Науковий часопис Українського державного університету імені Михайла Драгоманова. Серія 12. Психологічні науки
В науковому фаховому періодичному виданні презентуються результати вивчення актуальних теоретичних і методологічних проблем психологічної науки; нові результати емпіричних досліджень у галузі психології. Розкриваються актуальні питання загальної, вікової, педагогічної та соціальної психології, психології особистості, психодіагностики, консультативної психології, психотерапії тощо.
Український державний університет імені Михайла Драгоманова
PSYCHOLOGICAL FEATURES OF THE INTERRELATION BETWEEN EMPATHY AND EMOTIONAL BURNOUT IN ADULTS
The article presents the results of an empirical study of the relationship between empathy and emotional burnout in adults in the context of modern social challenges, which is typical for Ukrainian society in the context of prolonged military aggression, which contributes to psychological exhaustion. The article is focused on determining the nature, strength, and peculiarities of the relationship between the level of empathy and emotional burnout (in particular, its components such as emotional exhaustion and depersonalisation). The study involved 49 respondents aged 18 to 75 with at least one year of professional or educational experience. A. Mehrabian and M. Epstein’s questionnaire “Diagnosis of Empathy” and K. Maslach’s questionnaire “Professional Burnout”, which contain three scales: emotional exhaustion, depersonalisation and professional achievement, were used for diagnostics. Correlation analysis using Spearman's coefficient, as well as partial correlation analysis with controlling for age and gender, showed the presence of a statistically significant relationship between empathy and burnout. The study revealed a significant correlation - a negative relationship between empathy and a separate component of emotional burnout, emotional exhaustion, which partially persists after controlling for age. Age differences were found in empathy, while gender differences were insignificant. Principal component analysis with Varimax rotation allowed us to identify two latent factors, including a separate factor “Emotional resource”, which combined empathy and emotional exhaustion in opposite poles. This indicates the relative autonomy of empathy in relation to burnout manifestations, which allows us to consider empathy as a potential buffering factor rather than a consequence of burnout. The practical significance lies in the development of preventive programmes based on the development of empathic competencies and emotional support programmes for professionals working in the fields of education and medicine.
emotional burnout, empathy, emotional exhaustion, depersonalization, psychological resilience, burnout prevention, psycho-emotional adaptation.
THEORETICAL MODEL OF ASSERTIVE POTENTIAL OF STUDENT YOUTH PERSONALITY
The article presents the study results on developing assertiveness in student youth. The scientific and methodological basis of the study is formed by theoretical provisions on the nature of adaptability and expediency of human behaviour; general psychological provisions on the cognitive aspects of self-awareness and conscious choice; personality-oriented approach to revealing contradictions in the development of personal activity. The main theoretical approaches to understanding the phenomenon of assertiveness are analyzed and distinguished, in particular, phenomenological, existential, ontological, cognitive-behavioural and socio-cognitive ones. The main scientific views on the study of assertiveness are systematized. Particular attention is paid to foreign studies that examine the mechanisms of assertiveness as the ability to defend one's rights without violating the rights of others and consider assertiveness as a communication style that excludes passivity and aggressiveness. Among domestic scholars, the author highlights the works according to which assertiveness is a means of maximum personal self-realisation and self-actualization of the individual. The basic definitions and features of assertiveness are defined. The author's view on the concepts of assertiveness and assertive potential is formulated. The main socio-psychological factors influencing the development of student youth's assertiveness are identified and generalized. A theoretical model of the assertive potential of the student's personality has been developed, which includes three blocks: motivational, self-regulatory and integrative. The structural components of assertiveness are defined. The importance of an integrated approach to the study of this issue is emphasised. The article outlines the possibilities of practical application of the proposed model in the educational environment and opens up prospects for further research on the psychological factors of formation and development of assertiveness in students.
assertiveness, factors of development of personality assertiveness, assertive potential, self-actualization, social interaction, student youth.
SOCIAL JUSTICE IN THE SYSTEM OF LIFE AND PROFESSIONAL VALUES OF HIGHER EDUCATION STUDENTS OF DIFFERENT SPECIALTIES
The article is focused on the theoretical analysis of studies of the ‘social justice’ phenomenon in the context of moral, ethical and professional values of the individual and empirical determination of its significance in the system of values of higher education students of various specialities. It has been established that justice in psychological science is explained as a condition for the moral and ethical formation of a personality; as a higher need, value, motivational factor that acts as an incentive to moral actions; as a component of morality in solving socially significant issues; as an emotional reaction to manifestations of justice/injustice; as well as a value attitude towards another person that enables and creates conditions for the disclosure of potential and personal development. The objective and subjective factors of the formation of the sense of “justice/injustice” are revealed. It is found that a person's substantive and value-based attitude to social justice is manifested through his/her value-based attitude to himself/herself as a bearer of just actions, as well as through the attitude to other individuals to whom these actions are addressed. In adolescence, moral beliefs are formed by comparing moral ideas with real life situations. The article empirically reveals differences in the rating indicators of the value of “brotherhood, equal opportunities for all, justice” among students of higher education institutions of different specialities. It is stated that for students of history, social justice is clearly defined, its significance is deeply understood and it is directly included in the structure of professionally significant values, while for students of the Faculty of Physical Culture and the Institute of Ukrainian Philology and Journalism, this value is not directly distinguished, but its semantic components are clearly traced through the dominance of other values. It is proved that the specificity of the career chosen determines the system of values and the importance of the category of justice for the upcoming specialist.
value orientations, life and professional values, social justice, adolescence, students of higher education institutions.
