Collection of Research Papers "Problems of Modern Psychology"最新文献

{"title":"Psychological Content of the Communicative-Competent Approach in the Paradigm of Contemporary Foreign Education in Ukraine in the Conditions of War","authors":"E. Ivashkevych, Alla Kurytsia","doi":"10.32626/2227-6246.2022-58.43-65","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-58.43-65","url":null,"abstract":"the purpose of our article is to characterize educational and cognitive competences, to underline the main linguistic means during the process of com-munication, to show positive and negative points of introducing a communica-tive-competent approach in the content of contemporary foreign education in Ukraine in the conditions of war.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.the results of the research. The сommunicative-competent approach in the content of contemporary foreign education in Ukraine in the conditions of war was proved to actualize internal speech. This internal speech should be con-sidered not as “speech minus a sign”, but as a completely special and peculiar speech function in terms of its structure and means of functioning, which pre-cisely is organized in a completely different way than external speech. There is an inseparable dynamic unity of transitions from one state to another between them.conclusions. It is proved, that intra-dialogical speech plays a great, domi-nant role in forming сommunicative-competent approach in the content of contemporary foreign education in Ukraine in the conditions of war. The word seems to absorb the meaning of previous and subsequent words, expanding their meanings to an almost limitless scope. In internal dialogue the word is more loaded with the meaning than in external speech, it is a concentrated context of meaning. Just as the entire meaning of a work of art can be contained within the limits of one or two words, so the meaning can flow in the inner dialogical speech in the meanings of a single word. Therefore, internal dialogical speech is a rather special, independent, autonomous and unique function of speech. That is why it should be considered as a special internal plan of speech thinking, me-diating the dynamic relationship between a thought and a word.","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129717641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aesthetic Experience, Artistic and Creative Activities as the Components of Creative Potential of a Personality","authors":"Alexander Nabochuk","doi":"10.32626/2227-6246.2022-58.136-155","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-58.136-155","url":null,"abstract":"the aim of our article is to show the role of aesthetic experience, artistic and creative activities as the components of creative potential of the person in the paradigm of two dominant approaches – in the sphere of integrative and conative approaches. methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.the results of the research. In the paradigm of the integrative approach we found that in the mind of an adult the following principles are transformed: motivational and goal components integrate into a holistic motivational goal, creatively focus on learning. In the paradigm of the conative approach, there were proposed such structural components of subjective activity of the person: the formation and the achievement of personally significant goals; motivation for learning and self-development; intellectual initiation; reflection and intro-spection, determination of thinking and dominance of other metacognitions; in-dependence; social activity; freedom of creative choice and responsibility for it; initiative; self-realization; communicativeness; predictability.conclusions. Summarizing the views of current psychological researches, it can be noted that they in a great degree emphasize such creative personality traits as productive ones, creative thinking, the implementation of creative cha-racteristics, transformative human activity, the need for self-affirmation, mate-rial well-being, the transformation of the surrounding natural and social world, the implementation of doping strategies in the context of life achievements of the individual (a conative approach); intellectual activity, psychological flexibi-lity, creative motivation, multivariate vision of the surrounding world, originality, divergence; personal achievements (integrative approach).","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125907714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Facilitative Interaction as the Mechanism of Actualization of «Me-Real» and «Me-Ideal» of a Personality","authors":"N. Khupavtseva, N. Slavina","doi":"10.32626/2227-6246.2022-58.227-246","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-58.227-246","url":null,"abstract":"the purpose of our research is to denote the principles of facilitative inte-raction in the process of interpersonal communication at lessons, to show the facilitative aspects of students’ autonomy, to describe facilitation as a pheno-menon of interpersonal communication, to display the nature and genesis of facilitative interaction according to our own empirical researches, to prove that facilitative interaction is the mechanism of actualization of “Me-real” and “Me-ideal” of a personality.