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> en-US <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> (Klimovskyi Stanislav) (Klimovskyi Stanislav) Mon, 02 Jul 2018 00:00:00 +0300 OJS 60 ETHICAL DIMENSIONS OF THE PSYCHOLOGIST’S ACTIVITY IN THE PRACTICE OF PSYCHOLOGICAL COUNSELING <p>The article is devoted to comprehension of a problem of ethical dimensions of psychologist’ professional activity. The content of fundamental ethical norms, which regulates the activity of psychologists in the USA, Europe and Ukraine, is analyzed. A comparative analysis of the main categories and requirements of the ethical codes of authoritative international associations of psychologists is carried out. It is established that the ethical principles of psychologists’ professional activity are aimed at the confirmation of universal humanitarian and social values; the main among them is respect for the person, protection of human rights, sense of responsibility, honesty and sincerity in relation to the client, professional competence. The conducted research showed that psychologist’s ethical code is a sufficiently reliable basis for building an effective psychological practice, at the same time it does not resolve all its contradictions, and sometimes comes into collision with the forms of its organization. A number of discussion aspects in the field of ethical regulation of the psychologist’s activities are outlined and ethical dilemmas encountered by a professional in the process of psychological practice are given.</p> <p>An empirical study of psychologist’s and client’s representations of ethical aspects of psychological counseling was carried out using an author’s questionnaire based on the psychologist’s ethical code. The main principles reflected in the ethical code of the European Federation of Professional Psychological Associations were selected as a categories of content analysis of psychologist’s and client’s statements: respect for the client’s rights and dignity, responsibility, competence, honesty and integrity. Content analysis of unfinished sentences, linguistic and semantic analysis of a statement frequency, Student's t-criterion, and Pearson correlation coefficient were used for the data processing.</p> <p>An empirical study found out that psychologist’s representation about ethical principles of the activity is fairly consistent and <a href=";t=65039_1_2">consequential</a>, correspond to the thesis of the ethical code, as well as with the content of client’s representations. At the same time, differences in the psychologist’s and client’s representations about the importance of ethical principles (respect for the client’s rights and dignity, responsibility, competence, honesty and integrity) and emotional aspects of interaction, psychologist’s recommendations are pinpointed. This is determined by the different focus of psychologist’s and client’s attention during counseling: more psychologists’ orientation on a certain “framework” and the rules of interaction, and client’s – in fact, on emotional support, which reflects the various but interdepended parts of counseling. At the same time, ethical requirements, not being the subject of work with the client, provide security, trust, cooperation – the exactly conditions which are the basis of effective psychological assistance to the client.</p> <p>&nbsp;</p> Tetiana Yablonska, Natalia Bulatevych ##submission.copyrightStatement## Wed, 04 Jul 2018 00:00:00 +0300 DEVELOPMENT OF PROFESSIONALLY SIGNIFICANT QUALITIES OF FUTURE MANAGERS OF ORGANIZATIONS THROUGH PSYCHOLOGICAL TRAINING <p>Today, the issue of competitive edge in the employment market is very urgent for Ukrainian graduates. Upon receiving a diploma of higher education, the graduate has some theoretical knowledge that does not always meet the challenges s/he faces in professional life. In our opinion future specialists should look for the development of professionally relevant qualities in order to solve this problem. The article is devoted to the description of the process of guided development of future managers’ professionally significant qualities in the process of obtaining higher education.</p> <p>We propose to develop professionally significant qualities (PSQ) of future managers with the help of a specially developed training program aimed at developing the communicative component of PSQ of future managers. This is due to the fact that, firstly, the communicative component itself, on the basis of the results of the factor analysis, has taken the first place in PSQ hierarchy of future managers at all stages of the educational process. Secondly, at the verification stage of the study, the analysis of the results of the expectations of future managers from the profession (according to the projective method) revealed that the majority of respondents see possible problems with communications in the team, with subordinates or management among the greatest difficulties in their future work. Accordingly, we have chosen the communicative component of the PSQ of future managers, as a component which if being influenced will bring future managers to the level of “manager-professional” as quickly as possible.&nbsp;</p> <p>Taking into account the fact that in the course of educational process it is usually impossible to conduct&nbsp; one multi-day training, as a rule, it is not possible, we consider it expedient to conduct three separate 6-hour modules of social and psychological training (three one-day trainings), as well as two independent homework tasks, which require nine and three hours, respectively. In total development process of professionally significant qualities of future managers requires 30 academic hours, 1 credit, respectively.</p> <p>The content of the practical training session was designed in such a manner to enable participants to maximize their communication skills in the format of future professional activities, help them overcome their fears and provide tools for effective communication.</p> <p>The first module was devoted to the development of communicative skills of students, future managers, the second module was devoted to the development of assertive skills, and the third was aimed at finding effective strategies for resolving conflict situations.</p> <p>The target audience of our training consisted of the students-managers of the 3-4 year of studies, because at this age that the impact on the development of the student's personality is the most effective, adaptation to the training process has already been completed, and the image of a future professional is beginning to emerge.</p> <p>Thus, the article describes the development of PSQ of future managers of organizations by means of psychological training, basic psychological mechanisms of training effect on the person and as the result new training program has been developed, it consists of three modules and aimed at the emergence of the new communicative experience in the context of students’ future professional activity, and it also aims to enable them to develop skills for effective professional interaction and to improve their perceptions of themselves as future managers. Further investigation is to be focused on expanding practical testing of the proposed training in the pilot study to test its effectiveness and implementation of the psychological component in the process of obtaining professional education.