PSYCHOLOGICAL CHARACTERISTICS OF STRESS RESISTANCE IN ADOLESCENTS WITH TRAUMATIC EXPERIENCE
The article is focused on the study of psychological peculiarities of stress resistance of young people with traumatic experience. It is determined that adolescence is a critical period of personality formation, during which the experienced traumatic events can significantly affect the formation of mechanisms of emotional regulation, self-esteem and adaptive behaviour. The psychological features of stress resistance of adolescent individuals, its role in maintaining mental well-being and the ability of young people to adapt to social and emotional challenges are analysed. The complexity of interpreting the concept of stress resistance as an integral adaptation process associated with emotional stability, inner balance and psychological competence is emphasised. The role of internal psychological factors and the social environment in the formation of stress resistance in adolescents is highlighted. The significance of traumatic experience as a prerequisite for adaptation and integral existence of a personality, which affects individual development and determines the forms of adaptation to stress, is revealed. The results obtained can be used to develop preventive and correctional programs of psychological support for young people. It is substantiated that traumatic experience can serve as an impetus for personal growth, strengthening stress resistance and the formation of new adaptation mechanisms. Prospects for further research aimed at studying effective methods of psychological support and prevention of maladjustment in young people who have experienced psychotraumatic events are outlined. A set of psychodiagnostic techniques was used for a holistic study of the phenomenon of stress resistance in the context of psychological trauma. The tools applied allowed to identify the presence of post-traumatic symptoms and their intensity. The correlation analysis between the level of stress resistance and indicators of traumatic experience showed statistically insignificant relationships that indicates the indirect nature of the relationship and the need for a deeper analysis of other factors of psychological resilience.
stress resistance; traumatic experience; adolescent personality, emotional stability; individual characteristics; adaptation.
DEVELOPMENT AND PSYCHOLOGICAL ASPECTS OF APPLYING THE “COMPETOGRAPH” SOFTWARE TOOL TO FACILITATE THE DEVELOPMENT OF TEACHER’S PROFESSIONAL COMPETENCE
We consider the development of professional competence as a holistic process of personal and professional growth of a teacher. In today's digital society, the use of software tools is not only appropriate, but also a necessary factor in the professional development of a specialist. This problem is especially relevant in the context of constantly increasing requirements for teachers' qualifications and the increased level of professional and emotional stress caused by military events. In this process, it is important not only to develop an algorithm, but also to reveal psychological aspects and design appropriate psychological conditions for the implementation of software aimed at developing teachers' professional competence. The essence of teacher's professional competence, its structure and levels are substantiated. The necessity of its continuous development is revealed, taking into account the requirements of state standards and social challenges. An algorithm for using the specialized software ‘Competograph’ is developed. The procedure for optimizing the process of assessing the level of development of professional competence of science teachers using the Competograph is described. The ‘Map of Teacher Professional Competence’ is elaborated. The psychological aspects of organizing the process of developing teacher's professional competence with the help of ICT (self-reflection, internal motivation to change, ability to self-regulation, etc.) are analyzed, and the psychological conditions for its implementation (safe environment, positive feedback, motivation support) are outlined. The proposed algorithm for automating the assessment of the level of development of teacher’s professional competence can be used in other cases. It combines objective diagnostics with elements of psychological support, including in the formulation of recommendations.
professional competence of a teacher, professional competence map, professional and personal development of a teacher, psychological support of a teacher, software product ‘Competograph’, software, implementation algorithm, psychological conditions.
NARCISSISTIC ORIENTATION AS A FACTOR OF SOCIAL SUCCESS
The article examines the phenomenon of narcissistic orientation and its impact on social adaptation and personal success. The evolution of views on narcissism is theoretically analyzed - from classical psychoanalytic concepts to modern approaches that consider narcissism as an adaptive trait capable of performing a constructive function in the social environment. The concept of narcissistic orientation as a dynamic formation that can be situationally activated and contribute to effective self-presentation, self-esteem regulation, strengthening of personal integrity and achievement of social recognition is outlined. The scientific approaches to distinguish between adaptive and maladaptive narcissism are systematized. The emphasis is set on the peculiarities of manifestation of adaptive narcissistic traits in the form of confidence, ambition and leadership. In contrast, maladaptive manifestations are associated with emotional instability, lack of empathy, and manipulative behavior. The article describes how narcissistic orientation can be a factor of social success or, conversely, a factor of maladjustment, depending on the individual characteristics of the personality and the context of his or her interaction with society. Particular attention is paid to the methods of theoretical analysis for a deeper understanding of the structure and functions of narcissistic orientation. The practical significance of the results for psychotherapy, social work, and prevention of maladjustment of individuals with distinct narcissistic traits is emphasised. The role of psychological awareness, emotional intelligence and empathic interaction in reducing the negative consequences of destructive narcissism is substantiated. Prospects for further research on improving the methods of diagnosis and psychological support for people with narcissistic symptom complex are outlined. The results obtained can be used in educational, clinical and socio-psychological practice to support individuals in the process of their self-growth and adaptation.
