PSYCHOLOGICAL JOURNAL <p>'Psychological journal' is a peer-reviewed scientific review, published by H. S. Kostyuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine from 2015 year, 12 times a year (from 2019).</p> <p>The scientific review is listed in Special edition of scientific professional publications of Ukraine (Resolution of the Ministry of Education of Ukraine 22.12.2016 № 1604), and it has The Certificate of state registration of the printed source of mass media in Ukraine (КВ &nbsp;№ &nbsp;24063-13903 &nbsp;ПР&nbsp;of 22.07.2019). Attributed ISSN is 2414-0023 for printed journal and 2414-004X for its electronic version.</p> <p>Editorial Board of the Collection consists of at least 42% of international members. The scientific review also publishes the authors with foreign affiliation.</p> <p>Program goals (basic principles) include the development and dissemination of scientific knowledge in the field of psychology. The collection of research papers is published for charitable purposes and intended for free distribution.</p> <p>The scientific review publishes materials, which cover problems of psychological science and practice, promote their wide distribution and overall development of psychological knowledge. The aim of publication is to provide a deeper integration and close cooperation between science and practice, promote the introduction of new scientific and applied research, publish papers of renowned and respected authors and also the papers of young researchers.</p> Інститут психології імені Г. С. Костюка Національної академії педагогічних наук України en-US PSYCHOLOGICAL JOURNAL 2414-0023 <p><strong>Copyright Notice</strong></p> <p>Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link -&nbsp;</p> MINDFULNESS TRAINING TO REDUCE EXAM ANXIETY IN ELEMENTARY STUDENTS <p>Nowadays, anxiety problem is facing not merely by adults. Children are also faced with situations when anxiety appears. As for students, exams are considered as one of such situations that cause anxiety. Regarding to the problem, this research focuses on anxiety experienced by students from the fourth and fifth forms of elementary school. The mindfulness training was used with the purpose to know how helpful this approach for controlling over anxiety experienced by the students from the fourth and fifth forms of elementary school. This study showed that the mindfulness training can reduce the level of exam anxiety in the experimental group better in comparison with the control group. It is seen through the paired t-test results with the significance level of 0.000, which is smaller than the significance standard of 0.05. The independent t-test for the pre-test results obtained at the experimental and control groups showed the significant levels of 0.488 and 0.482, which bigger than the significance standard. Hence, the mindfulness training can be used as an alternative way, in which someone’s attention is pulled to the present moment to break the maladaptive anxiety chain.</p> <p>&nbsp;</p> Joice Kartika Sari ##submission.copyrightStatement## 2019-11-30 2019-11-30 5 11 9 21 10.31108/1.2019.5.11.1 EMOTIONAL ORIENTATION IN THE STRUCTURE OF FACILITATIVE ACTIVITY OF FUTURE PSYCHOLOGISTS <p>The article presents theoretical substantiation and empirical research of the development of emotional orientation in the structure of facilitation activities of future psychologists. The development of students-psychologists’ readiness for facilitative activities and related problemsd are actualized. In the context of facilitate support it is possible to provide the full development of future psychologists’ facilitative abilities: self-actualization, comprehension of life, internal motivation, reflexivity, self-esteem and self-understanding, authenticity, empathy, self-confidence, responsibility, the ability to accept, respect and understand others; the ability to create special conditions for personal development. The essential basis for psychologists-facilitators’ professional formation is their professional self-determination, which correlates with meanings of their personal self-determination.&nbsp; An individual’s emotional orientation is an indicator of future specialists’ value and general orientations.</p> <p>We analyzed B.I Dodonov’s approach, according to which individuals’ emotional orientations are determined by their need in emotional colouring of their actions, when individuals’ experiences pbtain self-sufficient values; and it expressed in individuals’ activities, motivates them and influences a professional choice and professional procedural moments. Our empirical study was based on B.I Dodonov’s classification of value emotions: altruistic emotions, communicative emotions, glorious emotions, praxic emotions, pugnantic emotions, romantic emotions, gnostic emotions, aesthetic emotions, hedonistic emotions, and acquisitive emotions. The empirical study of future psychologists’ emotional orientations shows that the studied students are mostly characterised by high altruistic, hedonistic, communicative and romantic emotional orientations. We can assume that these particular features of future psychologists’ emotional orientation correspond to the essence and structure of their facilitation activities and, in the future, they will help ensure their work effectiveness.</p> <p>&nbsp;</p> Halyna Radchuk Zoryana Adamska Halyna Sviderska Ivanna Andrіychuk Viktoria Oleksiuk ##submission.copyrightStatement## 2019-11-30 2019-11-30 5 11 22 33 10.31108/1.2019.5.11.2 PERSONAL RESPONSIBILITY AS A DRIVING FORCE DEVELOPING PSYCHOLOGICAL READINESS TO PROFESSIONAL WORK AT FUTURE MEDICAL SPECIALISTS <p>The article compares different approaches to understanding of personal responsibility as a driving force developing future medical professionals’ psychological readiness to professional work. The article states that the development of future medical specialists’ personal responsibility depends on the growth of their intellectual abilities and consciousness and goes through several stages, from externally oriented forms of responsibility to internal ones, characterized by increased consciousness, criticality, motivation. The development of future medical professionals’ psychological readiness to professional work presupposes existing in-depth meanings of professional self-fulfilment, searches of true Self and its symbolic legalization in the form of personal responsibility. Personal responsibility is a real tool for development of future medical professionals’ psychological readiness to become a professional, if the ability to analyze alternatives of possible medical assistance, to predict consequences of their own actions and to make informed professional choices on this basis comes to the firth place.