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, 6-12 times a year.</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 (KB № № 21164-10964 Р of 16.12.2014). 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> IMPLEMENTING ‘GUIDED IMAGERY’ METHOD IN PSYCHO-CORRECTIVE WORK WITH ATHLETES WITH ANXIETY <p>The article is devoted to the approbation of ‘Guided Imagery’ techniques (katathym-imaginative psychotherapy) in athletes’ anxiety correction in psychological provision of athletic activity. The necessity of such a research is derived from the fact that athlete’s trait anxiety characterizes a strong propensity to perceive a wide range of situations as threatening, reacting on such situations with anxious state. State anxiety is characterized by tension, restlessness, and nervousness. High level of state anxiety triggers difficulty concentrating, sometimes with fine motor coordination disruption. Very high level of trait anxiety directly correlates with the presence of neurotic conflict, with emotional and neurotic collapses, and with psychosomatic disorders, that, in turns, can lead to lowering the athlete’s performance, or, even, can lead to the athlete’s career termination.&nbsp;</p> <p>&nbsp;The article reveals the meaning of the notion of anxiety in sports activity, the need for corrective work for high level trait and state anxiety was analyzed. Chosen psychotherapeutic approach for corrective work was substantiated. The individual psycho-corrective work viability with young martial arts practitioners was analyzed. The positive changes were noticed in emotional reactions of research subjects that gives a green light in using the guided imagery techniques in psychological support of an athlete in his/her achievements.&nbsp;&nbsp;</p> <p>&nbsp;</p> Iryna Snyadanko Marianna Tkalych Oksana Voitsekhovska ##submission.copyrightStatement## 2019-07-31 2019-07-31 5 7 9 20 10.31108/1.2019.5.7.2 PSYCHOLOGICAL FEATURES OF EMOTIONAL INTELLIGENCE <p>The article examines the psychological characteristics of emotional intelligence, analyses the concepts and models of emotional intelligence in foreign and national psychology, in particular its content and structure, and studies intra- and interpersonal aspects of emotional intelligence. Today, a number of works studying emotional intelligence and performed by foreign and national scientists is growing; various psychological features of emotional intelligence manifestations are investigated in them. J. Mayer and P. Salovey understand emotional intelligence as a group of mental abilities that contribute to awareness and understanding of an individual’s own emotions and emotions of other people. The following models of emotional intelligence are presented in scientific works: the model of abilities, presenting the idea of ​​cross-relations between emotions and thinking is (J. Mayer, P. Salovey); the mixed model as a combination of an individual’s intellectual, emotional and personal properties (R. Bar-On and D. Goleman). A different opinion holds researchers K.V.&nbsp;Petrides and E. Furnham; they consider emotional intelligence as a personal trait and as the ability to process emotional information based on the construct of “emotional self-efficacy”. I.N. Andreeva proposes the integrative model of emotional intelligence and considers integral emotional intelligence as a cognitive-personal formation, as a set of mental abilities to understand and manage emotions and competencies associated with emotional information processing and transformation, as well as a set of communicative, emotional, intellectual and regulatory personal traits contributing to individual’s adaptation.<br>In the study of E.L. Nosenko and N.V. Kovriga, emotional intelligence is considered as an aspect of an individual’s inner world that reflects the individual’s rational attitude to the world, to others and to him/herself as an agent of own life. It is characterized by internal (dispositional) and external (manifested by the signs revealing the course of an emotional process) components that determine stress-protective and adaptive functions of this integral personal characteristic. The researchers have proposed a hierarchical structure of the formed emotional intelligence.<br>The intra- and interpersonal aspects of emotional intelligence are distinguished by both foreign and national researchers, among them G. Gardner, J. Mayer, P. Salovey, D.V.&nbsp;Liusin, E. L. Nosenko, N.V. Kovriga, M. A Manoilova, I. N. Andreeva, etc. According to G. Gardner, intrapersonal emotional intelligence is a person’s ability to understand their own emotions and feelings, their sources and to regulate their own behaviour on this basis, and interpersonal emotional intelligence is a person’s ability to interact with other people. <br>So, emotional intelligence is an integral personal characteristic that contributes to human harmonious development and improvement of interpersonal interactions.</p> Natalia Burkalo ##submission.copyrightStatement## 2019-07-31 2019-07-31 5 7 34 49 10.31108/1.2019.5.7.3 INVESTIGATION OF MEDICAL STUDENTS’ EMOTIONAL INTELLIGENCE <p>The problem of emotional intelligence raises a big interest in the context of training of medical workers, because professional work of doctors is associated with an impact of stressful factors. The ability to keep control over the situation allows to avoid a devastating psychogenic effect on the doctor’s personality and indicates their professionalism. The investigation with the aim of assessment of emotional intelligence has been held among medical students of the second year of study of O.O. Bogomolets National Medical University. There were 343 participants in this experiment. We tend to consider the emotional intelligence more as personality traits, not as abilities and because of this our survey was based on Hall’s method.