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> ANTICIPATORY CONSISTENCY AS A COMPONENT OF THE PREDICTIVE COMPETENCE OF CADETS – LAW ENFORCEMENT OFFICERS <p>The results of the study of the specifics of prognostic competence as a necessary component of the future law enforcement officer are presented. Much attention is paid to the professional training of cadets in the context of the competence approach to the organization of the educational process. The ability to predict events is one of the key competencies for law enforcement. Prognostic competence in the professional field is considered as the ability of a person, due to the combination of qualities, to satisfy the requirements of work in a certain organizational environment, which, in turn, is the reason for achieving the desired results. The professional training of cadets and the specificity of the activities of future police officers make special demands not only for training from the professional aspect, but also for the personality of future specialists. Prognostic competence helps maintain the harmony of the human mental world and serves as a guarantee of successful personal potential and therefore its development is necessary in the complex, risky activities of would-be law enforcement personnel. Anticipatory consistency acts as one of the important conditions for prognostic competence.</p> <p>The aim of the study is to study the specifics of the anticipatory consistency of cadets studying under different conditions. The psychodiagnostic method of research was «The test of anticipatory consistency» by V.D. Mendelevich.</p> <p>The study involved cadets of two groups studying in different conditions. It is shown that a group of cadets who study in conditions of psychological support have the best formed ability to accurately foresee the course of events, to predict the development of the situation and their personal reactions to them. In particular, the cadets of this group more easily adapt to the situation, are more fluent in verbal and non-verbal means of behavior than cadets studying under normal conditions. The cadets studying under special conditions have more developed emotional stability, interest in their own thoughts and feelings, they are ready to listen to their own thoughts and feelings, tend to expect a positive attitude of others around them, are able to establish and maintain relationships in the event of problems. Cadets of this group can ignore the generally accepted norms and concepts, are able to perform well tasks requiring dexterity of movements or orientation on the terrain.</p> <p>The article raises the question of the need to develop a special psychological support program aimed at effectively forming the prognostic competence of cadets – would-be law enforcers, as a necessary competence of the professional activity of policemen. It is pointed out that it is precisely the anticipatory consistency that opens prospects for the development of professional competence of would-be law enforcement officers.</p> <p>&nbsp;</p> Igor Klymenko ##submission.copyrightStatement## 2018-02-05 2018-02-05 11 1 61 70 PSYCHOLOGICAL CHARACTERISTICS OF JUNIOR SCHOOL CHILDREN WITH CHILDREN’S SYNDROME OF HYPERACTIVITY <p>The article is connected with theoretical analysis and empirical research of psychological peculiarities of hyperactive junior pupils.</p> <p>The characteristics of types of violations of children of primary school age with hyperactivity syndrome are presented. Pupils Students with a lack of active attention: hard to keep an eye on; do not listen when somebody talk to them; with a great desire to take up the tasks, but never end it distracting on external stimuli; experiencing difficulties in self-organization; not collected, forgetful, things are often lost; avoid tasks that require mental effort; It is difficult to concentrate attention when performing tasks. Pupils with motor breakdown: always spinning; expressing signs of anxiety (knocking with your fingers, or can not sit comfortably in one place); sleeping much less than peers; enjoy talking a lot; too ruffled; not calm; They can not quietly, quietly play or do anything in their free time. Pupils are impulsive: answer without question; not able to wait their turn, often interrupt the interlocutor; poor focus; free behavior is poorly managed; when performing tasks behave in different ways and show unequal result.</p> <p>It&nbsp;was found that the more pupils with hyperactivity syndrome are characterized by motor deflection.&nbsp;A high percentage of explored children&nbsp;have violations concerning the lack of active attention and impulsivity.</p> <p>The basic psychological features of hyperactive children are characterized; It has been established that for hyperactive pupils there are quite frequent manifestations of nervousness, aggression, impatience, abrupt mood change, sensitivity to criticism or ignoring the comments of adults, etc.</p> <p>The psychological features of children of the junior school age with hyperactivity syndrome are revealed, namely: inconsistent in the tasks performed; often diverted to third-party stimuli; prone to abrupt mood change; inattentive; unable to bring the matter to an end; find difficulties in self-organization; distraction; things are often lost; forgetful; impatient; Can not sit on the spot; shout; talkative; Excessive motor activity on breaks and lessons; aggressive; answer without listening to the question; do not wait for their turn; sensitive to criticism; interrupt the interlocutor; ignore adult comments; not able to control and regulate their actions; behavior is poorly managed, impulsive.</p> <p>It is concluded that hyperactive children did not have a delay in intellectual development, but problems in education arose mainly due to insensitivity, inability to focus attention and bad memory. Having enough potential to learn the curriculum, these children are unwanted at school, classmates do not accept them. Hyperactive children often show cruelty to their peers, they are the culprits of conflicts, which leads to tense situations.</p> <p>We see the prospect of further research on the problem of psychological peculiarities of hyperactive junior students in the development of complex correction and developmental methods for working with such children.