</p> <p>&nbsp;</p> Maryna Didenko ##submission.copyrightStatement## Mon, 02 Jul 2018 00:00:00 +0300 PSYCHOLOGICAL ANALYSIS OF FACTORS INFLUENCING PERSON’S DIETARY BEHAVIOR <p>The psychological analysis of factors influencing on human food behavior and food choices is presented in the article. It is noted that problem of analysis of main factors of human food behavior is very actual, as far as it can become the basis for effective psychotherapy interventions and psychological support of personality who plans to change his/her food behavior or is already in the process of such changes. The article presents researches of different factors in forming of human food behavior, that show that food likes and unlikes are the core of development, support and change of food patterns.</p> <p>Food behavior is continuously obtained during all cource of a human life, and that is why changes in such behavior require forming of repeated habits, that must be similarly protracted; such duration is fundamentally more longstanding than any short-term intervention periods.&nbsp; Dietary recommendations intended to reduce fat consumption often induce avoidance of separate products or even whole food categories, and consequently are mostly perceived as superfluously burdensome.</p> <p>Different influence factors on human food behavior are studied in the article, from psychophysiologycal to social and cultural. Special accents are made on duration of human food behavior, its necessity for everyday life, and, accordingly, meaningfulness for psychological prosperity of a person. Such factor of influence on food behavior as cultural values is also analysed. It develops research into a space of modern trends of psychological science, where cultural and historical determinants should be taken into account.</p> <p>Such factors, as perception, attitudes, beliefs and values, are investigated. Thus investigated scope of problems becomes linked not only to achievements of cognitive psychology but also actually transcends into dimension of real everyday life of a person and psychological help to a person, who is internally ready to make changes in food behavior. The conclusion is made about the necessity to account different factors of influence on human food behavior in the process of psychological work of a professional with a client, who decided to change certain aspects of his/her own food behavior, optimizing own psychological health and prosperity.</p> Larysa Absalyamova ##submission.copyrightStatement## Mon, 02 Jul 2018 00:00:00 +0300 DIAGNOSTIC OF PEDAGOGICAL WORKERS OPINION ABOUT EFFICIENCY OF THEIR OWN EDUCATIONAL ACTIVITY <p>The article shows trends in education that require teachers to quickly, effectively learn, retrain, build up their knowledge and competence.&nbsp; Defined the concept of academic self-efficacy as a phenomenon of individual consciousness that characterizes person’s confidence in their own abilities and opportunities to actively and productively implement educational and cognitive activity, to achieve personal and meaningful learning outcomes that will contribute to self-motion, self-development, self-improvement of personality. Besides that, defined was the characteristic that also finds personal qualitative changes in the process of transformation of the subject of educational activity in subject's own development.</p> <p>&nbsp; An analysis of recent studies and publications concerning the impact of self-efficacy on the results of professional activity of teachers was carried out. The results of the survey of teachers about the efficiency of their own educational activities are presented. The questionnaire was created in accordance with author’s model of self-efficacy of the individual, which includes: semantic, self-assessing, motivational-target and reflexive components.</p> <p>In the process of questioning, life skills were identified as the teaching of pedagogical workers, among which the leading ones are professional and pragmatic. The structure of self-assessment of teacher's educational success was determined. The article analyzes the peculiarities of self-assessment of educational experience, educational competences, personal qualities contributing to educational effectiveness. The article shows the role of reflection on educational results (personal changes, psychological neoplasms), the component of educational self-efficacy, its influence on the formation of a teacher as a subject of own development. The teacher’s ability to orient themselves in the educational space, to master the skills of self-motivation and self-support is revealed. The psychological determinants contributing to the educational effectiveness of teachers, as well as psychological barriers hindering the process of self-education are determined.</p> <p>&nbsp;</p> Tatiana Galtseva ##submission.copyrightStatement## Mon, 02 Jul 2018 00:00:00 +0300 THE FEATURES OF PSYCHOLOGICAL PROTECTIVE MECHANISMS FORMATION IN COMMUNICATION SITUATIONS AMONG TEENAGERS <p>On the basis of theoretical research the relevance of the problem of psychological protection for the personality’s communicative development is proved, the conceptual and categorical apparatus of the research is described, the approaches to the analysis of psychological protective mechanisms are presented, the basic functions of psychological defense, its variants and mechanisms are defined.</p> <p>During the pilot study, teenage children with problems on communication were identified and their psychological protective mechanisms in communication situations were experimentally investigated. There are scientifically proved and differentiated the psychological peculiarities of the formation of teenagers’ protective mechanisms without any problems in communication, and pupils with difficulties in the intercourse. The adaptive strategies of children with different peculiarities of communicative development are described, and the success of interpersonal interaction depends on their possession.</p> <p>It has been proved that the most expressive psychological protections of teenagers without any communication problems were the following: projection, rationalization and negation. The least expressive mechanisms were the compensation and hypercompensation. It has been found that the psychological protections of teenagers with communication problems have a different nature: these schoolchildren more often use communication mechanisms of regression, negation, substitution and displacement. At the same time, the least expressive, like the previous group, are the compensation and hypercompensation processes.</p> <p>On the basis of the experimental research, the main directions of the effective psychological protection formation of teenagers with communicative problems in development are determined. The system of phased psychological influence on teenagers with communication difficulties is described.</p> <p>The conducted study made it possible to draw conclusions about the need for an expanded and structured study of psychological protective mechanisms, since they are the basis for the formation of effective communicative behavior of teenagers. It has been established that providing necessary changes in the field of communication would create the basis for the formation of skills of successful social adaptation in the system of communicative interaction.</p> <p>&nbsp;</p> Nataliia Honcharuk, Liana Onufriieva ##submission.copyrightStatement## Mon, 02 Jul 2018 00:00:00 +0300