Psychology and Personality

23-39

Authors: МИРОШНИК Олена Георгіївна

The article gives an analysis of the psychological nature of the teacher’s professional reflection and the tools of its development in the system of professional training. The pedagogical skillfulness is a complex of person’s qualities that provide high level of self-organization of teacher’s professional activity. Among these professional qualities the basic one is reflectivity. According to system-regulative approach teacher’s reflection isa professional quality that provides functioning of regulative mechanisms of his/her professional activity in a mode of humanistic interaction with pupil. This interaction is based on teacher’s awareness of boundaries of his/her and pupil’s Self. Reflectivity encompasses the pattern of reflective processes that provide an integration of different psychic spheres of teacher’s personality as well as a limitation of teacher’s own professional activities. These patterns allow to create and simultaneously integrate in teacher’s consciousness mental presentations of subject grounds of professional activity, to reflect social-psychological of pedagogical communication, to reveal constituents of the professional self-consciousness and personal identity, to analyze his/her behavior in the terms of moral norms and personal morality. The possibilities of course “Fundamentals of pedagogical skill” in the development of reflective processes that provide the subject orientation of the future teacher’s professionalization are considered and the experience of its organization in V. G. Korolenko Poltava National Pedagogical University is also discussed

59-69

Authors: ЛИСЕНКОВА Ірина Петрівна

For the adherents of cognitive theories, on the one hand, the principles and mechanisms of managing the process of cognition, in which the perception, conservation, processing, interpretation and acquisition of new knowledge takes place and, on the other hand, the study of fundamental cognitive processes and differences in perception and comprehension are the objects of the interest. Many researchers (J. Atkinson, A. Bandura, C. Hull, J. Kuhl, E. Lowell, D. McClelland, G. Muller, H. Helmholtz, H. Heckhausen, E. Tolman, etc.) focus on the study of mental processes and consciousness that determine behavior or activity. Such approach makes it possible to draw conclusions about which mental processes are included in the activity, and how they are involved in the development of the emotional sphere and the manifestation of human emotions. Cognitive theories of emotions and personality can be divided to at least two broad classes of theories. These are the so-called self-theories, or theories of self-consciousness, and theories that consider the root cause or component of emotion to be cognitive processes. The central and prevailing notion of all self-theories is the one’s self- concept. Self-concept is a holistic, integrated phenomenon, consisting of the perception and knowledge of the individual himself, and it is given a huge explanatory meaning in the self-theories. Within these theories behavior is seen as a function of perception and especially of the individual’s perception. Schachter’s two-factor theory of emotions suggests that emotion should be considered as a combination of two components: physiological excitation and a cognitive interpretation of this excitation. According to the theory, "products of the cognitive process are used to interpret the significance of physiological reactions to external events". In the context of Festinger’s theory of cognitive dissonance, emotion is seen as a process whose quality is determined by the coherence of the interacting systems. A positive emotional experience appears when the action plan that is being implemented does not meet obstacles in itspath. Negative emotions are associated with a mismatch between the current activity and the expected result. Dissonance, discrepancy between the expected and actual results of activity, implies the existence of two main emotional states, which are directly related to the effectiveness of cognitive activity, the construction of activity plans and their implementation. The theory of differential emotions of K.Izard postulates that emotion arises as a response to a specific mental image, whether a symbol, concept or thought. It is considering the emergence of a connection between feeling and thought, or about the affective-cognitive structure. In an adult, emotions are often associated with mental images, and therefore it seems necessary to focus attention on this thesis: the regular occurrence of a certain emotion in response to a certain image eventually leads to the formation of affective and cognitive structure. Affective-cognitive structures can be a combination of drive and cognitive process or a combination of drive, emotion and cognitive process.

85-94

Authors: ЗОЗУЛЬ Таміла Володимирівна

The article is devoted to a comprehensive study of the adaptability of children from the families of forced migrants to the new socio-psychological conditions of life. Based on the theoretical analysis, the content of the concept “adaptation" is indicated. The specifics of the system adaptation process are revealed. The main structural components of the adaptation process as the separate systems, including: 1) external conditions, 2) attitude, relations and connections, 3) internal resources of the individual are described Approaches to the definition of the concept “psychological maladjustment” are analyzed, some psychological peculiarities of maladaptive personalities are highlighted. The results of an empirical study of the socio-psychological adaptation of migrant children are presented. A comparative analysis of the level of adaptation of children of the families of forced migrants and other pupils of Poltava schools is presented.

