Actual Problems of Psychology, Volume 1, Issue 50 – 2018
Abstracts and Information about Authors
UDC: 159.23:159.94
Berezovska, L. I., Bretsko, I. I.
Berezovska, Larysa Ivanivna, PhD, Associate Professor, Department of Theoretical and Applied Psychology, Lviv Polytechnic National University, Lviv, Ukraine
Bretsko, Iryna Ivanivna, PhD, Associate Professor оf the Department of Psychology, Mukachevo State University, Mukachiv, Ukraine
Language: Ukrainian
The article presents the results of the study into future teachers’ burnout. It has been found that burnout develops during the first years of work in educational institutions. The author has empirically shown that future teachers start developing burnout during their years in university through such components of burnout as tension, resistance and exhaustion. Reactive (situational) and personal anxieties are higher in the respondents with the signs of burnout. The respondents with the symptoms of burnout have been found to be by far more authoritarian, selfish, aggressive, suspicious and altruistic and much less submissive and dependent than those who have no burnout symptoms. Besides, the signs of burnout have been shown to have negative relationship with reactive and personal anxiety, as well as positive and negative relationships with interpersonal relation types. The follow-up research is planned to focus on the development and conduct of future teachers' burnout prevention socio-psychological trainings. Keywords: burnout, future teachers, anxiety, types of interpersonal relations
Aktual_probl_psihol 2018, 3(50): 3-7 (pdf)
UDC: 005.32
Gumenyuk, O. G.
Gumenyuk, Оksana Hryhorivna, PhD, Associate Professor, Department of Philosophy, Social and Human Sciences, Khmelnytsky University of Management and Law, Khmelnitsky, Ukraine
Language: Ukrainian
Effective leadership in the context of the Ukrainian public administration reform and new development course is a strategic condition for efficient governance in Ukraine. The development of civil servants' leadership is a prerequisite for the development of a professional civil service. The article makes a theoretical analysis of civil servants' leadership aspects. The author discusses the components of civil servants' professional leadership, the features of civil servants' social leadership and different views of civil servants' personal leadership. It is noted that professional leadership is an important aspect of individuals' psychological competence. Civil servants' professional competencies have a public effect and are valued by society, which is reflected in civil servants' social leadership. Social leadership is a management system component that promotes staff innovative behaviors and provides continuous production and use of new knowledge at all organizational levels. Personal leadership is determined by individuals' maturity levels and shapes their need for personal self-development. It is personal leadership that determines managerial and organizational culture in line with social norms and values. Personal leadership in the civil service should be a continuous and dynamic process, while the leader's impact should be a constant value. Development of the main aspects of civil servants' leadership should be a priority and a necessary condition for their continuous professional improvement. Keywords: leader, public administration, civil servants, professional leadership, social leadership, personal leadership, professional competencies
Aktual_probl_psihol 2018, 3(50): 8-14 (pdf)
UDC: 159.922:658.3
Gura, N. A.
Gura, Natalia Anatoliyvna, PhD student, University of Economics and Law KROK, Head, Mental Genetics Center, Kyiv, Ukraine.
