of a specialist for future activities. The core of the professional development is a positive attitude of the individual to his/her future profession, fairly stable motives for future activities, professionally significant personality traits, professional knowledge, skills and abilities, as well as some experience of their application in practice.

It is shown that in the period of direct implementation of pedagogical activity there is a correlation of the specialist’s theoretical knowledge and skills with the peculiarities of practical activities; some experience of pedagogical activity is gained; the individual style of embodiment and realization of pedagogical activity is formed taking into account the professionally important qualities of the person; there is a formation of pedagogical orientation; the pedagogical position is formed; prospects for further professional growth are determined.

Thus, for the professional development of the person it is important to master the norms, standards of the profession, the formation of the necessary professional personal qualities, knowledge and skills to solve professional problems successfully, for the formation of motivational and value attitude to the person’s profession, individualization, awareness and the realization of the zone of the nearest professional development, readiness for the differentiated estimation of the activity, a combination of the professional openness, the ability to study independent creative searches.

Despite some differences in the process of professional development of the specialist, in the psychological literature there is some unity of the opinion of researchers according to the concept of “professional development”, which means the development of specific professional qualities and personality traits. It is a process which is always quite active. Professional development is a gradual and dynamic process that causes positive changes in personal and professional qualities, contributes to the formation of a positive attitude to the sphere of future profession, the desire to master professional knowledge, skills and abilities.

Thus, professional achievements, their evaluation by other people have a significant impact on the formation of many important personal characteristics, such as self-esteem, self-confidence, strengths and abilities. The latter includes the achievement of a certain social status in the society and in then paradigm of the professional sphere. Professional activity facilitates quite serious changes in the professional paradigm of the individual, determines a certain dominant strategy of individual behavior, goals and programs of actions, shows the attitude to the results of own professional activities of future specialists.

It is proved that the process of students’ orientation in the world of values should be expanded in time and space, which would create a basis for the formation of the image of a future professional. The latter will characterize the future translator as a person who has risen to the professional level of his/her existence. The hierarchy of values of the translator will include a complex system of value-semantic scripts, which form a valuable attitude to professionally significant activities through awareness of a cognitive field of translation in the paradigm of subject-subject communication as the most important process and a system to master himself/herself. Thus, students themselves become creators of their own value-semantic scripts by presenting an active position of the translator.

Key words: a type of the person’s orientation, professional development, professional readiness for future activities, valuable attitude to professionally significant activities, value-semantic scripts.

Matlasevych Oksana Volodymyrivna,

Doctor of Sciences in Psychology, Associate Professor,

Head of the Department of Psychology and Pedagogy,

National University of Ostroh Academy

Tkachenko Dasha Volodymyrivna,

3rd year student of "Psychology",

National University of Ostroh Academy

FEATURES OF COMMUNICATION REACTIONS

IN THE SITUATION OF EXPERIENCING JEALOUSY

IN ADOLESCENTS AND ADULTS

The article analyzes the content and essence of the phenomenon of jealousy, the main reasons for their occurrence, the main forms of manifestation. Psychologists view jealousy as a negative experience that arises from insecurity in a situation of lack of attention, love, respect or sympathy from an important person when all this is real or imagined someone else gets. Jealousy unites a whole range of emotions, feelings, thoughts, the strongest of which are fear and anger. Modern scientific research has shown that jealousy has its own specifics at different ages - the younger a person, the more he has these experiences; jealousy acquires its scale in adolescence, which is associated with a sense of "imperfection", immaturity of young men. It is noted that people rarely experience jealousy only in person. Jealousy is most often expressed in the form of actions and interpersonal communication. It is argued that an effective communication response in a situation of jealousy can reduce uncertainty in the relationship, maintain the relationship, as well as help restore self-esteem. The results of an empirical study are presented, which showed differences in communicative reactions to jealousy in adolescents and adults. 64.5% of young people in a situation of jealousy try to interact with a partner, more than 20% - try to please a partner, do him something nice. In the group of adult subjects, the reactions were the least pronounced: "violent interaction", "control / restriction", "manipulation", "contact with an opponent". 55% of respondents in this age group try to please their partner, do something nice for him, 41% - try to solve the problem through interaction with a partner. The next part of the study focused on the relationship between the type of communication in a relationship and the type of reaction to jealousy. The results identified age differences in the sensitivity of communication disorders, which may lead to a focus on a particular type of response. In adults, a close relationship was found between communication characteristics and the predominant type of jealousy response. Ease of communication and trust in each other proved to be more important in young people's constructive reactions to jealousy.