</p> <p>Personal responsibility of future medical professionals integrates a set of legal, social and moral and ethical responsibilities, which determines personal awareness of their professional duties and their voluntary performance, as well as the degree of guilt for failure to perform professional duties. At the first stage of future medical professionals’ psychological readiness development, there is an awareness of the extent to which personal responsibility is needed as one of the important components in the structure of psychological readiness. The second stage in readiness development includes decisions on purposes of personal responsibility. The third stage is the need to exercise personal responsibility, which reflects future medical professionals’ need to recognize medicine as a field of their professional actions and to accept the consequences of their work.</p> <p>The result of highly developed personal responsibility and its manifestation is an accepted personal decision on professional actualization, the desire to make choices independently and to show active and expedient professional actions that meet both the professional standards (external responsibility) and own conscience (internal responsibility). The article proves that existing personal responsibility determines the acquisition and development by future specialists of professional resources in the medical sphere, so such responsibility forms an individual’s professional orientation as a system of dominant needs and motives, attitudes, a professional position. At the same time, formed professional resources determine future medical professionals’ psychological readiness to professional work.</p> <p>&nbsp;</p> Ivan Andrievsky ##submission.copyrightStatement## 2019-11-30 2019-11-30 5 11 34 48 10.31108/1.2019.5.11.3 THE PROGRAM “SOCIAL-PSYCHOLOGICAL SUPPORT FOR FORMATION OF A SOCIAL WORKER PERSONALITY DURING PRIMARY AND SECONDARY PROFESSIONALIZATION” <p>The article describes in detail the program “Social and psychological support for formation of a social worker personality during primary and secondary professionalization”.</p> <p>The socio-psychological support for formation of a social worker personality is defined as a set of measures aimed at optimal conditions for effective adaptation to educational / professional work, interaction between all corresponding links, which help develop professional and personal characteristics on different stages of personal growth of social workers. The stages of social and psychological support for social workers are determined.</p> <p>The purpose, main tasks, organization and the scope of the support program are described, which can solve a set of problems in value-motivational, cognitive-affective and conative-reflective areas to support all stages of professional formation in practice.</p> <p>Five sessions of social and psychological support are described in detail (“Formation of value attitudes towards a social worker personality”, “Understanding and awareness by social workers of the process of personality forming, awareness of the actual tasks of social work, etc.”, “Understanding of the professional work specifics, professionally important qualities that should be mastered by social workers, etc.”, “Self-perfection and self-realization of social workers, features and factors that ensure their professional success, the desire to be helpful for their clients and society, etc.”, “Personal growth at professional work, the ability to interact professionally, to make decisions in personal and social situations, responsibility for made decisions, etc.”) that make up the support structure. Each of the session components is described; the description includes introduction, information-semantic, diagnostic, correction-developmental elements and creative tasks.</p> <p>&nbsp;</p> Valentyna Balakhtar ##submission.copyrightStatement## 2019-11-30 2019-11-30 5 11 49 72 10.31108/1.2019.5.11.4 POSITIVE SELF-CONCEPT AS A RESOURCE OF A PERSON’S PSYCHOLOGICAL HEALTH <p>In the modern dynamic conditions, the problem of a person’s psychological health maintenance and strengthening, as one of key aspects of general health, becomes more and more urgent. Whereas self-concept is a central part of self-consciousness and acts as a system of an individual’s attitudes regarding him/herself, the theoretical analysis and an attempt to justify the phenomenon of positive self-concept as a resource a person’s psychological health is carried out in the article. In particular, the leading role of positive self-concept in a person’s effective functioning and psychological well-being maintenance is noted.</p> <p>The article shows that psychological health is closely associated with such qualitative characteristics as an acceptance of own individuality, understanding its strengths and weaknesses, adequate self--esteem and level of aspirations, which mainly depend on self-concept. Positive self-concept, as a resource, can be the basis for the successful realization of an individual’s potential and his/her total prosperity. Positive self-concept is characterized by three main features such as: an unshakable belief of a person that he/ she causes sympathy at people around, confidence in his/her abilities to perform a particular activity and a sense of self-importance, which are formed through the acquired personal experience, values and attitudes, and, accordingly, this person perceives the world, in whole, as orderly and favorable for self-realization.</p> <p>Based on the analyzed literary sources, the key theoretical and methodological approaches of various psychological schools to understanding of the concept of psychological health, which is the embodiment of social, emotional and spiritual well-being and acts as an important individual reserve of each person, are considered. Also indicators of psychological health are noted; each scientific psychological school have own views on them, but we identified the main criteria, in particular: a positive attitude, the ability to adapt, harmonious interactions with the world, adequate perception of reality, existing own values and standards. Psychological well-being is an integral indicator and is a part of psychological health as a subjective indicator that reflects satisfaction with oneself and different spheres of human life. This fact shows actual difference between the concepts of “psychological health” and “psychological well-being”, which are often presented as synonymous concepts in the literature.</p> <p>Thus, the analyzed issues revealed that self-concept is able to ensure the harmonization of a person’s inner world, to be the basis for adequate reaction and interaction with the surrounding world, the acquisition of identity with Self; and the integrity of the Self-image makes an individual’s behavior consistent and balanced, which in turn may contribute to the maintenance of a person’s psychological health and improving of personal effectiveness. We should emphasize that it is important to determine the impact of Self-concept on the formation of a responsible attitude to health, which is relevant and practically significant, since it is the basis not only for the preservation and promotion of human health at all levels, but also for the formation of social health and well-being in general.</p> <p>&nbsp;</p> Olga Batsylyeva Inna Hresko ##submission.copyrightStatement## 2019-11-30 2019-11-30 5 11 73 89 10.31108/1.2019.5.11.5