narcissism, narcissistic orientation, social success, adaptive narcissism, maladaptive narcissism, self-esteem, social adaptation
PERSONAL THERAPY AS A FACTOR IN THE PROFESSIONAL COMPETITIVENESS OF THE FUTURE PSYCHOLOGISTS UNDER PRESENT CHALLENGES
The article deals with personal therapy as one of the key factors in the formation of professional competitiveness of a future psychologist. On the basis of theoretical analysis and in the context of modern challenges of psychological education, the importance of including therapeutic experience in the process of professional training is substantiated. It is shown that personal therapy promotes the development of the ability to reflect, forms ethical responsibility and emotional endurance, and provides a deeper understanding of the inner world of another person. Particular attention is paid to the ability of the future specialist to withstand transference and countertransference, to maintain professional neutrality, internal stability and the ability to empathically engage without merging. The risks associated with the trends of standardisation, medicalisation and reduction of the humanitarian content of psychology are analysed. The necessity of institutionalisation of personal therapy as a mandatory component of psychologist’s training is grounded. It is emphasised that it is the therapeutic experience that allows the future specialist to integrate their own conflicts and affects, develop a reflective identity and form psychological endurance to prolonged psycho-emotional stress. The author emphasises the relation between the depth of inner experience and the ethical position of a specialist, which ensures authentic and therapeutically effective contact with the client. The role of the therapeutic process in the formation of a long-term professional resource that helps avoid emotional burnout and promotes stable functioning in difficult interpersonal situations is also highlighted. The emphasis is placed on the need for a harmonious combination of personal and professional growth as a prerequisite for the sustainable functioning of a psychologist in the context of increased ethical requirements, social pressure and emotional complexity of practice.
personal therapy, professional formation, competitiveness, emotional resilience, ethical neutrality, transference, countertransference, psychological education
STUDY OF THE DEVELOPMENT OF CRITICAL THINKING IN THE CONTEXT OF LIFE COMPETENCE
The article provides a theoretical analysis of the development of critical thinking of an individual in the context of his/her life competence in the digital society. It is noted that critical thinking, as a cognitive, socially contextual and personality-oriented process, is closely related to life competence, which is interpreted as the ability of an individual to effectively solve life problems and adapt to change. It is clarified that life competence provides a subjective attitude to life challenges, and critical thinking provides rational reflection and informed decision-making. The main factors influencing the formation of critical thinking of a personality are identified. The structural and content model of critical thinking development in connection with the formation of life competence, which covers cognitive, social and contextual, personal and information and digital components, is proposed. It is determined that cognitive competence is manifested in the ability to analyze, evaluate and argue information; socio-contextual competence - in the orientation towards social norms and effective communication; personal competence - in the ability to self-regulation, self-fulfilment and reflection; information and digital competence - in the critical use of digital resources. It is argued that the formation of critical thinking contributes to the growth of the individual's life competence, which is of particular importance in the context of information saturation and social challenges of the digital age. In turn, life competence ensures the practical application of skills in analyzing and cleaning a large amount of information to solve real problems and achieve personal goals. The prospects of the study are to find out, based on the defined model, the peculiarities of the development of critical thinking of a person in the information society and to develop a developmental program that promotes the adaptation of an early adult to the digital environment.
critical thinking, life competence, digital society, early adulthood personality, cognitive competence, development, adaptation, digital society.
AGILEBRAIN AS AN INNOVATIVE TOOL FOR IDENTIFYING PERSONAL EMOTIONAL NEEDS: METHODOLOGY ANALYSIS AND PRACTICAL APPLICATION
The article examines the impact of military events on the mental health of student youth in Ukraine and substantiates the need to introduce innovative tools for diagnosing the emotional state. It is shown that traditional methods of psychological assessment do not always provide effective detection of emotional disorders due to their formalisation and the risk of retraumatisation. The article considers the AgileBrain methodology, developed at the intersection of neuroscience and applied psychology, which involves the use of gamified visual stimuli to quickly identify emotional needs. The methodology is based on the principles of affective response and allows reducing the impact of cognitive distortions and social desirability. The potential of AgileBrain as a tool for psycho-emotional support of students in crisis conditions is substantiated. The experience of implementing AgileBrain in the educational environment as a way to increase students' stress resistance is considered. The results of an empirical study conducted among students and teachers of higher education institutions from different regions of Ukraine are presented. The emotional matrix of the group is analysed, in which the activation of the desire for self-realisation, social recognition, and deeper immersion in activities is traced. The article reveals hidden signs of emotional exhaustion associated with a deficit of basic needs for security and autonomy. The empirical data obtained indicate the high validity of the instrument, which opens up prospects for further application in the development of psychological support programmes. It has been proved that the use of AgileBrain allows timely identification of risk groups, understanding of their current emotional needs and prompt development of appropriate interventions, providing a more personalised approach to psychological support for individuals. Ways to integrate the methodology into the practice of higher education, in particular in the form of emotional competence training, mental health screening and development of individual self-regulation strategies, are proposed.
mental health, emotion, emotional needs, diagnostics, emotional self-regulation, gamification, AgileBrain.
THE AGE-RELATED ASPECTS OF PSYCHOLOGICAL REHABILITATION OF WAR VICTIMS
The article presents the essence and objectives of psychological rehabilitation, the grounds and recommendations for its implementation. The article highlights the symptoms that require psychological rehabilitation. A theoretical analysis of various approaches to the study of age-related peculiarities of psychological rehabilitation of war victims is carried out. The basic aspects of psychological rehabilitation for different age groups are outlined. The peculiarities of psychological rehabilitation in accordance with the three age stages (childhood, adolescence and adulthood) are described. It has been found that preparation for rehabilitation work with older children, adolescents and adults involves 4 phases (the phase of acquaintance, the phase of deepening trusting relationships, the phase of primary diagnosis, the phase of providing a support group for the person with whom the psychologist works). The basic tendencies of emotional and behavioural reactions of individuals, as well as the need for psychological rehabilitation in accordance with different age periods, are highlighted. The general principles of psychological rehabilitation of persons affected by war, taking into account their age characteristics, are determined. The main focus is on an individual approach, creating a safe and trusting environment, on personal resources, involving family and social support; an integrated approach, cultural sensitivity, gradualness and duration. The most typical disturbing symptoms that are indications for rehabilitation are identified: a state of increased anxiety, bouts of anger and aggression, nervous breakdowns, increased excitability or apathy, increased feelings of guilt, suicide attempts or suicide talk. The key aspects that should be taken into account when conducting psychological rehabilitation for children, adolescents and adults are identified. The importance of conducting an empirical study of the effectiveness of rehabilitation for people of different age categories is determined.
psychological rehabilitation, age aspects, children, adolescents, young people, traumatic experience, war victims.