Key words: jealousy, communicative reactions to jealousy, communication, relationships, maturity, youth.

Tamila V. Zozul,

PhD in Psychological Sciences,

Associate Professor of Philosophy Social Sciences

and Humanities Department,

Institution of higher education

«Academician Yuri Bugay International University

of Science and Technology»

ESSENTIAL FEATURES OF INDIVIDUAL EROTIC PERSONALITY CODE: RESULTS OF THEORETICAL ANALYSIS

The article is devoted to the individual erotic code of personality phenomenon theoretical analysis, definition of its essential features. Vectors of individual erotic code of personality problem comprehension are presented and its definition is given, which is comparable to similar in content scientific concepts described by other scientists.

The concept of individual erotic code is defined as a single system for recording the model of erotic behavior of an individual in the form of their own reactions manifestations and the reactions of the "ideal partner" sequence, programmed to perform a sexual task. This system of rules of behavioral reactions sequence gives a person the opportunity to encode sexual behavior by exchanging specific signals with people of the opposite sex and whether they coincide or not coincide with the internal response of the "ideal partner" image.

The main essential features of the individual erotic code – its symbolic nature, cultural relevance, variability, individual and social nature, cultural conditioning – are described and interpreted.

The individual erotic code symbolic nature means that it exists in the form of symbolic – reflects a system of signs and symbols that have a certain meaning and reflect the archetypal and symbolic nature of the human psyche.

Cultural conditionality shows that the individual erotic code is formed in the individual under the influence of interaction with the dominant culture and reflects fixed in a particular time culture ways of organizing erotic interaction, sexual life.

The individual and social nature of the individual erotic code shows that it reflects a certain amalgam of sexual life organizing ways and individual experience learned in the process of socialization.

The variability of the individual erotic code is due, again, to its symbolic nature, means the ability to carry the recipient of semantic information about the perception of the code itself.

Compliance with double coding characterizes the individual erotic code as a complex organized system the organization of sexual life of the individual information transmission and perception, the desired development of events in the relationship, and so on.

The connection of the individual erotic code of the personality with the regularities of human corporeality perception is described.

Key words: individual erotic code of personality, cultural code, perception of corporeality, essential features of individual erotic code.

Larysa M. Kulakova,

PhD in Psychological Sciences,

Associate Professor at the Developmental and Educational Psychology Department,

Rivne State University of the Humanities

FORMATION OF SOCIAL COMPETENCE OF JUNIOR SCHOOLCHILDREN IN THE CONDITIONS OF EDUCATIONAL PROCESS

The article substantiates the relevance of the problem of developing the social competence of junior. The most recent scientific psychological and pedagogical research on the problem is analysed. The etymology of the concept of «competence» and «social competence» is clarified. Different approaches to the interpretation of the definition of the components of the concept of "social competence" are revealed. The structural analysis of social competence is carried out and its components are defined. The signs of socially competent junior schoolchildren are determined. The levels of formation of social competence of primary school students (cognitive, motivational, pragmatic) are analyzed and the main characteristics of each of them are analyzed. It was found that the primary school age is a period that is considered sensitive for the formation of social competence, as its important feature is the change of social position of the child, when it expands and deepens the system of relations with the surrounding reality. The article considers the issue of formation of social competence of junior schoolchildren. It is established that the formation of social competence occurs in the process of socially significant activities, in particular, during the educational process at school. The role of modern primary school in the development of a child’s personality is justified.

The article presents the results of diagnosing the levels of social competence of junior schoolchildren. In particular, it was found that the majority of the surveyed primary school students have an middle level of social competence. According to the results of the research, the main types and forms of work on the formation of social competence of junior schoolchildren in the educational process are formulated. The prospects of further research on the problem raised in the article are formulated.

Key words: competence, social competence, the primary school age, structure of social competence, components of social competence, levels of social competence.

Mariia M. Avhustiuk,

PhD in Psychological Sciences,

Associate Professor of the International Relations Department,

The National University of Ostroh Academy

EMOTIONAL CONTEXT OF THE ACCURATE AND INACCURATE METACOGNITIVE MONITORING LEVELS

Purpose. The aim of the paper is to identify what emotions arise after obtaining information about the correct or incorrect estimations of the performance in a short knowledge test. To do this a short pilot experimental research was conducted outlining some peculiarities of the accurate and inaccurate metacognitive monitoring levels in university students’ learning activity.

