PSYCHOLOGICAL JOURNAL <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> 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) Fri, 30 Apr 2021 00:00:00 +0300 OJS 60 AN INDIVIDUAL’S RELATEDNESS TO OTHER PEOPLE AND FACTORS AFFECTING IT <p>The article examines what personal characteristics, qualities or factors contribute to the establishment of trusting relationships between people, their support, contributing to the satisfaction of the need for relatedness, in positive relationships with others, in creating a real circle of close people. <em>The article purpose</em>: to identify the features of relatedness estimated with two indicators - using the indicator “positive relationships with others” of C. Riff’s six-factor scales of psychological well-being by and using the test proposed by Bekker M.H.J., van Assen M.A.L. namely by the indicator “sensitivity to others” - and find personal characteristics, qualities or factors that affect these indicators. <em>Sampling and methods</em>. The study involved 220 respondents with average age of 33 years, students, and specialists in various professions. To study the personality traits of respondents who showed high values ​​for the studied parameters, we used the following methods: the General Self-efficacy Scale (Schwarzer, R., &amp; Jerusalem), Folkman and Lazarus' Ways of Coping Questionnaire, Wiesbaden Inventary for Positive Psychotherapy and Family Therapy (WIPPF), S. Maddi's Hardiness Scale, Test-Questionnaire of Self-Attitude of V.V. Stolyn, S.R. Panteleyev, Social behavior and the orientation inventory (B.M. Bass), Zimbardo Time Perspective Inventory, Study of the quality of life of a person, N. Bradburn's Affect Balance Scale, and the Satisfaction with Life Scale (E. Diener et al.). <em>Results and conclusions</em>. Positive relationships with others do not always correlate with personal autonomy and maintain good psychological well-being. The result depends on an individual’s position: subordinate or equal. In the first case, people try more to please their families or friends, other close people. This can be due to excessive connections with significant others or due to a lack of self-confidence. Such people are not inclined to take responsibility for their choice, shifting it to others; painfully afraid that the rejection of other’s opinions and actions at their own discretion will affect the relationship, and people will become lonely; they passively fulfils requests and orders, show blind obedience; in their actions, they rely on external or impersonal motivation. As a result, their quality of life is low, and their affect balance is rather negative and psychological well-being is bad. If relations with others are based on positions of equality, then they bring real pleasure to all sides of interaction and do not interfere with the manifestations of autonomy. An individual involved in an equal relationship is not afraid to show their love, care; is able to perceive themselves and others, in particular, their partners, as they are, to treat them positively, to trust them, to see them as a personality. At the same time, the desire to have people close in spirit does not interfere with acting on the basis of one’s own motives and views, planning one’s actions, taking responsibility for them and for one’s life path as a whole. Therefore, such relationships contribute to a feeling of psychological well-being and happiness, a high quality of life.</p> <p>&nbsp;</p> Galina Chaika ##submission.copyrightStatement## Fri, 30 Apr 2021 00:00:00 +0300 CONTENT AND DIRECTIONS OF ANTIBULING POLICY AT SCHOOL <p>The article is devoted to the problem of bullying and anti-bullying policy in school institutions. The problem of bullying, from a scientific point of view, began to be studied at the end of the 20th century. Today, this issue is covered in all laws and programs related to ensuring a safe educational environment for participants in the educational process. Bullying, as a social and pedagogical problem, has been actively studied since the beginning of the development of information and communication technologies, which contributed to the rapid dissemination of not only verbal, but also media information: photo and video facts about manifestations of bullying between children. The article presents the results of the research "Unicef", "La Strada-Ukraine", which indicate the prevalence of the phenomenon of bullying among children. The essence of the concept of "bullying" is revealed, as well as categories that are close in meaning: "violence", "aggression", "bullying", "bullying", "conflict". The structural components of the roles of the bullying process are described: initiators or offenders, helpers of offenders, defenders of the victim, victims and observers. The article provides data on anti-bulging programs in foreign countries and focuses on the problem of anti-bulging policy in educational institutions of our country. Three main approaches that make up the anti-bullying policy of schools are analyzed: disciplinary, restorative and an integrated approach, which is implemented using two directions: managerial and educational.</p> <p>The directions of anti-bullying policy at school are presented, namely managerial and educational. The managerial direction is organized and implemented by the head of the educational institution. The constituent components of activities in this area are an analysis of the current situation in an educational institution, the development of an official position of the institution regarding bullying and informing all participants in the educational process about it, the development of rules of conduct for all participants in the educational process and informing about them, defining the responsibilities and responsibilities of participants educational process in relation to the rules of safe behavior in an educational institution, instructing employees, students and parents. Whereas the educational direction is characterized by informing, explaining, developing the skills of tolerance and non-violent communication of all participants in the educational process.</p> <p>&nbsp;</p> Yulia Udovenko, Evgeniya Gladyshko ##submission.copyrightStatement## Fri, 30 Apr 2021 00:00:00 +0300 ON THE ISSUE OF FORMATION OF THE CONCEPT OF PSYCHOLOGICAL NORM IN THE CONTEXT OF PROFESSIONAL TRAINING OF FUTURE PSYCHOLOGISTS <p>In the process of professional training of future psychologists, the ability to recognize the mental norm and deviations from it to identify resources to maintain a healthy part of the psyche during counseling, correctional or psychotherapeutic work with the client is important.</p> <p>Professional competencies in pathopsychology involve the formation of the concept of norm and pathology in the worldview of future psychologists, because in any activity of a psychologist the forefront is the qualification of the studied psychological phenomenon as normal or pathological.