DEVELOPMENT OF MORAL MOTIVATION OF A YOUTH PERSONALITY IN THE PROCESS OF VOLUNTEERING
The article analyses such an important psychological phenomenon as moral motivation of young people to volunteer in the current conditions of military operations in Ukraine. It is precisely adolescence that is a sensitive period for the moral formation of a personality, when its moral position is formed and moral values are crystallized. Volunteering is proved to be a center of self-development of moral values for young men and women. The latter should be embodied in the actions of the individual, since only then they are structured into stable moral qualities. At the same time, the qualities mentioned are synonymous with the moral values of the individual, which strengthens his or her humane motivation for volunteer activities. According to the results of theoretical research, the features of the development of moral motivation were revealed, according to which the specified phenomenon is formed, firstly, when the individual has a certain level of education and has some moral knowledge, on the basis of which moral values are formed; secondly, when there is a personal readiness to act unconditionally and selflessly; thirdly, when there are external (crisis, extreme, difficult) conditions in which the support of other people is important. The analysis of the motives for volunteering among young people, presented in psychological studies by contemporary scholars has shown that they to some extent correlate with the results of our study. Volunteering acts as a manifestation of a young person’s prosocial maturity, their national and moral self-awareness. At the same time, volunteering motivates young people to feel like valuable members of their country when it is in danger. These are precisely such moral factors of young men and women as a sense of justice, solidarity, empathy, altruism, obligation, patriotism, tolerance and national identity that encourage them to volunteer and increase the potential for moral growth. In general, in the process of volunteering, a motivational and value system of volunteers is formed that inspires them to provide selfless assistance to those people who need it.
moral motivation, volunteering, moral values, youth, empathy, altruism.
EMPIRICAL STUDY OF THE PSYCHOLOGICAL FACTORS INFLUENCING ALTRUISTIC ORIENTATION IN INDIVIDUALS IN EARLY ADULTHOOD
The article is focused on the empirical analysis of the theoretically identified psychological factors underlying the manifestation of altruistic orientation in individuals at the stage of early adulthood. It reviews contemporary definitions of “altruistic orientation” and outlines the psychological characteristics of the phenomenon studied. To achieve the research objectives, a set of theoretical methods (analysis and synthesis of the relevant literature) and psychodiagnostic instruments were applied to assess the key aspects of prosocial behavior, in particular, social responsibility, empathic concern, perspective taking, personal distress, moral reasoning (orientation towards others and mutual interests), self-reported altruism, the capacity to empathize with others, experience the same emotions as another person, and identify themselves with the other person’s emotional state. The study identifies and describes the psychological features of the following factors that foster the development of altruistic orientation in adulthood: emotional responsiveness (expressed through empathy and empathic concern); moral motivation (linked to moral courage, helping behavior, altruistic punishment, and moral reasoning); and social responsibility and social orientation (shaped by helping others and consideration of societal interests). The findings show that most participants exhibit a high level of altruistic orientation, as evidenced by elevated scores in social responsibility, empathy, perspective taking, and moral reasoning. These results suggest that the early-adulthood sample possesses substantial potential for altruistic behavior and prosocial interaction. Future research will employ regression analysis to determine which factors most strongly influence the development of altruistic orientation in early adulthood.
altruistic behavior, prosocial behavior, emotional responsiveness, moral motivation, social responsibility, social orientation.
TIME COMPETENCE AND PSYCHOLOGICAL RESOURCEFULNESS OF INSURANCE PRODUCT SALES SPECIALISTS
The article is the result of research into time competence and psychological resourcefulness among insurance company employees who are specialists engaged in the provision and sale of insurance products. Time competence is understood as a professional competence that manifests itself in the ability to take the time factor into account when planning, organizing, and carrying out professional activities. Psychological resourcefulness is defined as a person’s ability to activate, operate, and renew their internal resources. The empirical study was conducted using the questionnaires “Personal Competence in Time Management” and “Psychological Resourcefulness of the Individual”. The sample consisted of 72 respondents of different genders with professional experience ranging from 1 to 25 years. The results of the empirical research demonstrate that specialists involved in the sale of insurance products show, at a statistically significant level, predominantly medium and high indicators of time competence and psychological resourcefulness. Statistically significant positive correlations were identified between time competence and such scales of psychological resourcefulness as self-confidence, the pursuit of wisdom, and the ability to use one’s own resources. Psychological resources do not exist in isolation but operate within complex synergistic interactions. It was determined that time competence and psychological resourcefulness interact in a mutually reinforcing manner, forming an integral characteristic of the individual – resource-time competence. Resource-time competence of a specialist in the sale of insurance products is defined as an integral characteristic of a professional engaged in promoting, consulting on, and concluding insurance contracts with clients. This characteristic emerges from the synergistic interaction between time competence and key components of psychological resourcefulness, such as self-confidence, the pursuit of wisdom, and the ability to effectively use one’s own resources.
