PSYCHOLOGICAL JOURNAL https://apsijournal.com/index.php/psyjournal <p>'Psychological journal' is a peer-reviewed scientific review, published by<strong><span style="text-decoration: underline;"><a href="https://www.apsciorg.fr/"> Association pour la Promotion des Sciences et des Innovations</a></span></strong> &nbsp;in conjunction with&nbsp;<strong><a href="http://psychology-naes-ua.institute/eng/">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> 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;https://creativecommons.org/licenses/by/4.0/</p> klimovskyiss@gmail.com (Klimovskyi Stanislav) klimovskyiss@gmail.com (Klimovskyi Stanislav) Mon, 30 Nov 2020 00:00:00 +0200 OJS 3.1.1.2 http://blogs.law.harvard.edu/tech/rss 60 THE DEVELOPMENT OF ROLE CHARACTERISTICS OF TEACHERS-PHILOLOGISTS’ COMPETENCE https://apsijournal.com/index.php/psyjournal/article/view/1112 <p>In the article, role competence is considered as an individual’s capability to assimilate experience obtained from his/her social roles. This developed competence ensures teachers-philologists’ effective professional functioning, because it allows them to integrate different directions and types of pedagogical activities, as well as the acquired pedagogical experience. Language teachers’ role competence should be developed because of the specifics of their professional work, which eventually leads to the rigidity of their psyche, manifested, first of all, according to I. Kolmakova, in a rigid professional-role behavior and personality deformations. In addition, the peculiarities of specialists’ social-cultural environment and preparation to professional work in universities determine the shift of emphasis from psychological-pedagogical activities to purely philological ones. This negatively affects the quality of the specialists’ professional work. In order to emphasize the equivalent role of a teacher’s and a philologist’s positions for fulfillment of professional tasks, we propose to call language teachers as teachers-philologists.</p> <p>The study on the development of role competence components (role variability, flexibility, depth, the ability to role decentration) was carried out in 2019 with participation of general school teachers-philologists. The authors has analyzed its results and revealed certain trends in the respondents’ capability to assimilate role-based experience. The highest indicators for the role competence components were observed at teachers with work experience of 11 to 20 years. This gives grounds to assert that the peculiarities of teachers-philologists’ professional work in general influence positively on the role competence components. At the same time, the indicators of role competence components of teachers-philologists having more than 20 years of work experience were lower; the examined indicators shown by teachers-philologists with 11 -20 years of working experience were rather low in comparison with specialists in other specialties; so we have concluded that this ability is not formed spontaneously only due to the peculiarities of professional work. Thus, it is necessary to organize purposeful and systematic efforts in order to develop role competence.</p> <p>We believe that an effective means for role competence development will be a special program that includes training sessions aimed at researching of specialists’ role repertoire and its development and improvement.</p> <p>The performed research analysis has suggested that role competence development is negatively affected by professional burnout and existing role conflicts. However, this assumption requires additional research, which we plan to carry out in the future.</p> <p>&nbsp;</p> Zoya Miroshnik, Inna Talash ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://apsijournal.com/index.php/psyjournal/article/view/1112 Sat, 26 Dec 2020 00:00:00 +0200 THE STRUCTURE OF ETHNIC SELF-CONSCIOUSNESS IN MODERN PSYCHOLOGICAL STUDIES https://apsijournal.com/index.php/psyjournal/article/view/1114 <p>The article examines ethnic identity on two levels. Ethnic self-awareness at the level of an ethnos acts as a system unifying common ideas shared by the majority of ethnos members about their ethnic group, the main features of their culture and their ethnic psyche. This is a system of views, ideas and perceptions of an ethnic group that appears because of interactions with other groups and reflects the group’s knowledge of them, attitude towards them. A group’s ethnic identity is reflected in its language, in the system of its customs and traditions, in myths and national styles. Ethnic self-awareness at the level of an individual acts as an integral system of ideas about oneself, is closely connected with the individual’s image on their own ethnic group. It provides a group member with a sense of belonging to the corresponding ethnic community, which is necessary for an individual’s psychological health and social comfort, a full-fledged life. Such self-awareness is formed throughout the entire period of human development, from childhood to maturity.</p> <p>The authors prove the thesis that the structure of ethnic self-awareness is crystallized due to emotional connections formed during socialization. Ethnic self-awareness is a coded emotional-cognitive component that has both objective and subjective forms of expression. The formation of a person as a representative of a certain ethnic group take place through the interiorization of those cultural and social values ​​and relations that form the basis of their ethnic group’s social life. The emotional component of ethnic self-awareness includes a sense of national dignity. Ethnic identity is an essential component in the structure of an ethnos, along with such components as a common origin, culture, language. This is not only an awareness of one’s identity with their ethnic community, but also includes assessment of one’s own ethnic group, feeling of significance to be its members, common ethnic feelings, which are the most important criteria for interethnic comparison.</p> <p>So, the structure of ethnic identity is multifaceted, all structural elements are closely interconnected and interact with each other at different levels and at different stages of ethnos development, acquiring a leading value.</p> <p>&nbsp;</p> Alexandra Maksimych ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://apsijournal.com/index.php/psyjournal/article/view/1114 Sat, 26 Dec 2020 00:00:00 +0200 THE WORLD OF DIANE ARBUS: A MODEL OF THE OUTSTANDING ARTIST’S PSYCHOLOGICAL PORTRAIT https://apsijournal.com/index.php/psyjournal/article/view/1116 <p>The article author analyzes the factors not only related to Diane Arbus’ formation as an outstanding personality, but also determining the originality of her works.