</p> <p>&nbsp;</p> Nina Atamanchuk ##submission.copyrightStatement## 2018-02-01 2018-02-01 11 1 9 25 POST-TRAUMATIC STRESS DISORDER SCREENING QUESTIONNAIRE (PTSD SQ) <p>The authorʼs posttraumatic stress disorder screening questionnaire (PTSD SQ) is considered in the article. The prerequisites for developing a psychological tools for psychodiagnostics of the consequences of traumatic stress are studied. The existing scientific approaches and forms of disclosing changes in the human psyche and his behavior are analyzed. It was found that among military men who were involved in the psychological rehabilitation program under the conditions of the military hospital, an acute response to stress was diagnosed in 23%, signs of posttraumatic stress disorder were detected in 10% of military men, individual symptoms of PTSD were found in 32% of military men, adjustment disorders were found in 35% of people. Statistical indicators of the levels of post-traumatic stress disorders among military men in world practice are presented. Examples of foreign psychological express tools for diagnosis of PTSD are given. The reasons for developing the questionnaire are described. The form, structure, contents of the posttraumatic stress disorder screening questionnaire (PTSD SQ), time parameters and the sequence of work with it are determined by the author. The formsheet of the screening questionnaire PTSD SQ is presented. The quantitative characteristic of the sample of the respondents, as well as the results of verification of the received data are shown. Correlation links between the structural elements of the questionnaire, as well as between them and the elements of the structure of the combat stress questionnaire by O. Blinov (СSQ) are determined. The analysis of the obtained results of the work is carried out.</p> <p>&nbsp;</p> Oleg Blinov ##submission.copyrightStatement## 2018-02-01 2018-02-01 11 1 26 37 ANALYSIS OF THE PROBLEM OF ASSERTIVE BEHAVIOR OF AN INDIVIDUAL <p>The idea of ​​asserivity, which is covered in the article, involves the formation in the person of a certain quality of behavior, through which it can have spontaneous reactions, a reasonable manifestation of emotions, the ability to directly talk about their desires and requirements, able to express their own point of view, is not afraid to deny, using arguments, to insist on his situation in situations where any argument turns out to be superfluous; have the tactics of satisfying fair demands and failing to respond to unacceptable aspirations in a way that does not violate the rights of other people.</p> <p>Assertive behavior is a harmonious combination of the properties of a personality of man, manifestation of his knowledge of the nature of man, skills and communication skills, ethically permissible in a particular situation, manifestation in the form of concrete actions of ideological position of positive orientation. Austerity is the ability to organize its behavior; the ability to formulate their desires and demands, to seek their satisfaction, to ‘hear’ different thoughts.</p> <p>The article considers the specificity and diversity of views on the nature of assertiveness. Theoretical analysis of essence and contents of аssertiveness as a particular feature of adaptation subject allows to define the structure of assertive behavior, that includes cognitive and content, affective, behavioral components.&nbsp;&nbsp;&nbsp; It is substantiated that the leading factor of the assertive personality is the adaptation potential. On the basis of the theoretical analysis of psychological literature, an innovative approach to the problem of forming assertive behavior of an individual's proposed.</p> <p>&nbsp;</p> Kseniya Chulkova ##submission.copyrightStatement## 2018-02-01 2018-02-01 11 1 38 45 THE MEANING OF LIFE IN THE CONTEXT OF THE FEELING OF LIFE SATISFACTION <p>The article analyzes the phenomenon of life satisfaction and its relationship with the meaning of life and life purport orientations in theoretical and empirical aspects.</p> <p>It is noted that while E. Diner considered that life satisfaction is the cognitive component of subjective well-being feeling (which, in his opinion, corresponds to the concept of “happiness”), most psychologists who have studied this concept, and we agree with them, tend to see an essential emotional component into its content.</p> <p>It is noted that the concept of life satisfaction combines the cognitive and emotional aspects of the subjective assessment of a person of the degree of matching of his life to the desirable. The understanding of life satisfaction as a result of successful implementation of human life goal, which is considered as extremely important existential value that gives meaning to human life is determined.</p> <p>It points out, that people aspire to happiness and enjoyment from life, and see the meaning of not only their own life (in general), but also the sense of life situations, every moment of life, exactly in achievement of this, although more often person does not realize the connection of meaning of life with the sense of life satisfaction till the moment of summing up the results of life path. While V. Frankl argued, that the aspiration for happiness and life satisfaction can’t be the meaning of human life, and as well as self-realization is “by-product” of realization of the meaning of life.</p> <p>The idea that the meaning of life related to feeling life satisfaction is substantiates. Even in the context of V. Frankl’s views the life satisfaction could be interpreted as meaning of life, if correlative with existential values ​​that are able (by Frankl) to make life meaningful.</p> <p>As a result of empirical research of the degree of satisfaction with life and its meaningfulness by students-psychologists it concludes that the person, satisfied with life and living with a senses of success in the process of realizing its purpose and happiness, believe in the justice of the world and his own fortune; hope for the sufficient level of personal living resources (psychological and energetic) implemented in meaningful life (this don’t except a critical assessment of the availability of sense in the world in general) convinced of their ability to rationally raise and achieve goals for the implementation of the meaning of life by controlling the events of his life and development of ability to the self-management.</p> <p>&nbsp;</p> Halyna Chuyko ##submission.copyrightStatement## 2018-02-01 2018-02-01 11 1 46 60