Methods and procedure. The theoretical and comparative practical methods of studying the accurate and inaccurate metacognitive monitoring levels of university students have been used in the study. The participants (n = 77, Mage = 17.62) answered knowledge information questions of three types (multiple-choice, open-answer, and ‘Yes’/‘No’) set up both in Ukrainian and in English and performed prospective and retrospective metacognitive judgements of learning. Calibration procedure helped to define average indicators of both the illusion of knowing and the illusion of not knowing, as well as adequate levels of metacognitive monitoring. After the announcement of the correct answers the participants noted their emotions that arose when the answer were correct / incorrect.

Results. The results showed the occurrence of emotions with positive and negative affect both in the accurate (the adequate level) and inaccurate metacognitive monitoring levels (the illusions of knowing and not knowing). According to the data, in total, the examples of the emotional status of the highest frequency were mainly with the positive affect. The illusion of not knowing was expressed by 5 main samples of emotional status of negative affect (‘disappointed’, ‘surprised’, ‘offended’, ‘inattentive’, and ‘sad’), 8 samples of emotions of positive affect, though the value of them was not very high in almost all the cases (‘normal’, ‘good’, ‘glad’, ‘calm’, ‘nice’, ‘proud’, ‘satisfied’, and ‘unsurprised’), and 2 of neutral affect as well. Students with the adequate level of their RCJs showed only positive and neutral emotions of different value.

Conclusions. The current results continue to expand an investigation of metacognitive monitoring reliability factors. Still the presented ideas serve more as a framework for future study and their pure implications still need thorough further researches.

Key words: accurate metacognitive monitoring; inaccurate metacognitive monitoring; the illusion of knowing (the IK); the illusion of not knowing (the INK); emotions; metacognitive monitoring; university students.

Oleksandr Y. Nabochuk,

PhD in Psychology,

Doctoral Student at the University

named after Hryhoriy Skovoroda in Pereyaslav

THE FUNCTIONS OF SOCIAL INTELLIGENCE OF THE HEAD OF THE EDUCATIONAL INSTITUTION IN DETERMINING THE FORMATION OF THE ABILITY OF MANAGERS TO THE CREATIVE PROCESS

The article deals with the results of the empirical research that allowed us to identify the functions of social intelligence of the head of the educational institution.

1. Cognitive-evaluative function is explained in determining the individual capabilities of the leader, which are actualized in order to achieve results, providing a real help to others, in determining the content of interpersonal interactions, which are due to the processes of socialization.

Social intelligence provides the processing of information that is necessary for a specialist to predict the results of professional activities. On the one hand, a person, receiving information about the nature of other people’s activities, is aware of it and it is a subject to this information of mental operations that will be carried out in the future. And, on the other hand, in the process of information processing it is useful the formation of judgments about the significance of those events that take place.

The information having been received by the manager often finds its explication in the manifestation of evaluative judgments about the possibility of its use, the actual levels and the achievement of certain results. In general, the processes of professional creativity are included into the paradigm of self-knowledge, which allows a person to understand himself/herself, his/her essence. Thus, the implementation of this function allows us to select the most relevant information, which is largely adequate for the current conditions of the professional activity for the realization of the specialist as a full-fledged subject (the actualization of the cognitive aspect of a cognitive activity). The latter gives the manager the opportunity to form evaluative judgments about what really happens in the world around the person.

2. Communicative and valuable function of social intelligence, related to the need to understand others, and, in turn, to be understood by them. Knowing yourself in a constant communication with other people begins as a process in which a person actively models the interaction with others and masters the norms and standards of relationships. Thus, professional communication is realized in the ability of the individual to convey certain information, to describe people’s own personal conditions, their attitude to what was perceived in the message; finally, we tell about the ability to identify intentions and targets for a particular message.

In addition, the process of nonverbal communication, on the one hand, is a way to establish a connection between a man and a social environment, and, on the other hand, between the process of finding personal meanings among the values of his/her life. Accordingly, we can distinguish two dominant manifestations of communicative and valuable function:

1) creating an ideal content plan of the professional activity, which is associated with determining the situation of social action at the level of quasi-communication, which contributes to the process of understanding the another person. The leader not only communicates and perceives information, but also transforms it, formulating tasks and modeling problems that are directly related to social relationships;

2) the act of revealing oneself in another person (so-called “existential communication”), which is realized by the ability to understand, to perceive personal and socio-psychological positions of people, in analyzing the behavior of the leader, to imagine another person in his/her place or himself/herself on the place of this specialist.

