PSYCHOLOGICAL JOURNAL 2020-10-15T01:23:02+03:00 Klimovskyi Stanislav Open Journal Systems <p>'Psychological journal' is a peer-reviewed scientific review, published by<strong><span style="text-decoration: underline;"><a href=""> Association pour la Promotion des Sciences et des Innovations</a></span></strong> &nbsp;in conjunction with&nbsp;<strong><a href="">H. S. Kostyuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine</a></strong> 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 № 409 of 17.03.2020, Annex 1), 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> TECHNOLOGIES OF PSYCHOLOGICAL HELP FOR PARENTS OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN THE HEALTH PRESERVATION ASPECT 2020-10-13T07:45:54+03:00 Natalia Honcharenko <p>The article is devoted to topical issues of providing professional psychological assistance in Ukraine. It is emphasized that in the conditions of social crises in the country, which take place against the background of the formation of the information society, the requirements for the quality and scientific provability of psychological technologies implemented in the work of psychological services are increasing. It is noted that the number of people suffering from various mental disorders in Ukraine is increasing, which exacerbates the issue of health care.</p> <p>The main aspects of the article focus on helping parents of children with attention deficit hyperactivity disorder, in particular, those psychological technologies, the introduction of which would improve the overall psychological well-being of all family members to avoid negative consequences of ADHD in children and promote its development. It is pointed out that the positive dynamics of the development of a child with ADHD is facilitated by the creation of a system of positive behavioural guidance in the family. Such favourable conditions for child development in the family are often suboptimal for parents of children with ADHD, due to the high probability of disorders in themselves, their tendency to anxiety, depression, high levels of stress.</p> <p>In such cases, CPT technologies (cognitive-behavioural therapy) and mindfulness practices are offered as effective means of psychological assistance to parents of children with ADHD. Examples of changes in the structure of the human brain with ADHD under the influence of CPT, which contributes to the improvement of general conditions in the symptoms of the syndrome, are empirically proven in neurological visual studies. Mindfulness techniques help to neutralise stress, increase emotional intelligence, tone, resilience, self-acceptance, quality of life in general. The mechanisms of action of mindfulness practices in anxiety, depression and stress are methodologically described on the basis of the provisions of the theory of interacting cognitive subsystems F. Bernard and S. Tizdale, through the functioning of ruminations (Z. Segal, M. William and J. Tizdale) and on the principles of theory Ukhtomsky.</p> <p>On the basis of theoretical analysis, a conclusion was made about the feasibility of using in programs of psychological assistance to parents of children with ADHD cognitive-behavioral therapy techniques and mindfulness practices, which are effective non-drug tools in their health and resources.</p> <p>&nbsp;</p> 2020-09-30T00:00:00+03:00 ##submission.copyrightStatement## THE CONCEPTUAL AND TERMINOLOGICAL FIELD FOR THE PROBLEM OF ADOLESCENTS’ EXCESSIVE INVOLVEMENT INTO SOCIAL NETWORKING 2020-10-13T08:02:50+03:00 Olesya Lebedynets-Roda <p>The article examines the impact of social networking on adolescents’ mental health. In the modern conditions, the Internet and social networking have become an integral part of every adolescent’s life. Informational communicative technologies have been organically “built into” the social situation of modern adolescents’ development. Social networking and the Internet bring developmental opportunities, as well as are a source of risks for adolescents’ mental health. The problem of violence and excessive involvement is recognized as the most important negative social factor.</p> <p>The article considers the conceptual and terminological field of the problem of adolescents’ excessive involvement into social networking. The concepts of “involvement”, “involvement into social networking”, “adolescents’ excessive involvement” and “addiction” are discussed. The types of adolescents-users of social networks (“creators”, “critics”, “collectors”, “public workers”, “consumers” and “inactive ones”) and the types of adolescents’ involvement into social networking are outlined. These types of adolescents’ involvement into social networking are the following: self-presentation; social networking as an attribute of an adolescent’s image; satisfaction of the need for communication; participation in social life; self-presentation as a goal; self-affirmation based on a number of “friends”; existing problems with self-concept. Basing on the reviewed psychological and pedagogical literature, we identified three levels of adolescents’ involvement into social networking (daily, active, or excessive). The analyzed scientific works outlined the main factors contributing to adolescents’ excessive involvement and, later, dependence on (addiction to) social networking and the Internet. The risks of adolescents’ excessive involvement into social networking (harmful network content and communications, consumer and electronic (cyber) risks and Internet addiction) are examined. The two types that pose the greatest threat to adolescents’ mental health have received a closer and detailed attention. These two types are communicative risks and addiction to social networking. The typical scenarios having communicative risks, such as cyberbullying and grooming, are described.