psychological resourcefulness, resource-time competence, time management, insurance product sales specialists, time competence
PERSONAL FACTORS OF PROFESSIONAL SELF-DETERMINATION OF FUTURE LAWYERS
The article is focused on analyzing personal factors of professional self-determination of future lawyers, which is viewed as a multidimensional process integrating psychological, socio-pedagogical, and educational components. The purpose of the article is to conduct a comprehensive study of personal factors influencing the professional self-determination of future lawyers in the context of current educational and socio-professional demands. The research employed general scientific methods of cognition, including analysis, synthesis, generalization, comparison, systematization, and interpretation of academic sources. The results of the study show that the professional self-determination of future lawyers should be regarded as a complex psychological and socio-pedagogical phenomenon that combines awareness of personal values and life goals, the choice of a professional trajectory, and the development of a responsible position within the legal and social environment. It is emphasized that the key components of this process include psychological readiness to solve complex legal situations, the formation of professional identity as a harmonious combination of personal and professional values, and the development of internal resources that foster resilience and self-reflection. The study reveals that the multidimensional nature of professional self-determination ultimately defines the successful integration of lawyers into the professional community and their effectiveness in future practical activities. It has been established that combining different theoretical models, such as the social cognitive career theory (SCCT), the RIASEC model, and the concept of professional identity, creates a holistic system of lawyer training, within which knowledge, skills, personal resources, and the value-motivational sphere are simultaneously developed. The practical significance of the study lies in the possibility of applying its results to improve educational programs for training lawyers, taking into account the personal factors of professional development. Further research will focus on studying the dynamics of professional identity formation among law students at different stages of their education.
professional self-determination, lawyers, identity, competence, resources
RESILIENCE AS A FACTOR IN OVERCOMING POST-TRAUMATIC STRESS DISORDER IN WAR CONDITIONS
The article examines the phenomenon of resilience as a strategic psychological resource and a factor in overcoming post-traumatic stress disorder in the context of the war in Ukraine. Theoretical analysis covers classical concepts of stress and modern approaches to understanding resilience as a dynamic process that combines cognitive, emotional-regulatory, behavioral, and social resources of the individual, ensuring their adaptation and recovery in crisis conditions. The mechanisms that ensure the functioning of this resource in conditions of prolonged military stress are identified and described. The symptoms of PTSD and its prevalence among the military personnel, internally displaced persons, and the civilian population of Ukraine are outlined. The leading risk factors (intensity and duration of traumatic exposure, social isolation, loss of loved ones, presence of previous mental disorders) and protective factors (social support, spirituality and religiosity, national identity, professional psychological assistance) that influence the development and course of PTSD are described. It has been established that resilience not only serves as a psychological buffer that reduces the risk of developing PTSD, but also forms the basis for post-traumatic personal growth. Particular attention is paid to psychotherapeutic interventions: cognitive-behavioral therapy, eye movement desensitization and trauma processing (EMDR), narrative practices, art therapy, body-oriented methods, and mindfulness approaches, which have proven their effectiveness in dealing with the consequences of psychotraumatic experiences. The need to create a multi-level system of psychological and social support is emphasized, which will not only help reduce the negative mental consequences of war, but also ensure the restoration of individual subjectivity, strengthening its adaptive potential, and strengthening national psychological resilience.
resilience, post-traumatic stress disorder, psychological stability, emotional regulation, collective resilience, cognitive-behavioral therapy, post-traumatic growth
THE INFLUENCE OF AN INCLUSIVE ENVIRONMENT ON THE DEVELOPMENT OF SELF-ESTEEM OF YOUNGER SCHOOL-AGE CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
The article is focused on studying the impact of an inclusive environment on the formation of self-esteem in younger school-age children with special educational needs (SEN). The authors emphasize that self-esteem is a central psychological construct of personality that determines the level of confidence in one’s own abilities, social adaptation, and emotional well-being. The paper analyzes the peculiarities of self-esteem development in pupils with speech disorders and hearing impairments, identifies risk factors (social isolation, stigmatization, lack of tolerance, and absence of an individual approach), as well as conditions that contribute to the positive development of the self-image. The empirical study was conducted on a sample of 50 children aged 6-11 years, divided into experimental and control groups. For diagnostics, a set of standardized techniques was applied (Dembo-Rubinstein, “My Daisy Portrait”, “Six Judgments”, “Who Am I?”, “Three Evaluations”). The results show that in the control group, the absence of corrective measures led to the deepening of negative tendencies: an increase in the proportion of low self-esteem, greater dependence on peers’ opinions, and a rise in negative self-characteristics. At the same time, in the experimental group, where a comprehensive program was implemented (art therapy, fairy-tale therapy, social skills training, positive pedagogical reinforcement), positive dynamics were observed: reduced anxiety, growth in adequate self-esteem, strengthening of cognitive confidence, and development of reflective skills. The data obtained indicate that the formation of self-esteem in children with SEN is a plastic process, highly sensitive to socio-psychological conditions. The authors conclude that effective inclusion requires interdisciplinary support, the development of teachers’ competence, and the creation of a tolerant environment that promotes the harmonious personal development of every child. The authors also note that a promising direction for further research in this field is the improvement of inclusive education and the creation of optimal conditions for the personal development of children with SEN.
self-esteem, inclusive environment, special educational needs, primary school pupil, psychological characteristics, social adaptation
TYPOLOGIZATION OF FUTURE PSYCHOLOGISTS DEPENDING ON THE DEGREE OF THEIR READINESS TO WORK WITH ADOLESCENTS WITH DEVIANT BEHAVIOR
The article presents the results of a theoretical analysis and empirical study of the types of future psychologists depending on the degree of their readiness to work with adolescents prone to deviant behavior. It was found that the level of readiness of future psychology specialists to work with adolescents prone to deviant behavior is determined by the degree of formation of the structural components of this readiness. Based on the analysis of these components using cluster analysis, a typology of future psychologists was developed. The use of the K-Means Cluster method made it possible to obtain a cluster structure of individual factor scores of the respondents. When evaluating the cluster centers, the average values of factors ranging from –3 to +3 were analyzed. The structural basis of the empirical typology consisted of four groups of psychology students with different degrees of development of the “creative-practical,” “cognitive,” “value-motivational,” and “regulatory” structural components of readiness. Quantitatively, the first cluster included n=88 future psychologists, the second cluster – n=109, the third cluster – n=94, and the fourth cluster – n=85 respondents. The results of the empirical study made it possible to identify a cluster of future psychologists (n=85) with a low level of development of the “regulatory,” “value-motivational,” “cognitive,” and “creative-practical” structural components of readiness to work with adolescents prone to deviant behavior. The presence of psychology specialists with a low degree of development of the structural components of readiness to work with adolescents prone to deviant behavior highlights the relevance of developing and implementing a special training psychotechnology aimed at increasing the level of readiness in this field.