</p> <p>To create Diane Arbus’ psychological characteristics, her biography, autobiographical notes, interviews and other sources were analyzed. The following methods were used: comparison, to compare various data and thoughts about Diane’s personality traits; generalization, to determine the general trend in the artist’s psychological characteristics; and synthesis, to create a model of the photographer’s psychological porter.</p> <p>Diane Arbus’ works can be described by the following qualities: singularity, originality and extremely strong emotionality. The question was also raised whether Diane’s works offended people depicted on them, and whether her photographs were socially correct.</p> <p>Among the leading social factors that influenced Diana’s personality and work, it is necessary examine her close social environment, family, traumatic childhood events and the determining influence of Diane’s teacher - Lisette Model, who revealed Arbus’s creative potential.</p> <p>The article author also investigated the influence of wider social environment, namely, socially significant events: world wars, protests, high-profile political murders, cultural movements, and so on. However, our study has showed that socio-economic or political events had minimal influence on Diane’s personality. Thus, the photographer had such personal trait as resistance to social unrest.</p> <p>The artist’s psychological portrait includes two distinct groups of traits: general, having an impact on Diane’s life, and special, directly related to the specifics of the photographer’s work. Her general features were, in particular: deep introversion, increased emotional sensitivity and anxiety.</p> <p>The article concludes that the choice by Diane Arbus of themes for her works was significantly influenced by traumatic experience of her childhood, as well as empathy, as her permanent personal trait.</p> <p>&nbsp;</p> Oksana Samoshchuk ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://apsijournal.com/index.php/psyjournal/article/view/1116 Sat, 26 Dec 2020 00:00:00 +0200 THE FEATURES OF FUTURE DOCTORS’ EMOTIONAL COMPETENCY FORMATION DURING PROFESSIONAL TRAINING https://apsijournal.com/index.php/psyjournal/article/view/1110 <p>The article examines professional competence development and presents the study on psychological-pedagogical potential for future specialists’ professional competence development during modern medical professional training. The psychological-pedagogical bases for development of future doctors’ professional competence in the field of emotions in the modern medical universities are presented. The key competencies of doctors, contributing to professional identity development, professionalism formation are disclosed. The development of students’ emotional characteristics is one of the factors forming their emotional competence. The stages of emotional competence formation during professional training are analyzed. Main components of professional competency in the field of emotions are selected. The structural components of emotional competence are described<em>.</em> The essence and the concept of emotional competence are revealed. A general strategy, structure, the basic principles, methodological approaches and content for emotional competence development are presented. In order to form emotional competence as a doctor’s professionally significant quality, psychological and pedagogical disciplines should be changed to help future doctors to organize their activities so that they would take into account the role of emotions in treatment. In order to determine effective teaching methods, and, thus, to form the discussed skills, students’ individual differences, including those in the field of emotions, should be taken into account. The psychological features of future doctors’ emotional competence formation are: taking into account students’ age characteristics, their cognitive mental processes, general communicative skills (the ability to be attentive and observant, to understand patients’ mental states, to establish verbal, nonverbal contacts, to present themselves, etc.). We have concluded that medical students’ emotional competence can be formed by introducing of special courses, trainings and educational programs into the educational process. The findings have allowed us to presents recommendations for further research.</p> <p>&nbsp;</p> Elena Lazurenko, Natalia Smila ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://apsijournal.com/index.php/psyjournal/article/view/1110 Mon, 30 Nov 2020 00:00:00 +0200 THE PECULIARITIES OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH AUTISM AND DYSARTRIA https://apsijournal.com/index.php/psyjournal/article/view/1111 <p>The peculiarities of communicative competence of children with Autism Spectrum Disorders (ASD) and dysarthria are discussed. The performed literature review has revealed that almost half of children with ASD show violations of both expressive and impressive speech, and moreover, ambiguous results were obtained regarding existing correlations between speech disorders of children with ASD and children with dysarthria. This necessitated the study on the speech competence of these two children categories. The experiment was attended by 75 preschool children from 4 to 6 years old from Lviv: 25 children with ASD (20 boys and 5 girls), 25 children with dysarthria and 25 children with typical development. The following techniques were used: 1) the technique “Examination of children’s speech readiness for school” to determine children’s communicative competencies; 2) the method “Profile of a child’s social development” to determine their interaction with adults and peers. Basing on the study results, we have found out that only middle or low levels of communicative competencies were observed at preschool children with ASD and children with dysarthria. No children with high or sufficient levels of communicative competence were identified. In terms of communicative activities, there was a qualitative similarity between the two categories of children. However, the study results suggest a significant difference between them: children with ASD interact better with adults than children with dysarthria, while children with dysarthria interact better with peers than children with ASD. Based on the obtained results, a corrective care strategy for the studied children categories has been proposed.</p> <p>&nbsp;</p> Kateryna Ostrovska, Igor Ostrovsky, Khrystyna Saiko ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://apsijournal.com/index.php/psyjournal/article/view/1111 Mon, 30 Nov 2020 00:00:00 +0200