</p> <p>Purpose. The purpose of this article is a theoretical overview of scientific approaches to understanding the concept of the norm in clinical psychology and its field as pathopsychology, to emphasize the relevance of the concept of the psychological norm in students majoring in Psychology during their training</p> <p>Methods. Theoretical research is carried out using methods of historical analysis, comparison, systematization, and interpretation of facts.</p> <p>Originality. Closely related to the concept of the mental norm is the concept of mental and psychological health. The fundamental difference between the terms "mental health" and "psychological health" is that the former characterizes individual mental processes and mechanisms, and the latter - refers to the individual as a whole, is closely related to the manifestations of the human spirit. In the scientific sense, norm and pathology are two extreme points and there is no clear boundary between them, and it is difficult to differentiate them. The continuum between the two extreme points is filled by the so-called boundary conditions. Within the level approach, there are three levels of human existence: somatic, psychological, and level of moral self-awareness. The "ideal norm" can be considered human well-being at all three levels of its existence</p> <p>Conclusion . Theoretical review of the issue, the problem of mental norms has been and remains controversial not only for pathopsychology, but also for related fields, including medicine. The mental norm is a multidimensional and multilevel formation. There are several approaches in the interpretation of this concept: adaptive, statistical, pathopsychological, phenomenological, from the standpoint of the norm - norm, the norm as an ideal, and many others, but there is no exact, generally accepted, indisputable definition, despite many studies.</p> <p>We can see the prospect of further research in the direction of analysis of modern world social and philosophical trends in understanding the norm, pathology, disease and psychological health of the individual and their introduction into the educational process of training future psychologists.</p> <p>&nbsp;</p> Iryna Shtykh ##submission.copyrightStatement## Fri, 30 Apr 2021 00:00:00 +0300 THE SOCIO-PSYCHOLOGICAL FEATURES OF SUPERVISION GROUPS FOR NOVICE PSYCHOLOGISTS <p>This article highlights the socio-psychological aspects of supervision groups organised for psychologists who are just starting their practical activities, based on the analysis of the methodological framework of supervision in a group. Supervision is seen as a counselling form aimed at improving the quality of communication and cooperation in the professional sphere, as a form of professional support, primarily in the areas of helping professions - psychology, psychotherapy, social work, as well as in management. In the last twenty years, the interest in supervision has been associated with the rapid growth of consultative and therapeutic services, due to wider use of the biopsychosocial approach and the model of "community care". The European model of supervision, which focuses on the integrative approach to supervision, has become relevant to these new demands of increased practice.</p> <p>In this article, we proceed from the idea that the modern methodology for supervision, relevant to the complex and multi-level tasks of modern practice, is based on the vision and principles of the integrative approach. The integrative approach used in groups and organizational supervision involves a combination of the capabilities of the systemic, humanistic, cognitive, behavioral, psychodynamic directions with the principles of inter-subjective interaction, where the focus is on relationships between a supervisor and a supervisee. We also point out the expediency principle for choosing an approach used by a supervisor in a specific situation, depending on a subject, a supervision request and the supervisor’s focus at a certain stage of work. In this case, the main procedural model of practical work is the seven-dimensional model of supervision.</p> <p>A supervisor’s activity is implemented on the basis of the system of methodological principles given in the article. The central subject of our research was group dynamics under supervision, since it was proven that group supervision work was largely based on a supervisor’s understanding and conscious use of the resources of group dynamics. The effectiveness of this work largely depended on taking into account the regularities of stages, processes and phenomena of group dynamics.</p> <p>&nbsp;</p> Larysa Spitsyna ##submission.copyrightStatement## Fri, 30 Apr 2021 00:00:00 +0300 YOUNG PEOPLE’ PSYCHOLOGICAL READINESS FOR MASTERING THE SKILLS OF EMOTIONAL SELF-REGULATION <p>At the present stage of Ukrainian society, requirements to an individual’s social and professional aspects grow significantly: the present demands activity, purposefulness, mobility, flexibility, and self-confidence from young people. These qualities cannot be manifested without formed skills of emotional self-regulation.</p> <p>The article analyzes the study on young people’s readiness for mastering the emotional self-regulation skills. Four levels of readiness for mastering the emotional self-regulation skills were identified and described. All of them were determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, effectiveness of emotional self-regulation skills.</p> <p>The correlations were determined between young people’s readiness for mastering the skills of emotional self-regulation and such personal characteristics as: reflexivity, emotional competence and emotional self-awareness. The young people’s awareness of the need for emotional self-regulation and knowledge about them, their emotional sphere and formed reflexivity are essential prerequisites to form such personal characteristics as emotional consciousness, emotional competence, emotional stability and emotional maturity.</p> <p>The article determines that personal motivation for self-development and emotional-volitional control influence positively on the emotional self-regulation skills. Young people who are able to monitor their emotional states and their causal relationships with other internal processes and with&nbsp; effectiveness of their activities have higher motivation for emotional self-regulation and a wider range of emotional self-regulative methods that help them to achieve adequate socialization and productivity. Many young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need in real life situations.</p> <p>&nbsp;</p> Julia Korotsinska ##submission.copyrightStatement## Fri, 30 Apr 2021 00:00:00 +0300