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, struc-tural and functional methods, the methods of the analysis, systematization, model-ing, generalization. The pilot study as an empirical method was used in the study.the results of the research. So, we’d like to show that facilitation is a change in the students’ performance during a contact with the teacher or other students. Even the passive presence of the teacher in the classroom greatly acti-vates the students, directs their activity in the correct direction, stabilizes it out-side of purposeful actions on the part of the teacher. However, the phenomenon of facilitation has considerable influence only if the teacher is authoritative, re-ferential, recognized. Then, as a result of psychological and pedagogical intera-ction, various psychological new formations of a personal and interpersonal na-ture are arisen, which are usually called “changes” or “phenomena”.conclusions. We proved that one of the significant constructive pheno mena of facilitative interaction is a psychological status of the individual, without the acquisition of which there cannot be a process of active, consistent progressive development and self-development of the individual. Psychological status cha-racterizes not only the student’s real place in the system of interpersonal re-lationships, but also the position in a class, in family, peer groups. They also depend on the situation how he/she attributes to himself/herself. The need to build oneself as a personality, to get self-improvement, etc. does not arise spon-taneously – it is formed in the process of facilitative interaction. It is psychologi-cal and pedagogical influences which allow the student to realize the difference between “Me-real” and “Me-ideal”, without which personal development can-not take place.","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131407580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Current Problems of Psychological Counterfeit of Negative Information Influences on Personality and Ways to Overcome Them","authors":"S. Maksymenko, Milan Kasynets","doi":"10.32626/2227-6246.2022-58.87-114","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-58.87-114","url":null,"abstract":"the purpose. Theessence of the social situation that has occurred in the world is that the importance of the psychological factor of personal existence in the formation and functioning of the process are caused by the pandemic. The purpose of the study is to reveal the current problems of psychological counter-feit of negative influences on personality and to find ways to overcome them. methods of the research. Achieving the goal and solving the tasks of our research comprises the use of a number of methods of theoretical scientific re-search: analysis of the education system in the field of psychology; generaliza-tion of conceptual principles of professional education; comparison of educa-tional and professional programs; systematization of the main principles of edu-cational and professional training; modeling of the structural and logical scheme of educational and professional training in establishments of higher education.the results of the research. The results of monitoring the neurointerface of cognitive-emotional reactions of young people of normative and deviant behav-ior before and during the COVID-19 pandemic are presented. During quarantine, changes were observed both at the level of the individual’s psyche and at the macro-social level.conclusions. It is a certain mania of persecution and observance of certain rules of protection, which has become a manic state in society. The mania of per-secution becomes the dominant unit. The second point is the illogicality of thin-king, which is manifested in an inadequate attitude to the world as a whole, and to themselves, to relatives, friends.... And this is a specific form of bifurcation of consciousness. When there are rather incomprehensible paradoxical aggressive and depressive syndromes, on the one hand, it is aggression, and on the other hand, it is the fear of everyone around.Constant transformational processes in society and serious challenges of today such as digitalization, robotics, armed conflicts, economic downturn, pandemic COVID-19, environmental problems force people to constantly adapt to new realities. However, the intensity and dynamics of these changes cause psy-chological maladaptation in young people, which is manifested by behavioral deviations: high aggression, intolerance, addictions, suicidal behavior and sexual deviations. In general, the scale of deviant behavior threatens the na-tional security of many countries. Therefore, now it is more necessary than ever to find effective solutions to overcome the psychological consequences of the COVID-19 pandemic and prepare for such situations. However, it is necessary to know how the cognitive and emotional reactions of young people to psychologi-cal events before and during quarantine have changed. It is these data from the longitudinal study that will make it possible to build adequate programs for the prevention of deviations among young people caused by being in natural and man-made emergencies","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125468334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Process of Facilitative Learning as the Basis of the Humanization of Education","authors":"N. Khupavtseva, O. Lohvina","doi":"10.32626/2227-6246.2022-56.171-188","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-56.171-188","url":null,"abstract":"the purpose of our research is: to develop (by the type of speech reaction) four types of transformation utterances of facilitative interaction at lessons, which depend on the processes of internal interference and conceptual correla-tion of the definition “facilitative learning as the basis of the humanization of edu cation”; to organize the pilot research of facilitative interaction of pupils at the English lesson (form 5­A, 42 pupils, school No 12, Rivne) during 2020­2021 years.methods of the research. The following theoretical methods of the re-search were used to solve the tasks formulated in the article: a categorical me­thod, structural and