Language: Ukrainian
The article presents the results of empirical study of the previously unexplored aspect of career development - the parental factor. The investigation, which was conducted on a sample of 108 employees, aged 25 to 58, found that parents’ attitudes and educational influences significantly affected professional careers of their children. In this case, the influence of the position of fathers and mothers is divergent. Mother’s autonomy positively correlated with the respondents’ self-esteem, career satisfaction, the ability to build a living and professional space and professional self-realization. Mother’s interest and psychological acceptance of the child positively correlated with the respondents’ professional satisfaction and positive self-perception. Mother’s dominance negatively affected the respondents’ career development: in adolescence, they were focused on the stability of workplace (resulting in a low level of professional self-fulfilment, career dissatisfaction and emotional exhaustion at work). Mothers’ hostility correlated with low professionalism and professional dissatisfaction. The inconsistency of mother’s behaviour directly correlated with the reduction of professional achievements (emotional non-engagement), which in turn reduced the level of professional self-fulfilment and career satisfaction. The effects of father’s educational behaviour related to specific career orientations: the positive father’s attitudes to the child negatively correlated with the child’s desire to be a businessman, while father’s dominance decreased the child’s professional self-realization. The more child’s memories were associated with parental rejection, the lower was his/her professional self-realization and the stronger were his/her career orientations (professional and organizational competence, autonomy, entrepreneurship), which suggested the compensatory mechanism of motivation. Early autonomy of a child positively correlated with their focus on employment and the job that would meet their values and life goals. Keywords: career, person’s career potential, career development, father’s attitude, mother’s behaviour, professional self-fulfilment
Aktual_probl_psihol 2018, 3(50): 14-22 (pdf)
UDC: 316.647.5:005.32
Karamushka, L. M., Kredentser, O. V., Tereshchenko, K. V., Ivkin, V. M., Lagodzinska, V. I., Kovalchuk, O. S.
Karamushka, Liudmila Mykolaivna, corresponding member of the NAES of Ukraine, Dr., Prof., Head, Laboratory of organizational and social psychology, G.S.Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine
Kredentser, Oksana Valeriivna, PhD, Assoc. Prof., leading researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
Tereshchenko, Kira Volodymyrivna, PhD, senior researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
Ivkin, Volodymyr Mykolaiovych, PhD, Assoc. Prof., senior researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
Lahodzinska, Valentуna Ivanivna, PhD, senior researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
Kovalchuk, Olexandr Serhiiovych, researcher, Laboratory of organizational and social psychology, G.S. Kostiuk Institute of psychology of the NAES of Ukraine, Kyiv, Ukraine.
Language: Ukrainian
The article presents the results of an empirical study into educational institution staff's ambiguity intolerance index and indicators (intolerance to novelty, intolerance to complexity and intolerance to insolubility). Using the results of correlation analysis, the authors analyze the relationships between the levels of educational institution staff's ambiguity intolerance and the educational organization culture types (task culture, role culture, power culture and person culture) and strength. In particular, it has been shown that role culture, which implies staffs deep specialization, performance of strictly regulated work functions and administrative control of staffs work behavior, etc., contributes to an increase in the educational institution staff ambiguity intolerance index. In contrast, task culture, which is based on the staffs?freedom of action and availability of resources necessary to achieve the organizational goals, reduces educational institution staff ambiguity intolerance. Also, the authors analyze the relationship between the levels of development of educational institution staff ambiguity intolerance and the strength of educational organization culture. It is concluded that educational organization culture is an important teaching staff ambiguity intolerance factor. Keywords: educational organizations, educational institution staff, ambiguity intolerance, organizational culture type, strength of organizational culture
Aktual_probl_psihol 2018, 3(50): 22-29 (pdf)
UDC: 159.964.21
Pastukh, L. V.
Pastukh, Liudmyla Vasylivna, PhD, Senior Lecturer, Department of management and educational technologies, Khmelnitsky Regional Institute of Postgraduate Teachers’ Training, Khmelnitsky, Ukraine
Language: Ukrainian
The article deals with the problem of preventing conflicts within teaching staff. The author analyzes different approaches to understanding the content, typology and causes of conflicts within teaching staff stressing the critical role of heads of educational institutions in conflict prevention. Conflict management implies a targeted influence on the behaviors of the conflicting parties in order to eliminate or minimize the causes of the conflict and provide a constructive solution to the problems underlying the conflict. The author discusses the approaches to the interpretation of educational institution heads' conflict competence, which includes motivational, cognitive, operational and personal components. Educational institution heads' conflict competence can be effectively developed in the system of postgraduate teachers' training. The author also considers the most common problems of educational institution heads' conflict management training in the system of postgraduate teachers' training. Further research will focus on the development and testing of a special educational institution heads' conflict competence development in postgraduate teachers' training institutions. Keywords: conflict, educational institution conflict management, educational institution heads’ conflict competence, conflict prevention, teaching staff, educational institution head
Aktual_probl_psihol 2018, 3(50): 29-33 (pdf)
UDC: 159.922.8.019.4:[159.964.21:81]
Bihunov, D. O.