future psychologists, typologization of future psychologists, formation of readiness to work, adolescents prone to deviant behavior, cluster analysis
PSYCHOLOGICAL ASPECTS OF THE READINESS OF SPECIALISTS IN INFORMATION SYSTEMS AND TECHNOLOGIES FOR PROFESSIONAL ACTIVITY
The article explores the psychological aspects of readiness for professional activity among specialists in information systems and technologies. The aim of the study is to identify measures and tools to enhance the psychological readiness of specialists in information systems and technologies. The research employed general scientific methods of cognition: analysis and synthesis, comparison, systematization, generalization, interpretation, and critical review of modern approaches to IT specialist training. Results. It has been established that despite the high level of research on technical training in the IT sphere, the psychological aspects of professional readiness formation remain insufficiently explored. This is particularly true regarding the integration of psychological diagnostic methods into the educational process. It has been substantiated that psychological factors of readiness for professional activity have both positive and negative manifestations. Positive factors include analytical thinking, cognitive motivation, conscientiousness, and the ability to work in a team, which ensure productivity, efficiency, and adaptability in complex IT environments. At the same time, negative manifestations such as increased anxiety, impulsiveness, underdeveloped emotional intelligence, tendencies toward addictive behavior, and professional burnout complicate the process of professional development and reduce the quality of work. It that the combination of these characteristics directly influences the viability and resilience of a specialist in a professional environment. The study reveals a discrepancy between the requirements of educational standards and the actual psychological needs of specialists. Both international (IS2020) and domestic standards (Standard of the Ministry of Education and Science of Ukraine) are focused primarily on knowledge, skills, and dispositions, while overlooking personal and psychological aspects. This creates a significant gap between formal training and the real demands of professional activity. Conclusions. It has been established that a comprehensive enhancement of the professional readiness of IT specialists is achieved through the combination of stage-oriented motivational approaches and digital interventions, the systematic development of resilience at three levels, and the purposeful formation of communicative, volitional, and moral-ethical components of professional behavior.
psychological factors, readiness, IT specialists, professional activity, resilience
PSYCHOLOGICAL COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE MANAGERS
The article explores the development of professional competence of future managers in the context of psychological learning conditions. The purpose of the article is to substantiate the theoretical and practical foundations for building professional competence of future managers within the framework of psychological learning conditions, taking into account modern educational approaches and international experience. The research employed general scientific methods of cognition: analysis, synthesis, comparison, systematization, generalization, and examination of regulatory documents. The findings show that managerial competencies form a multidimensional system comprising personal effectiveness, interpersonal interaction, organizational performance, ethical leadership, and specialized business knowledge. It has been proven that their development during training is ensured through the application of competence-based, systemic, and experiential approaches that integrate theoretical learning with practical tasks and reflective methods. Analysis of national and international educational standards highlights differences in defining managerial competencies. The Ukrainian standard for specialty 073 “Management” outlines a broad spectrum of knowledge and skills but focuses mainly on the instrumental aspects of professional training. AACSB standards expand this scope by emphasizing the importance of ethics, social responsibility, and inclusiveness. Conclusions. It has been established that the psychological aspects of professional training for managers in the national context remain insufficiently defined in domestic standards and educational programs. The lack of clearly defined requirements for the development of emotional intelligence, resilience, stress resistance, and interpersonal skills leads to a mismatch between labor market demands and actual educational practices. The practical significance of the study lies in the possibility of applying its results to improve management curricula by integrating professional and psychological training of future specialists.
COGNITIVE AND MOTIVATIONAL FACTORS OF GIFTEDNESS DEVELOPMENT IN STUDENTS OF ECONOMICS
The article highlights the study of pedagogical approaches to the development of cognitive and motivational factors of giftedness in students of economic specialties in the context of the transformation of the current system of higher education. It is emphasized that the effective formation of giftedness is impossible without the creation of an educational environment that ensures not only the mastering of professional knowledge, but also the development of internal motivation, self-reflection and the ability to self-study. It is determined that pedagogical influence should be implemented through the integration of cognitive and motivational components of the educational process aimed at forming an active position of the student. The main stages of pedagogical work on the development of motivational factors are outlined: the formation of the primary stimulus, activation of search activity, awareness of individual educational goals, consolidation of a positive attitude towards professional self-improvement. Emphasis is placed on the importance of using interactive forms of learning that contribute to the development of analytical, critical, creative thinking, as well as the formation of communication and research skills. The conceptual provisions of the model of intellectual enrichment are described, which involves the individualization of educational tasks, the autonomy of the student in the choice of learning methods, and the creation of an atmosphere of support, trust, and intellectual initiative. Giftedness is defined as an integral property that combines cognitive and motivational components, the interaction of which ensures the professional success of the future specialist. It was concluded that the teacher's task is to create a developmental educational space where cognitive development and motivational growth of students mutually reinforce each other, forming a competitive, creative and socially responsible economist of the new generation. The prospect of further research is seen in the study of the relationship between the cognitive thinking styles of students and the level of manifestation of their academic and professional giftedness.