functional methods, the methods of the analysis, systemati-zation, modeling, and generalization. Also in our research we used the empirical method of the pilot experiment.the results of the research. In order to test our hypothesis about facilitative activity of pupils, its productivity or non­productivity, we compared the results of respondents’ cognitive activities when they worked alone and in the case of the implementation of facilitative activity in the presence of observers. It is proved that these two indicators were correlated again after some training (when cog-nitive activity was performed several times). While testing our hypothesis, it was found the most accurate physiological indicator to register changes in the level of arousal of the personality. A similar research was organized the next month. In this research, pupils performed appropriate tasks to actualize psychomotor skills in the presence of observers. The results showed that the presence of ten passive observers during the mastery of a highly complex of mental and psycho-motor skill worsened the activity of respondents significantly at the beginning of the empirical study compared to training alone. conclusions. It was proved, that C. Rogers’ ideas on the importance of the process of facilitative learning, the role of the teacher, his/her facilitative rela-tionships with pupils were the basis for the humanization of education abroad, and the main empirical research was provided in the 60­70’s. The results of the facilitation training, which involved thousands of teachers and tens of thousands of primary, secondary and college schoolchildren in England and the United States, suggested that pupils’ personal development had also been improved: their self ­esteem had been improved, cognitive abilities had been developed, which facilitated the improvement of physical and mental health, performance and the activity of schoolchildren.C. Rogers’ humanistic ideas, which contribute to the growth of educatio­nal potential, are especially important for the democratization of the Ukrainian school and our society. In the theory of C. Rogers we often see implied system of certain ideas about a man and his/her essence, or a special method of psy-chotherapy, or just a set of carefully designed techniques for correcting interper-sonal relationships.","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123905908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dependence of the Success of Testing Pupils on Social Intelligence of Teachers","authors":"E. Ivashkevych, Yuliia Danchuk","doi":"10.32626/2227-6246.2022-56.45-63","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-56.45-63","url":null,"abstract":"the purpose of our article is: to describe the most effective means of a cognitive control in the learning process of a foreign language, to describe three main stages of a test creation, to identify final or intermediate (thematic) tests; to show the dependence of the success of testing on social intelligence of tea­chers.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods of the statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021).the results of the research. According to our research it is proved that the structure of social intelligence of a teacher had four components, such as: com-municative potential, characteristics of self­awareness, social perception and energy characteristics of the individual. The outlined characteristics determine a teacher’s prediction of the development of interpersonal situations, the ability to interpret the information he/she has heard or seen and the behavior of others, readiness for effective social interaction and decision­making. Thus, social intel-ligence of a teacher contains individual inclinations, abilities, characteristics that facilitate the acquisition of individual personal experience, skills and abilities of social actions and contacts.conclusions. Studying the social intelligence of the teacher is defined as the ability to perceive the surrounding and inner world, which allowed professio­nals at different levels to easily navigate in interpersonal interaction, harmonize their behavior. The structure of social intelligence of the teacher includes social sensitivity, empathy, self­knowledge and self­regulation. Social intelligence of a teacher is identified with certain psychological mechanisms. Social intelligence includes social thinking and wisdom. In such a way we analyze the concept of “social thinking” as a structural component of social intelligence. Social think-ing is defined as the ability of the subject to understand and to operate with perceived information. A high level of the development of social thinking allows a teacher to solve problems effectively that are arisen in the process of interper-sonal interaction; efficiency means speed, flexibility and accuracy in dealing with the facts of social reality.","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122026071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Issue on Classification of Needs of Families Raising Children with Special Needs (Systematic Approach)","authors":"I. Kuchmanych, L. Opanasenko","doi":"10.32626/2227-6246.2022-56.85-107","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-56.85-107","url":null,"abstract":"Families raising children with special needs differ from other families in the large number and variability of needs. Scientific studies highlight the issue of the specific needs of the family, but for the most part their generalized totality is described. Therefore, the purpose of the article is to explore and highlight the needs in such families and describe them in the context of the individual, marital, paren-tal and sibling subsystems of the family