108-120

Authors: ДОСЛІДЖЕННЯ ОСОБЛИВОСТЕЙ ПСИХІЧНОГО ЗДОРОВ’Я СТУДЕНТІВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ РІЗНОГО СПРЯМУВАННЯ

The article presents the results of theoretical analysis of the mental health problem. The authors indicate that the mental health problem has recently become particularly topical due to the studies of personal disharmonies, discussion about norms and deviations in mental health, the spread of various psychotherapeutic, psychological and pedagogical practices. In this regard, under higher education institution conditions, psychological health is a very important factor that determines the students’ success in learning activities, which contributes to their self-development and non-conflict communication. Basing on the analysis of scientific literature and available researches, it has been established that today the following criteria of mental health can be distinguished: well-developed reflection,stress resistance, ability to find own resources in difficult situations (I.V. Dubrovina), completeness of emotional and behavioral manifestations of personality (V.S. Khomyk), relying on one’s own inner essence (A.E. Sozonov, F. Perls), self-acceptance and ability to cope with one’s emotional difficulties without harm to others,«self-objectivity» as a clear idea of one’s strengths and weaknesses, the existence of values system, which contains the main purpose and gives meaning to everything that person does (G. Allport). In the article there have been distinguished the main types of factors that lead to the development of students’ disadaptation during vocational training, and subsequently to emotional exhaustion, which negatively affects their psychological health: the factors related to the educational process; biological and physiological factors; psychological factors; social factors. The results of the empirical research prove that the vast majority of students in the non-pedagogical higher education institution have a higher level of mental health by all components, comparing with students-pedagogues. Therefore, taking into account the Conception of Mental Health Care Development in Ukraine for the period up to 2030, approved by the Government in the end of 2017, it would be worth while to increase the part of psychological disciplines in higher education institutions in order to create a healthy microclimate in the educational environment, which will contribute to improvement of student youth mental health.

136-155

Authors: ТІТОВ Іван Геннадійович; ШАПОВАЛ Марина Олександрівна

Article deals with the problem of personality’s worldview in adolescence. The main trends of its psychological investigation as well as the specific of qualitative approach to its study are revealed. The results of such study that concern adolescents’ ideas about the essence of human being, their attitude towards nature, other people, society, studying and professional activities, their existential experience are represented. So in their worldview respondents consider human being as a biosocial creature that has well-developed volitional and moral qualities, is able to manage his/her life and to influence his/her future by means of free and responsible choices. In the base of respondents’ attitude towards nature lies an universal worldview image that unites scientific-biological and moral-spiritual meanings of life’s subjects existence. Respondents’ worldview ideas about fundamental principles of social-political life in Ukraine could be characterized as a conviction in the necessity of orientation on democratic values, experience of economically advanced countries, providing of productive dialogue and cooperative interaction between citizens and political elite. Respondents claim the great value of equal and sincere communication as a way of understanding of his/her unique and profound essence. Adolescents are convicted that studying and professional activity are closely interconnected and affect considerably the process of intellectual and communicative abilities and personality’s professional qualities formation. At last, respondents’ worldview attitudes towards existential problems manifest themselves in subjective meaning of life (in our case it is eudemonic striving), in conviction that one could influence his/her own fate, in so called “passive” religiosity, in consideration of death as a passage to afterlife existence in memories of other people.

167-180

Authors: ЦИМБАЛЕНКО Олена Олександрівна

The article discusses the development of vocal speech in children with social disorders from complete lack of speech to lack of detailed speech, ability to track and explain cause and effect relationships. The article also explores stages and order of speech development and understanding of cause and effect in those children, based on extended practical experience. The article analyses the influences on development of verbal speech, and gives practical recommendations regarding therapies for development of speech and important speech skills in pre-school children with communication disorders. In particular, the article gives an overview of therapies for developing skills such as: naming objects, describing objects, answering questions, etc. The offered system is aimed at increasing the effectiveness of psycho-educational therapy for children with communication disorders, in particular for children on autistic spectrum. A systematic approach to developing speech and cognitive skills allows for a more effective education and incorporation of such skills into daily life.

197-207

Authors: ПОМОГАЙБО Валентин Михайлович; БЕРЕЗАН Олексій Іванович; ПЕТРУШОВ Андрій Васильович

Specific learning disorder is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math and is not associated with other psychiatric or neurological diseases. It may be complex and multifactorial, involving a combination of polygeneity and heterogeneity. There are better investigated genetic aspects of specific reading disability. In the human genome there were discovered at least 9 candidate loci and 14 candidate genes with different significance levels. Genetic studies of specific writing disability were not accomplished. In the modern technological and computerized world there is valued mostly mathematical ability and so researchers are interested in the nature of math ability and math talent, but not of math disability. There were found two genes and a certain domain sequences, variants of which are associated with math abilities. Further molecular genetic researches of sufficiently large samples are necessary to understand the genetic nature of specific learning disorders.

227-233

Authors: ЛЬВОВ Олександр Олегович; ЖАБКО Наталія Володимирівна

Музика та дія, або дія та музика– ця інтеграція має силу, тому що є базисним феноменом з моменту виникнення людства. Природа людської прихильності музиці дуже важко піддаєтьсяраціональному поясненню. Ч. Дарвін був цим здивований цим явищем. Працюючи над книгою«Походження Людини», він писав: «Ні задоволення, ні здатність до творіння послідовності музичних звуків не є умовами, в будь-якій мірі корисними для людини... їх слід віднести до числа найбільш таємничих властивостей, дарованих нашому виду». Але, так звана, неандертальська флейта з Дівье Бабі(Словенія) – артефакт первісної епохи, стегнова кістка печерного ведмедя з просвердленими в ній отворами, виявлена в1995 році. Вік знахідки оцінюється приблизно в43 тис. років тому (див. рис. нижче).