In our opinion, this existential communication finds its explication in the anticipation of a certain attitude, opinions, assessments of specific people or groups as a whole. The latter leads to the formation of its original, unique image, the content of which largely depends on the realism of a person’s thinking, his/her ability to perceive and summarize objectively numerous and sometimes diverse assessments of his/her personality by others, which allows the leader to really shape the image by his/her own system of values.

3. Reflexive-corrective function of social intelligence is reflected in self-knowledge and awareness of the advantages and disadvantages of social interaction, as well as changes in the process of interaction with the aim of leveling the premise of cognitive dissonance, which largely allows the leader to control his/her emotions and needs.

Key words: creativity, social intelligence, cognitive-evaluative function, communicative and valuable function, reflexive-corrective function.

Volodymyr L. Romaniuk,

PhD in Biological Sciences,

Associate Professor at the Department of

General Psychology and Psychodiagnistics,

Rivne State Humanitarian University

STRESS-REACTIVITY AND STRESS-RESISTANCE AND MENTAL HEALTH OF PERSONALITY

Human health, as a biopsychosocial phenomenon, substantially depends on the responsiveness of an organism under certain conditions of activity and existence. Regarding a human being, the following types of responsiveness have been determined: biological or species-level responsiveness; group or constitutional responsiveness; individual physiological responsiveness; individual pathological responsiveness; specific responsiveness; non-specific responsiveness.

Stress as the general adaptation syndrome and non-specific responsiveness of an organism significantly affects the physical and mental health of a personality by dint of the fight-or-flight or escape mechanisms. Concurrently, the scope of reaction related to the fight or escape is used to characterize stress responsiveness, which is genetically determined and is strictly individual. Thus, the behavioral mechanism of fight or escape preeminently refers to a constituent of unconditioned-reflex and instinctive activities of the human organism.

Furthermore, phylogenetic constituents of the fight or escape mechanism are essentially supplemented by ontogenetic experience, becoming firmly established at the level of conditioned-reflex and instrumental activities. As a result, the main adaptation mechanism of stress responsiveness or mechanism of fight or escape can be viewed as a unique functional combination of inherited and acquired responses (unconditioned-reflex and conditioned-reflex reactions), which will considerably determine somatic and psychic norms as well as pathology of an organism.

In its turn, stress responsiveness is tightly connected with the stress resistance of an organism. Indeed, stress resistance is an individual capability of an organism to maintain normal working efficiency under the influence of a certain stressor. Stress resistance can be enhanced with the help of learning; the essence of this learning lies in the conscious control of the activities of particular organs and systems and the behavioral activity of an organism as a whole. In psychology, stress resistance serves as the basis for successful social cooperation of a personality, which is predominantly characterized by emotional stability, as well as a low level of anxiety. Hence, stress resistance as a constituent of mental health in systemic relations with stress responsiveness contributes to the stability of homeostasis indicators with the involvement of morphological and functional reserves of an organism.

In general, it is expedient to emphasize the following forms of stress responsiveness – low stress responsiveness (hypo stress responsiveness), adequate stress responsiveness (normal stress responsiveness), and increased stress responsiveness (hyper stress responsiveness). At the same time, there is a probable negative influence of both decreased and increased stress responsiveness on the constituents of mental health of a personality.

In a holistic way, stress responsiveness and stress resistance of an organism significantly depend on the particularities of the central nervous system and autonomic nervous system, as well as the specifics of temperament in the corresponding systemic relations. In this respect, the two most important aspects of temperament, such as activity and emotionality (including anxiety) are distinguished.

The diagnostics of stress resistance in the functional connection with stress responsiveness, along with morphological and functional reserves of an organism can include the following levels: 1) morphological level; 2) physiological level; 3) hematological level; 4) biochemical level; 5) immunological level; 6) level of the emotional sphere; 7) level of the cognitive sphere; 8) behavioral level.

Psychophysiological particularities of active leisure and cognitive-behavioral therapy are aimed at the strengthening of stress resistance of an organism, as well as preservation of mental health of a personality under the corresponding conditions of activity and existence.