system. To achieve the goal the following methods were used: theoretical – analy-sis, systematization, classification and generalization; empirical – observation, conversation, interview and method of expert assessments. research results. A total of 18 family needs were identified and distributed in accordance with family subsystems – individual, marital, parental and sibling. In the context of the individual subsystem the following needs are identified: the need for emotional response to negative emotions, the need for personal space, the need for support, the need for care in relation to one’s own self. For the marital subsystem common needs for both partners are defined (in love, sup-port, guardianship, closeness of the partner, material and sexual needs). In the parental subsystem specific needs are characterized: for truthful information, adaptation and acceptance of the role of “parents of a special child”, in finding the meaning of interaction in the “parents­special child” system; in society’s ac-ceptance of a special child, the need to confirm the changes/dynamics of the child’s development. The needs of brothers and/or sisters in the sibling subsys-tem are formulated: in attention and love from parents, informing about the somato­psychological characteristics of a special child, distribution of responsi-bilities according to the age of siblings. conclusions.Identifying the needs of the family and determining the de-gree of their severity is of practical importance for the implementation of ef-fective socio­psychological support. Frustration of unconscious needs leads to increased tension and deterioration of the family microclimate. At the same time awareness of the needs of family members will be the impetus for finding the necessary resources and finding the best ways to meet them.","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120993262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characteristics of Using Video-Phonograms in Teaching Teenagers Foreign Languages at Secondary Schools","authors":"N. Mykhalchuk, I. Koval","doi":"10.32626/2227-6246.2022-56.108-128","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-56.108-128","url":null,"abstract":"the purpose of our research is: to determine psychological characteristics of using video­phonograms in teaching pupils foreign languages at secondary schools; to build a model of educational process with using video­phonograms; to show the characteristics and tasks of each sub­cycle of a video­phonogram; to describe this model in the stage of its experimental verification.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental methods are observation and analy-sis. The participants of our research were 45 pupils of the 7th­B form of school No15 of Rivne (Ukraine). The experiment lasted during 2020­2021 years.the results of the research. Based on the theory of a dialogue in a para-digm of Secondary Predication (Mykhalchuk & Ivashkevych, 2019), we define the following main characteristics of the concept of “a dialogic text” which is the basis of video­phonograms in teaching teenagers the foreign languages at se­condary schools: 1) an attempt to include the listener into a joint search with the author of the truth, focus on the reflection and thinking; 2) the author’s desire to make direct contact with a listener, which is expressed in the variability of the material for analysis and understanding, the possibility of providing a creative approach to understanding the content, because only personal involvement of the listener makes the text a work of art.conclusions. It is emphasized that any video­phonogram has a triple mean-ing: 1) a primary or common meaning; 2) a secondary one – which arises due to the syntagmatic reorganization of the text and the opposition of the primary units; 3) tertiary meaning, which is based on non­textual associations of diffe­rent levels – from the most general to purely personal, authorial ones (they are fixed at the level of authorial paradigms or the author’s dictionary). Therefore, we define the text of a video­phonogram as an extremely com-plex phenomenon, which emphasizes the impossibility of comprehensive deli­neation of textual parameters, all components of its content. This, in turn, some-what prevents the listener from fully understanding the richness and diversity of the meaning of a video­phonogram. It was proved that the semantic structure of the text changed from a reader to reader. And nothing is able, even the develop-ment of science, to stop the movement of the text, to master all its semantic rich-ness, because the text is infinitely open to infinity, and the constants of individual style create the openness of the video­phonogram, the possibility of a listener entering the process of dialogical quasi­communication with the text.","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130346050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Productive Thinking and the Problem of Creativity of Personality","authors":"Alexander Nabochuk","doi":"10.32626/2227-6246.2022-56.129-149","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-56.129-149","url":null,"abstract":"the aim of our research is to study different theories of developing persons’ creativity in the paradigm of Gestalt Psychology, which differentiates between creative, productive thinking and reproductive, based on memorization, repeti-tion and reproduction; to show the main concepts of Compensatory theory, by which people develop Science, Art and other areas of culture largely to compen-sate their shortcomings; to present another theory of creativity – a Cognitive one, by which a researcher who actively interprets the world, processes of gain-ing the information, the ability to predict effectively and, at the same time, to interact creatively with the surrounding world; to display the problem of creativity in Humanistic Psychology.