</p> <p>&nbsp;</p> 2020-09-30T00:00:00+03:00 ##submission.copyrightStatement## EFFICIENCY OF THE PROGRAM FOR DESIGNING OF PEDAGOGICAL WORKERS’ INDIVIDUAL EDUCATIONAL TRAJECTORIES 2020-10-13T08:03:04+03:00 Yana Sukhenko <p>The article analyses of the results the implemented program for designing of pedagogical workers’ individual educational trajectories. During the performed experiment we observed changes in pedagogical workers’ body-intellectual, dynamic-motivational structures and in their personal potential in both, control and experimental groups. The changes demonstrated by the program participants were more dynamic and corresponded better to the external, situational context, namely, the reformation of general secondary schools in accordance with the “New Ukrainian School” program, which is “hybrid” and contradictory as for its content and procedures. As for the control group, the external, “background” conditions were manifested at all studied levels (dynamic-motivational, personal, self-evaluative), with the exception of the body-intellectual one; as for the experimental group, these conditions were manifested at all levels without exception. The synchronized unidirectional statistically significant changes in the control and experimental groups were determined for the following indicators: increased introjected, external motivation, deeper meaningfulness of life. The formative influence of the program was manifested by the strengthened positive dynamics of those tendencies that were outlined in the control group (the better ability to represent the educational trajectory), as well as by other changes, in particular: the strengthened innovative component of the educational trajectory, the tendency to devalue the result-conscious and emotional-evaluative components of educational experiences; developed general abilities and motivation; a tangible increase in the potential for self-determination against the background of the decreased potential for realization, in general, and reflexivity, in particular. Such dynamics of a personal potential corresponds to the classical ideas about behavior in transitional conditions: criticism, rational mechanisms fade into the background, pedagogical workers tend to rely on more spontaneous reactions, listen to themselves, self-determine and generate their own meanings and trajectories, or listen to those who can help and have the appropriate experience, finally, since the previous models / trajectories lose their relevance, do not work, do not satisfy new conditions, new ones begin to be developed.</p> <p>&nbsp;</p> 2020-09-30T00:00:00+03:00 ##submission.copyrightStatement## COVID-19, LOCKDOWN AND FAMILY LIFE IN A NEW REALITY 2020-10-13T08:05:29+03:00 Inna Haletska Maryna Klimanska Mariia Perun <p>The COVID-19 global pandemic, the risk of infection, lockdown, social and physical isolation, self-isolation, and unspecified period of quarantine have subjugated life on the Earth to the newest unprecedented rules. Permanent multi-day staying of families in a limited space and greater than usual proximity has become a great challenge, which has affected their mental health, psychological well-being and family relationships.</p> <p>The study aim was to determine the impact of the COVID-19 pandemic quarantine on the functioning and psychological well-being of families in Ukraine.</p> <p>The data were collected from the 14th to the 22nd of May, 2020 with the help of Google Forms via the social media. The study involved 238 parents aged 24 to 57 years. At the survey time, the quarantine has the form of a lockdown and lasted for more than two months, so the experience of the corona-virus infection threat was accompanied by severe restrictions against leaving home, distance work, a significant reduced income, and spontaneously organized distance learning for children, so parents were forced to teach their children.</p> <p>The following questionnaires were used for the data collection: the questionnaire on people’s lives in quarantine “Thermometer-COVID” (Haletska, Klymanska &amp; Klimanska, 2020); a set of questionnaires to assess family relationships, parental effectiveness and children’s emotions during the epidemic (Gambin at al., 2020); Patient Health Questionnaire (modules PHQ-9 and GAD-7) and the Parental Stress Scale (Berry &amp; Jones, 1995). Descriptive, variance, correlation, cluster and discriminate analyzes were used for the data analysis.</p> <p>The results show that quarantine has become a powerful stimulant of family unity: more than one-third of the respondents claimed that quarantine helped family members to become closer to each other (36,13%), a small percentage (7,14%) reported about worsened relationships, and 17,23% did about problems with order and control of their family situation. Increased tensions in marital relations occurred only at 6-8% of families, while improvements were observed at 20%.