Keywords: homeostasis, responsiveness, stress, mechanism of fight or escape, stress responsiveness, stress resistance, nervous system type, temperament, anxiety, cognitive-behavioral therapy, active leisure, mental health, personality.

Yanina V. Svilo,

Postgraduate Student at the Department of Psychology

Gomel State University named after Francisk Skorina

FEATURES OF EMOTIONAL INTELLIGENCE OF CHILDREN OF DIVORCED PARENTS AND ITS RELATIONSHIP WITH SOCIOMETRIC STATUS IN PRIMARY SCHOOL AGE

This article highlights the actuality of the study of emotional intelligence. Emotional intelligence is considered as a factor contributing to the adaptation and socialization of the individual. The concept itself is viewed in a broad sense as the ability to control feelings and emotions, to distinguish between oneself and other people, and also to use this knowledge to control one's thoughts and actions. The article focuses on the fact that emotional intelligence is especially intensively developed exactly at primary school age, while experiencing numerous transformations and changes.

The results of available research in the diagnosis of emotional intelligence by children of primary school age (Ryzhov D.M.) are presented. Within this article, it was carried out the study of the emotional intelligence by children of primary school age and the identification of the features of the emotional intelligence of children of divorced parents. In total, 153 children of primary school age, representatives of both sexes, took part in this study.

Using the technique "Special awareness: emotions and feelings" by E. I. Izotova, the following results were obtained: statistically significant differences were noted on most scales of the questionnaire ("Expression of emotions", "Causes of emotional experiences", "Empathy") and on the overall level of emotional intelligence. Children of divorced parents have a higher level of emotional intelligence than children living with both biological parents.

Moreover, the diagnosis of the sociometric status of children of divorced parents of primary school age was carried out using the "Sociometry" technique (J. Moreno, adapted by Ya. L. Kolominsky). In this group, there is a predominance of children with the sociometric status of "preferred", which in turn is favorable and indicates the inclusion of the individual in society. It was put forward a hypothesis about the connection between the level of emotional intelligence and sociometric status in children of divorced parents of primary school age, but it was not confirmed, there is no statistically significant connection.

Thus, as a result of the study, it was revealed that children of divorced parents have higher indicators on most scales and on the overall level of emotional intelligence than children living with both biological parents. They have a better developed ability to understand their emotions and the emotions of other people, the ability to understand the reasons that caused these emotions, as well as predict the emotions of others and manage their own. Also, the children of divorced parents have a favorable sociometric status. They are accepted in class and have enough social contacts. All this makes it possible to assume that, in general, these children are sufficiently adapted and socialized in society. However, their sociometric status does not depend on the degree of development of their emotional intelligence.

Keywords: emotional intelligence, primary school age, sociometric status, socialization, parents’ divorce.

Oksana S. Kharko,

Postgraduate Student at the Psychology Department,

Ivan Franko National Universiti of Lviv

PRACTICAL RECOMMENDATIONS FOR OBSERVING PSYCHOLOGICAL CONDITIONS FORMATION OF STRESS RESISTANCE OF UNIVERSITY STUDENTS IN THE EDUCATIONAL PROCESS

The article is devoted to the problem of formation of stress resistance of students. The results of empirical research of stress resistance of modern students of higher educational institutions are also stated.

In modern socio-economic conditions, a person at different age stages of his/her life there are unexpected situations, usually stressful, which require adequate and immediate mastery, increase the ability to resist such influences without harm to health. The most vulnerable, intolerant of negative external influences, prone to stress are young people, and especially such a socially and psychologically vulnerable category as students.

The object of this study is the stability of students during their studies at the university and during distance learning during the spread of the COVID-19 pandemic. The subject of research is the peculiarities of the formation of stress resistance in university students and the means of its formation. The purpose of the study is to determine the psychological conditions for the formation of stress resistance of students. Factors of stress and stress resistance of students in the conditions of distance learning are investigated.

The article presents practical recommendations for compliance with the psychological conditions for the formation of stress resistance of freelance students in the educational process. Content – organizational aspects of construction of the program of formation of stress – resistance at students in the conditions of distance learning are offered.

Key words: stress, stress resistance, stressors, stress factor, distance learning, advantages and disadvantages of distance learning, psychological problems provoked by distance learning, procrastination, methods and ways to overcome stress, methods of studying emotional stress, features of ways to increase stress resistance.