Bihunov, Dmytro Oleksandrovych, PhD student at the Department of Developmental and Educational Psychology of Rivne State University of the Humanities, senior assistant at the Department of English Language Practice of Rivne State University of the Humanities, Rivne, Ukraine.
Language: Ukrainian
The article deals with conflict communication. It is noted that an interpersonal conflict, which arises from individuals’ incompatible interests, values and needs, is form of relationship between high school students. In order to determine the types of high school students’ speech behavior, the author analyzes the causes of conflicts and the respondents’ communicative intention, as well as the psychological features of conflict interactions, which include confrontation with the conflict counterparts, primitive speech behavior, distorted speech behavior, excluding (omitting) speech behavior, hyperbolizing speech behavior, negative (destructive) propaganda speech behavior, indoctrinating speech behavior, counterpart humiliating speech behavior. The analysis of the psychological features of high school students’ conflict communication and speech behaviors allows identifying the causes of the communication difficulties the students face and developing the psychological mechanisms of coping with conflict situations. Keywords: speech behavior, conflict interaction, high school students, conflict communication situation, discomfort, misunderstanding, context, successful communication, communicative intention
Aktual_probl_psihol 2018, 3(50): 33-38 (pdf)
UDC: 005.32
Vlasov, P. K., Kiseleva, A. A.
Vlasov, Petro Kostiantynovych, Doctor of psychological sciences, Director of Institute of Applied Psychology “Humanitarian center”, Kharkiv, Ukraine.
Kyseliova, Anna Аrkadiivna, PhD on philology, Deputy Director of Institute of Applied Psychology “Humanitarian center”, Kharkiv, Ukraine.
Language: Ukrainian
Communication occupies a special and extremely important position within organization. It is directly included in the production of a product, this is a determinant of competencies. It carries out the function of sense-making and sense-transferring as well as the function of management. It influences the innovative behavior of workers. The conditions that generate communication can be counter-productive and impede generation of content with reality interpretation barriers. Communication productivity is associated with the very mechanism of generation of communication. Productive communication is considered both in terms of the production of relevant content and in terms of the communicative space conditions (as discourse-conditions) for its production. Discourse-conditions can favor or, on the contrary, impede productive communication. They create organizational culture with its ideology and sense distortions. The barriers in the interpretations are conditioned by the workers’ values and habits of reality interpretation and by informal relations and organizational culture. Modeling of productive communication must be based on organizational culture, as a condition for content generation, and the correspondence of its hierarchy to the uncertainty and complexity of the situation. Keywords: communication, organizational culture, hierarchy, sense-making, discourse, sense-transferring, reality interpretation
Aktual_probl_psihol 2018, 3(50): 38-43 (pdf)
UDC: 159.922:378.147
Hirnyak, A. N.
Hirnyak, Andriy Nestorovych, PhD, Assoc. Professor, Department of psychology and social work, Ternopil National Economics University, Ternopil, Ukraine.
Language: Ukrainian
The article analyzes the content and general characteristics of attraction as a prerequisite for constructive interaction between educational process participants, as well as discusses the psychological mechanisms and techniques of attraction formation. The process of attraction formation is considered as a sequence of arbitrary causation and reinforcement of the interlocutor's positive emotional experiences in order to induce his/her liking, friendly attitudes and/or love. The author advocates the idea that the emotional coloration of relations (primarily, liking-disliking) to a significant extent determines the effectiveness of educational process participants’ interaction, since students’ non-acceptance of teachers is often transferred to the students’ academic discipline. Therefore, teachers of institution of higher education should be skilled in using attraction formation techniques as socio-psychological instruments for establishing constructive educational interaction. These techniques may include such varieties as: ""Name"", ""Mirror"", ""Golden Words"", ""Patient Listener"", ""Personal Life"", ""Service"", ""Error"", ""View"", ""Tracing"", ""Palms"" and ""Feeling of the Elbow"". Interpersonal interaction has been shown to be most influenced by interlocutors’ physical attractiveness and facial expression, competence, similarity (copying) and a contrast, good gesticulation; individual distance and location, visual and tactile contact, as well as attentive listening. Keywords: attraction, educational interaction, psychological mechanism, psychological technique, psychological influence, attitude
Aktual_probl_psihol 2018, 3(50): 44-49 (pdf)
UDC: 159.9
Zozulia, O. V.