</p> <p>On the base of received data, it was established that 5 students have the high level of emotional intelligence only. That is 1,5% of the total participants’ number. The group with mean EI counted 127 students, which is 37,02% of the total amount. The group with low EI turned out to be the most numerical: 211 students and 61,51 % of the total amount. The received data suggest that the mean scores in the group with mean level of EI are generally higher than in the group with low level of EI. The level of «emotional awareness» is 1,62 times higher, «management of one’s own emotions» – 2,93 times, «self-motivation» – 2,02 times, «empathy» – 2,01 times, and «discrimination of other people’s emotions» – 2,36 times. Therefore, the biggest difference is observed in the results of «management of one’s own emotions» – reducing almost by 3 times in the group with low EI.</p> <p>Because of the prevailing low level of EI among medical students, the necessity of its development has been arisen. It can be achieved by trainings. The concept of creation of trainings should be based on peculiarities of the aim and tasks which they have. In our opinion, the EI trainings should be included in the curriculum in the last years of study. It makes a sense to implement them for medical workers too.</p> <p>The program of EI training may consist of seven modules with 20 academic hours for each one of them. The modules can be held intermittently. It is planned to devote 6 months to realize the entire program. That is, one module per month can take one day, 10 academic hours, twice per week. The training should be held in the group run by a psychologist (12-15 participants).</p> <p>&nbsp;</p> Valentina Kurovska Ihor Ohdanskyi ##submission.copyrightStatement## 2019-07-31 2019-07-31 5 7 9 21 10.31108/1.2019.5.7.1 ASPECTS OF FORMATION OF FIRE-FIGHTERS-RESCUERS’ PSYCHOLOGICAL READINESS FOR EXTREME ACTIVITIES <p>The article analyses the main approaches to the problem of a person’s psychological readiness for work in extreme conditions. The theoretical approaches to the definition of “psychological readiness” in modern scientific works are analysed. The stress factors characteristic for fire-fighters-rescuers’ work and the dependence of their effectiveness on development of their corresponding psychological qualities are described. The requirements to personal qualities of fire-fighters-rescuers for successful implementation of their tasks are indicated. The program to form the psychological readiness of future fire-fighters-rescuers for professional work is presented and the results of empirical research on introduction of this program into the practical work of the training centre for future fire-fighters are described.</p> <p>We assume that introduction of the special program that includes active social and psychological methods and pays attention&nbsp; to the peculiarities of fire-fighters-rescuers’ work&nbsp; of at the initial stage of training will contribute to formation of high psychological readiness of the employees of the State Emergency Service of Ukraine for professional work in extreme conditions.</p> <p>The article describes personal traits of fire-fighters-rescuers that determine their readiness to work at extreme situations. The psychological portrait of future fire-fighters-rescuers at the initial stage of training is generalized; it determines the structure of psychological readiness: its moral, will, communicative, motivational components. Practical recommendations are given to top-managers and psychologists of the training centres working under the Main Departments of the State Service for Emergency Situations of Ukraine regarding optimization of formation of future fire-fighters-rescuers’ psychological readiness.&nbsp;</p> <p>&nbsp;</p> Olena Pokanevych ##submission.copyrightStatement## 2019-07-31 2019-07-31 5 7 50 63 10.31108/1.2019.5.7.4 IMPLEMENTATION OF DEVELOPING ADAPTIVE PSYCHOLOGICAL TECHNOLOGIES AT UNIVERSITIES FOR TRAINING OF FUTURE PSYCHOLOGISTS <p>The article presents the theoretical analysis and the empirical study on effectiveness of developmental-adaptive psychological technologies used at universities in order to develop the professional adaptive potential of future psychologists. The professional adaptive potential includes ability to professional adaptation and a result of such adaptation. This potential is based on such qualitative psychological personal traits as absence of disappointments in the chosen profession, the desire for professional and personal growth, positive self-esteem of own professional capabilities, self-regulation of one’s own emotional states and behavior in difficult professional situations, when internal contradictions and interpersonal conflicts appears during professional work, a positive self-concept.</p> <p>&nbsp;The main components of the concepts of professional adaptation or maladaptation are considered. It is important to consider professional adaptation within university training as a balance between a person and a professional environment. The concept of professional maladaptation is considered as the opposite to professional adaptation and is a violation of the dynamic balance between a person and his/her professional environment.</p> <p>The article emphasizes the importance of the scientific study on the characteristic manifestations and development of future psychologists’ professional maladaptation and the methods for its prevention and overcoming with the help of a special psychological influence at university training. The success of future psychologists’ vocational training, professional and personal growth depends on this.</p> <p>The content and the structure of the developmental-adaptive psychological program are described. This program determines the effective conditions for the positive dynamics of future specialists’ professional adaptive potential. The effectiveness of the proposed program has been proved empirically; the positive changes in the professional adaptive potential of the studied students-psychologists have been noted. Future psychologists’ professional maladjustment can be prevented or overcame through a system of psychological methods, techniques, tools at university training.</p> <p>The prospect of further research is to study gender characteristics of the professional adaptive potential of university students-psychologists.</p> Alla Fedorenko Olga Sydorenko ##submission.copyrightStatement## 2019-07-31 2019-07-31 5 7 64 84 10.31108/1.2019.5.7.5