Tetiana Yu. Сhernous,

PhD Student at the Department of Psychology and Pedagogy,

The National University of Ostroh Academy

Viktoriia O. Kalamazh,

PhD in Psychological Sciences,
Associate Professor at the Department of English Language and Literature,

The National University of Ostroh Academy

MUSIC AND MOVEMENT AS A MEANS OF DEVELOPING THE SELF-AWARENESS OF PSYCHO-EMOTIONAL STATES OF FUTURE ELEMENTARY SCHOOL TEACHERS

The article discusses the influence of music and movement on the development of the components of emotional intelligence as an important part of the general professional competence of future elementary school teachers. The urgency of the problem of developing the ability to recognize their own psycho-emotional states in the structure of emotional competence of future teachers is indicated. The data of empirical research on the dynamics of three main components of psycho-emotional state according to the SAN questionnaire – well-being, activity, mood and judgments of respondents on the difficulty / ease of recognizing their psycho-emotional states as a result of musical-motor intervention based on Orff approach are presented.

The methodical basis of the research was based on the principles of the integrative concept of the Orff Approach with the focus on the influence of music and movement as a unity that activates different areas of the senses. Empirical research shows a positive dynamic concerning the recognition of parameters of psycho-emotional states due to the influence of music and movement. This confirms the effectiveness of the influence of these factors in the development of personal and interpersonal components in the structure of emotional intelligence of future elementary school teachers. Under the constant influence of external and internal stressors of the teaching profession, which usually lead to a decrease in creative and reduced motor activity, the influence of music and movement promotes better awareness of one’s own emotional states and is an effective mechanism that activates and trains nonverbal structures and reflection.

The findings of empirical research confirm that it is desirable to attract innovative modern approaches to the process of developing the emotional intelligence of future elementary school teachers.

Keywords: music, movement, emotional state, emotional intelligence, elementary school teacher.

Yuliia V. Panenkova,

PhD in Psychological Sciences,

Teacher of Psychological and Pedagogical Disciplines,

Kolomyia Pedagogical Professional College of the Ivano-Frankivsk Regional Soviet

EDUCATIONAL ENVIRONMENT AS A FACTOR OF DEVELOPMENT AND ADAPTATION OF GIFTED CHILDREN

The modern tendencies of psychology of development determine priority of the personality orientated model in the context of which child’s personality and idea of his/her integral development acquire the special value.

The ambiguousness of interpretation of the phenomenon of gift and complication of his diagnostics creates serious difficulties in forming of the gifted personality, maintenance of his/her individuality and opening of talent.

The aim of our paper is to determine the conditions of the educational environment for the development and adaptation of gifted children, substantiate the relationship between giftedness and adaptability, and present the results of the developed model of the adaptation process of gifted children.

The category of gift belongs to the most fundamental description of personality. Nowadays there is a row of approaches to its determination. Most scientists examine a gift as a quality transformation of capabilities, as individual originality of makings, as psychological pre-condition of creative development of personality.

Essence of personality development of the gifted children is determined as totality of their subjectivity, consciousness and system of values. The gifted child, unlike other children, in a greater measure is provided with ability to achieve the excellent degrees of subjectivity, consciousness, system of values, self-development in condition of successful adaptation process.

Adaptation of gifted children is understood by us as a process of manifestation and development of giftedness and formation of children’s individuality in the educational environment.

The social situation of development, development of gift and adaptability of the gifted children are correlated with the formation of personal reflection and self-esteem, self-confidence, value consciousness, the formation of characterological personality traits – communication, confidence, emotional stability, self-control, and reluctance to aggression.

The presented model of the adaptation process determines the conditions of the educational environment for the development and adaptation of gifted children constructive relationships in the contact social environment (gifted children, parents, teachers, peers) and educational activities that contribute to adaptation and disclosure of children's giftedness through the formation of personal qualities, self-esteem, self-awareness and self-affirmation, personal values and reflection.

Awareness of personal values, their own achievements and their recognition are value determinants of the development of creative abilities and personal identity of gifted children.

A level, quality originality and character of the development of children’s gift are the result of a difficult cooperation of abilities, pedagogical conditions of the educational environment and psychological mechanisms of personal self- development and self-realization.

Key words: personality, abilities, children giftedness, adaptation process, adaptation.