Zozulia, Olena Vasylivna, psychologist, NGO «People in need», Sloviansk, Ukraine.
Language: Ukrainian
The article presents the results of the analytical review of the existing psychological approaches to the study of gender-based violence and the content analysis of the facts of such violence in the east of Ukraine, which were covered in social networks, on the sites of public organizations (local, general, international) and in photo- and video-materials on information portals. The author discusses the concept, causes, manifestations and consequences of gender violence in the context of the armed conflict in Ukraine. Among the general causes of gender-based violence, there is a lack of detailed information about it and its poor coverage in the media and educational programs: women often do not have procedural knowledge that would allow law enforcement to be help them. Young girls from vulnerable groups, such as boarding schools or dysfunctional survivors of domestic violence, do not receive systematic information on how to recognize gender-based violence. There are no available programs that tell teenage girls about gender equality, stigma, mutual assistance, and manifestations of civic engagement in anti-discrimination. The causes of gender-based violence in the context of the armed conflict include: 1) loss of security, dependence; 2) physical and mental disability; 2) the absence of an alternative in changing the social status; 3) alcohol and/or drug abuse; 4) psychological trauma and stress associated with the conflict, hostilities and displacement; 5) dysfunctional roles in the family and/or society; 6) ignorance because of the lack of legal information about personal rights; 7) distrust in law enforcement agencies, lack of legal protection, ineffective laws against sexual and gender-based violence; 8) general social disinterest and lack of human rights campaigns to condemn and expose gender-based violence; 9) silencing of the cases of violence and distrust in justice; 10) geographic location and local environment (military operation area); 11) superiority of the male population in the places of residence; 12) unavailability of food, fuel and/or low income, which lead to moving to risk areas; 13) attitudes of the local population. Keywords: gender, gender role, gender inequality, gender-based violence
Aktual_probl_psihol 2018, 3(50): 50-54 (pdf)
UDC: 159.92
Sinelnikov, R. Yu.
Synelnykov, Roman Yuriyovych, Assistant Professor of the Department of General Psychology, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine
Language: Ukrainian
The author presents a youth civic identity development program aimed at promoting young people's understanding of the value of civic identity and analyzing their readiness to accept their civic identity. The program is based on three basic psychological development mechanisms, which are used in three program units: awareness that it implies youth's understanding of their identity with the relevant community and youth's attitudes towards the state as an organization that creates proper living conditions and establishes the rules of life and social interactions; strengthening - weakening (modifying) the existing civil identity development factors; comprehension of (giving certain personal meanings to) personal experience of interaction with the state, stereotypes and attitudes imposed by the society. The socio-psychological program follows the basic requirements, principles and patterns of training interaction and includes different individual and group work forms: brainstorms, mini-lectures, discussions, role-plays, etc. The program is designed for eight hours of work and consists of three units: assessment, development and feedback. The assessment unit is aimed at determining the levels of the civic identity value system and motivation and its factors. The development unit is aimed to develop the program participants' awareness, which can strengthen or weaken their sense of belongingness to the state and the community, as well as to develop the program participants' comprehension, i.e. their acquisition of certain personal values and meanings of their civic identity as social agents. The feedback unit aims at the program participants' assimilating the personal changes as a result of reflection and feedback. Keywords: civic identity, socio-psychological program, training, group discussion, resource, development
Aktual_probl_psihol 2018, 3(50): 55-58 (pdf)