DYNAMICS OF THE DEVELOPMENT OF MORAL MOTIVATION OF YOUNG VOLUNTEERS IN WARTIME
The article presents psychological techniques for developing moral motivation among young volunteers in conditions of martial law. It is noted that the motivation of volunteers takes on a «wave-like» character. In particular, periods of social upheaval encourage an increase and intensification of volunteer activity, while more stable periods are characterised by a decline in such activity. The importance of developing the internal moral motivation of volunteers is emphasised, which is determined by personal qualities that also serve as moral values. The content of a developmental programme to increase the effectiveness of moral motivation in adolescence, which included discussions, mini-lectures, a block of film therapy and socio-psychological training, was substantiated and presented. The topics and main content of the listed psychotechnologies used to implement the programme are highlighted. The results of a formative experiment involving 68 volunteers (33 in the control group and 35 in the experimental group) showed a statistically significant increase in the level of moral motivation in the experimental group. The greatest growth was recorded in the indicators of altruism, empathy, moral obligation, national identity and patriotism. However, despite the positive dynamics, the indicators of fairness, solidarity, and tolerance among some respondents remain insufficiently developed, which determines the need for additional psychological influence. The results confirm the effectiveness of the proposed programme and outline prospects for further research into improving psychological technologies for developing the moral motivation of volunteers and developing methodological recommendations for psychologists and leaders of volunteer organisations on how to increase the moral motivation of young volunteers.
COMPARISON OF SCIENTIFIC APPROACHES TO COACHING IN THE UKRAINIAN AND GLOBAL SCIENTIFIC AREA (2015-2025)
At the current stage of the development of psychological science, there is an active rethinking of the role of coaching as a tool for personal development, professional self-realization and psychological support in various spheres of life. During the last decade, there has been an increase in the number of scientific publications dedicated to the study of coaching technologies, which leads to the need for systematization and comparative analysis of Ukrainian and foreign research. In the article, a comparative analysis of Ukrainian and world scientific literature on the issue of coaching in 2015–2025 was carried out in order to identify dominant scientific directions and key concepts. The data of modern international and domestic scientific journals on coaching have been analyzed and it has been established that, unlike international publications, where the concepts of performance, well-being and self-awareness are central, Ukrainian studies show greater attention to pedagogical categories: self-development, motivation, values and professional formation. In the modern scientific discourse, the phenomenon of coaching is considered from the standpoint of an interdisciplinary approach that combines the positions of personality psychology, pedagogical psychology, organizational behavior, and human resource management. The content analysis of 809 scientific sources on the subject of coaching made it possible to determine the publications and thematic areas that are most common in scientific discourse. It is worth emphasizing that in recent years there has been a trend towards the scientific institutionalization of coaching, in particular, due to the emergence of specialized research centers, professional associations and educational programs. Generalized data from the scientific literature indicate that the Ukrainian scientific school of coaching is at the stage of formation and needs further integration into the international academic space by conducting empirical research, expanding the methodological base and developing standardized tools for evaluating the effectiveness of coaching interventions.
ADAPTABILITY OF COGNITIVE DECISION-MAKING MODELS TO A DYNAMIC INFORMATION ENVIRONMENT
The article is aimed at a comprehensive analysis of decision-making in a changing information environment, taking into account the interaction of cognitive, emotional, ethical, social, existential, and cultural factors that influence choice formation. The paper systematizes the main cognitive models of decision-making (rational, bounded rational, heuristic, and dual-process models) with an emphasis on their adaptability in conditions of change, uncertainty, and information overload. Particular attention is paid to the ability of each model to respond flexibly, self-organize, and update based on experience. The role of emotions as an integral part of thinking that influences the evaluation of alternatives and the effectiveness of choices is emphasized. Ethical aspects are analyzed as an external reference point in morally complex situations, particularly in professional activities. The contribution of existential psychology, which interprets the process of choice through the prism of freedom, responsibility, anxiety, and guilt as important factors in personal formation and development, is outlined. The social and psychological mechanisms, in particular the influence of group norms and interactions, as well as cultural characteristics as the main determinants of thinking styles and decision-making strategies, are considered. It is noted that the effectiveness of decision-making in the modern world largely depends on the ability to integrate these various influences. It is found that traditional rational models are not sufficiently adaptive, while the dual-process model demonstrates the greatest flexibility, combining intuition and analytics for rapid response. The need for a holistic approach to deeply understand the nature of modern choice and improve its effectiveness is emphasized. Based on an interdisciplinary approach, the need for a holistic analysis of choice is justified, taking into account not only cognitive processes but also the broader psychological and sociocultural context. This approach allows for a deeper understanding of the complex nature of modern decision-making and outlines ways to improve its effectiveness.
LALOCHEZIA AS PSYCHOLOGICAL PHENOMENON OF SPEECH BEHAVIOR IN WAR TIME
War acts as a collective psychotrauma that significantly affects the mental processes, behavior and communication of an individual. Wartime national stress has caused transformations in society. In particular, the uncontrolled use of verbal aggression has increased, the expressive function of speech has been activated, the national discourse and social narratives are being transformed, which can affect the self-awareness, worldview and cultural level of the country. The purpose of the study was to identify the peculiarities of the speech behavior of young people living in cities close to the combat zone who have been in emotionally tense and dangerous situations for a long time. The phenomenon of lalochezia, which consists in the use of profanity (matu) as a mechanism for short-term tension reduction, overcoming fear, and actualizing coping strategies through verbal release is analyzed. It has been established that the majority of participants use obscene vocabulary in stressful situations to reduce emotional tension, which is accompanied by an increased level of aggressiveness. At the same time, the growth of public tolerance to such speech practices during the war is noted. The results obtained testify to the dual nature of the influence of lalochezia: on the one hand, it performs an adaptive function of protecting the psyche, on the other hand, it can provoke negative changes in speech culture and personal development. Prospects for further scientific developments include the study of individual psychological features of the use of lalochezia, gender and age differences of this phenomenon, as well as the assessment of possible long-term consequences for mental health and social interaction. The practical significance of the work lies in the possibility of using the data obtained for the development of psychoprophylactic measures and recommendations to optimize emotional regulation under conditions of chronic stress. Emphasis is placed on the need to develop conscious coping strategies, without increasing aggression, which do not prevent the formation of a positive self-image.