</p> <p>There were two key trends in the relationship with children: parents’ relationships with children became more tender and closer, while this emotionality led to inconsistencies in relationships with children, loss of patience, use of harsher punishments, or, conversely, excessive compliance. About one-third of the respondents had problems with the organization of their personal time, balancing of work and family responsibilities. About 80% of parents made conscious efforts to explain the situation with the epidemic and quarantine to their children; they accepted the negative emotions of children related to the quarantine (70,17%) and taught them preventive actions (80,25%).</p> <p>The average indicators of depressive and anxiety symptoms for all group corresponded to minimal depressive symptoms and moderate anxiety. There were no correlations between financial well-being, the number of people living together, the number of children and anxiety or depression. With the increased numbers of people living together and children in a family, the level of closeness with the children, satisfaction with the time spent together, the feeling of satisfaction with parenthood decreased, while the children (according to the parents’ opinion) had deeper depression, apathy, and sadness, were quick in tears and concentrated poorly their attention. In the case of family member’s poor education and/or financial status, a higher tendency to «conspiracy theories» of the virus origin (“corona-virus was created as a biological weapon with the aim of economic and political rearrangement of the world”) was observed.</p> <p>Those respondents who knew infected people felt a higher risk of corona-virus infection, adhered to preventive behaviour, considered corona-virus as more dangerous and information about it in media as more reliable, and were less pro-conspiracy theorists. They believed that quarantine helped families become closer, talked with children about the epidemic situation more often, but had lower tolerance to stress.</p> <p>Three types of family response to the quarantine situation were identified: “Resilience” (41%) - bringing family members closer, improvement of the family’s situation, despite the quarantine situation; “Distress” (33%) - tension and aggravation of conflicts, lack of control, disorganization and complication of family life; “Stability” (26%) - the family relationship without changes.</p> <p>There were difficulties in communicating with children, dissatisfaction with parenthood; children were more anxious, felt psychological tension and irritability in the families that reported about more family conflicts, worsened relationships, inability to balance work and family responsibilities in the new realities.</p> <p>The research results correspond to the findings presented at the scientific literature: a life-threatening event motivates significant actions and changes people’s lives, but does not determine clearly the pattern of reactions. The research results suggest that an important factor in psychological and family well-being is people’s ability to organize their lives in new conditions and circumstances, so it is important to prevent the destructive effects of stresses, to provide advice and assistance to people and families on adequate and effective planning and adjustment of life and conditions of daily life.</p> <p>&nbsp;</p> 2020-09-30T00:00:00+03:00 ##submission.copyrightStatement## THE METHOD EXAMINING STUDENTS’ READINESS FOR SELF-EDUCATION 2020-10-15T01:23:02+03:00 Iryna Martyniuk <p>The article focuses on the importance of diagnostic tools studying students’ readiness to self-education. The available psychological-pedagogical scientific developments on this problem are analyzed. Today, the question of an effective method examining a person’s readiness for self-education remains open. A new method studying students’ readiness for self-education is presented. The theoretical basis for the proposed method is highlighted. The method included the task to imagine oneself in ten different situations that stimulate to model students’ professional self-educational activities. Certain indicators were determined that described the respondents’ readiness to self-education. In particular, the situation 1 verified the respondents’ awareness of the significance of self-education, the situation 2 assessed their need for self-education, the situation 3 assessed stability of the interests, the situation 4 assessed students’ systematic work to satisfy their &nbsp;cognitive interests, the situation 5 assessed students’ &nbsp;independence in finding answers to relevant issues, the situation 6 did their ability to set independently self-educational tasks, the situation 7 evaluated students’ initiative in searches for new information, its processing and use, the situation 8 did students’ persistence in obstacle overcoming for new experience mastering, their volitional efforts during self-education, the situation 9 revealed the respondents’ positive emotional background, satisfaction during self-education, emotional uplift because of acquired &nbsp;new knowledge, skills, meanings etc. as a result of self-education, the situation 10 assessed the effectiveness of students’ self-education acts. We describe how to analyse the results obtained with the presented method. The method validity is substantiated. The proposed method examining students’ readiness for self-education has good reliability and validity and can be applied in psychological-pedagogical practice at universities.</p> 2020-09-30T00:00:00+03:00 ##submission.copyrightStatement##