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.the results of the research. The most important for the theory of creativity is the question of motivation, which A. Maslow described in terms of the hierar-chy of needs according to the principles of priority and dominance. At the heart of the creative activity of the individual there are the highest personal needs. They are the need for self­realization, personal growth and development. Satis-fying the needs that are fixed from the bottom of this hierarchy makes it possible to understand the needs at the top of the creative paradigm and according to the participation of actors in the creation of motivational domains. The higher a person is able to rise in the paradigm of this hierarchy, the more he/she is able to demonstrate individuality, human qualities, mental health and creativity.conclusions. It is significant, from the standpoint of the Psychology of Cre-ativity, A. Maslow’s (1982) hypothesis about the existence of deficient motives related to biological needs and meta­needs (highest values, motives for personal growth), such as truth, beauty, perfection, justice. Based on our empirical re-search (Nabochuk, 2021), we concluded that people who lived fully (individuals who were self­actualizing) had the following characteristics: the effective per-ception of the reality; the acceptance of oneself, other people and the surround-ing nature; a desire for self­realization; focusing on the problem, absorbing one’s business as an actualization of one’s vocation; authenticity – open, un-derstandable behavior in relations to themselves and to other people; the em-phasis on the simplicity and naturalness of their behavior; the independence, the autonomy in judgments; self­confidence, adequacy of self­esteem, the ability to actualize peak experiences; public interests; deep interpersonal relationships; initiative and flexibility in the process of decision making; democratic nature of the person’s own activity; the ability to distinguish between means and goals; philosop","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128314145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Аnalysis of Methods to Overcome Psychoemotional Stress under Wartime Conditions","authors":"N. Honcharuk, L. Onufriieva","doi":"10.32626/2227-6246.2022-56.30-44","DOIUrl":"https://doi.org/10.32626/2227-6246.2022-56.30-44","url":null,"abstract":"The purpose of the study is to analyze psychological theories of stress and identify methods of overcoming it that can and should be used in wartime. Its urgency is due to the need to provide psychological assistance to servicemen and civilians who have experienced factors of exceptional intensity (shelling, in-juries, death of loved ones). In accordance with the objective, the main tasks are identified: 1) to determine the essence of the concepts of “stress”, “combat stress”, “traumatic stress”, “post­traumatic stress”; 2) to find out the differences between the course of stress as a psycho­emotional state in conditions of war; 3) to analyze the main theories of stress research; 4) to describe the approaches to overcoming it, which are used within these theories and are appropriate for use in wartime.methods.A set of methods of scientific research: theoretical analysis, ge­neralization, comparison, systematization of facts, theoretical modeling, scien-tific interpretation are used to implement the key tasks. the results of the research. The paper presents the solution to an impor-tant academic issue related to the analysis of methods of overcoming psycho­emotional stress in war. There are three main types of stress that occur during war: combat, traumatic, and post­traumatic. The differences of the described varieties are determined and their nature is established, the latter consists in the action of stressors of exceptional strength, which determines the combination of physiological and psychoemotional symptoms. In this regard, biological (related to the physiological nature of stress) and psychological theories are analyzed.According to biological theories, stress is a violation of the body’s balance between external influences and internal resources of the body, which fact out-lines the main methods of overcoming it. According to these theories, methods aimed at attracting physiological resources of the body (rest, sleep, relaxation); restoration of disturbed psychophysiological functions (normalization of respira-tion, acquisition of control over the body); provision of basic needs (food, water, heat, hygiene). According to psychological theories, stress is characterized as an internal mental state of tension that determines the methods of overcoming it. For the treatment of combat stress, the BICEPS program (brevity, immediacy, centrality / contact, expectancy, proximity, simplicity) is presented, which is widespread in US military practice. To overcome the traumatic and post­traumatic stress of civilians, a number of methods of psychological and psychotherapeutic care have been proposed, including psycho­counseling, debriefing, crisis intervention, defusing, autogenic training techniques, rational, cognitive­behavioral, physical therapy, therapy and neurotherapy.conclusions. Summarizing the theoretical and methodological positions of the study, two main areas of influence on the symptoms of psycho­emotional stress are identified:1) impact","PeriodicalId":250456,"journal":{"name":"Collection of Research Papers \"Problems of Modern Psychology\"","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115642673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}