EFFECTIVENESS OF A TRAINING PROGRAM FOR DEVELOPING THE PROFESSIONAL SELF-POSITION OF TEACHERS IN SOCIO-ECONOMIC PROFESSIONS
Contemporary life demands emphasize the need for continuous professional development and adaptation to social changes, which encompasses not only professional competence but personal development as well. The aim of the study was to determine the effectiveness of the developed training program for the development of the professional self-position of teachers of socio-economic professions. In the course of the work, an experimental group (30 people) and a control group (30 people) were formed, consisting of 3rd-5th year students of Mykhailo Dragomanov State University of Ukraine. During the training, it is established that the developed correctional program increases the level of development of the professional self-position of teachers of socio-economic professions; contributes to the development of speech potential, forms skills of professional speech, communicative knowledge, and facilitates the development of personal determinants of the pedagogical environment. In addition, the program for developing the professional self-position of teachers through various techniques and methods contributed to the recognition of their own potential and real opportunities, advantages, characteristics, and areas of growth for the formation of their professional self and self-improvement of personal and professional qualities in professional training. As a result, the indicators of the motivational attitude ‘attraction to people’ increased and, accordingly, the ‘fear of being rejected’ decreased; self-actualization and its components, such as time competence, support, behavioral flexibility, self-sensitivity, self-respect, self-acceptance, synergy, acceptance of aggression, sociability, and creativity, increased. The indicators of students' communicative and empathic abilities and self-control in communication increased, which is manifested in the search for quick and effective solutions in the event of communication barriers, undesirable communicative reactions, emotions, affects in the process of interaction and control of one's own behavior, etc. Thus, the developed training program has a positive impact on the motivational, cognitive, and behavioral components of the professional self-position of teachers of socio-economic professions.
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR STUDENTS' COGNITIVE ENGAGEMENT DURING THE PERIOD OF WAR-INDUCED TRAUMA
The article discusses the problem of supporting and stimulating students' cognitive activity in complex psycho-emotional conditions of war trauma, which has become widespread as a result of the armed conflict in Ukraine since 2022. It is emphasized that psycho-emotional tension, emotional exhaustion, increased anxiety, prolonged stress, uncertainty about the future, and loss of a basic sense of security significantly affect the motivation and effectiveness of youth education. In this context, the relevance of psychological and pedagogical support for students is justified, as it contributes not only to the preservation of cognitive activity, but also to its purposeful development. Theoretical approaches to understanding the essence of cognitive activity as a multidimensional phenomenon that includes motivational, cognitive, and emotional components are analyzed. The peculiarities of the manifestation of students' learning activity in crisis conditions and the factors that enhance or, conversely, block it are highlighted. The article proposes a set of psychological and pedagogical methods and techniques including both traditional pedagogical approaches and modern innovative technologies aimed at developing students' interest in cognition, internal learning motivation, independence, critical thinking, reflectiveness, creative potential, and psychological resilience. The article provides practical examples of exercises, forms of work, interactive tasks, and recommendations for their integration into the educational process. It highlights the psychological and pedagogical conditions under which supporting cognitive activity is most effective in conditions of prolonged stress and uncertainty. The approach proposed has the potential to become the basis for the development of systematic programs to support students during the war and post-war period. The prospects for the implementation of systematic psychological and pedagogical support in working with students experiencing the consequences of military events are outlined, with the aim of ensuring stable personal development and improving the effectiveness of learning in conditions of uncertainty and psychological instability as a necessary resource for the formation of a sustainable educational environment in times in crisis conditions .
SOCIO-PSYCHOLOGICAL TRAINING AS A TOOL FOR PSYCHOCORRECTION AND RESILIENCE DEVELOPMENT THROUGH SOFT SKILLS
The article is focused on the analysis of socio-psychological training as a tool of psychocorrection and a means of developing personal resilience through the formation of Soft Skills. A comprehensive interdisciplinary study of the phenomenon of resilience as a key characteristic of psychological stability of an individual in the context of contemporary social, economic and military challenges was conducted. A thorough theoretical analysis of the concept of resilience was carried out, and its main components were characterized. Particular attention is paid to the relationship between the development of soft skills and the formation of psychological stability. It is substantiated that such skills as emotional intelligence, critical thinking, communicative competence, the ability to self-regulate and make decisions in difficult situations act as factors of internal support in conditions of stress and uncertainty. Within the scope of the article, the potential of socio-psychological training as an effective psychocorrectional tool that ensures the development of personal resources through active group interaction, reflection and the practice of new behavior models is revealed in detail. It is noted that training technologies make it possible to create a safe learning environment for the formation and consolidation of flexible skills that directly correlate with the level of resilience. The data obtained indicate a significant decrease in the level of anxiety, increase in emotional stability, improvement in interpersonal interaction, and increase in the overall level of psychological well-being of training participants. The effectiveness of a comprehensive approach to the development of psychological stability through training methods has been demonstrated. Based on the results obtained, a conclusion was made about the feasibility of integrating training programs into the system of psychological assistance and psychoprophylaxis, with the aim to build resilience, strengthen mental health and maintain personal stability in crisis situations.