Social Support in the Treatment of Heroin Addicts

Heroin addiction impairs every aspect of physical and psychological health of the addict, and at the same time, it impairs all forms of social functioning of the addict, as well as of everyone who loves him/her and of society as a whole, so it's necessary to put a lot of effort into treating this disease successfully. Working with heroin addicts shows that the treatment is a long and uncertain process, as the treatment must simultaneously cover three segments: psychological traits of heroin addicts, the degree of social support they have, and their motivation for this treatment. The theoretical goal of this research was to find out whether there is a link between social support and motivation for addiction treatment. The practical goal is to provide the improvement of the motivational aspect of treating heroin addicts, as well as to determine the role of social support in evaluating treatment outcomes. The research was conducted on a sample of 227 heroin addicts under treatment. The perception of social support for heroin addicts is the greatest when it comes to their families. A positive correlation was found between persistence in treatment and perceived social support from family members.

ROLE POSITIONS OF THE TEACHER AS A FACTOR OF FORMATION OF PROFESSIONAL IDENTITY OF FUTURE DOCTORS

The article reveals the influence of the role positions of "mature personality", "qualified specialist", "coach (effective student)", chosen by the teacher-doctor in cooperation with medical students, on the formation of their personal-professional (metaprofessional), professional and educational professional identity. It is stated that professional identity is a stabilizer of personal, professional, developmental educational and professional orientation of the future specialist, is a mental source of building the image of the ideal self. It is noted that in the motivational aspect and improvement of certain own professionally important characteristics and competencies, attempts to meet the socialization norms and modern requirements of the professional community, to which he a priori belongs. The formation of the student's identity in the educational institution occurs in the processes of identification of the teacher as a reference person, self-identification through imitation of his important traits and role positions, reflection of the teacher's assessments of his role manifestations. It is shown that the actualization by the teacher of certain role positions in interaction with students gives them the opportunity to self-identify as individuals, future medical professionals, effective students through the vicar's mastery of specific practical actions. Facilitation support by the teacher of students' actualization of relevant role positions promotes self-affirmation of their respective identities. It is established that in the situation of students' interaction with the teacher two groups of processes are actualized, which determine the formation of their identity: the first - self-determined - is realized as self-determination and self-construction on the basis of observation of the teacher as a model. his role manifestations on the part of the teacher, who facilitates and mentally consolidates his self-identification image. It is determined that the pedagogical essence of the teacher's role positions corresponds to modern pedagogical approaches that are implemented in the training of future medical professionals: the role of "mature personality" - personal approach, "specialist" - competence, "effective student" - student-centered.

MOTIVATIONAL ASPECT OF STUDENT NICKNAMES

Modern studies of informal names are presented from different angles of observation: semantics, motivation, creation and gender peculiarities of this type of onyms. The issue of characters of the sociocultural environment, in which nicknames appear, and its influence on assignment of a name to a member of a certain collective is also being considered more actively in recent years. School and student nicknames are appearing in linguists’ field of view more and more often. The purpose of our investigation is to find out the motivational features of student nicknames. The object of our study is student nicknames. The subject is motivational features of the lexical base, which formed the basis for the creation of this type of onyms. The main task was to reveal the meaning of noted onyms, to determine the reasons for their appearance and to ascertain the features of the student unofficial onomasticon. The nicknames of students of the philological faculty of Odesa I. I. Mechnikov National University served as material for the article. Student slang reflects on the peculiarities of creating nicknames. The language of students differs from the language of people of other age groups, and this is what determines the specifics of student naming. Individual nicknames of students are grouped into two categories by origin – nicknames of appellative origin nicknames of anthroponymic origin. Nicknames of anthroponymic origin make up the largest part of discovered names. They are motivated by the official names and surnames of bearers. Names, motivated by the features of bearer’s appearance, establish the largest group of onyms of appellative origin. By structure, such onyms are mostly one-component and expressed by nouns. Among the studied student nicknames, onyms with neutral or ameliorative meaning are predominant.

The value of physical culture and health-improving activity in the physical training of students with weakened health

The article examines the key features of the organisation of physical culture and health-improving activities in the framework of physical training of students with impaired health. The considered research problem lies in the contradiction between the need to improve physical culture and health-improving activity in higher training and the lack in the modern training system of effective practices for organising physical training of students with impaired health. The study examines the main changes in recent years in the practice of organising physical culture and health-improving activities for students with impaired health, we reveal the mechanism for the formation of special medical groups, as well as their differentiation depending on the type of students' diseases. The importance of increasing the effectiveness of physical culture and health-improving activity in universities is noted, in view of the continuing growth in the number of students with impaired health. Based on the analysis of the current state of the system of physical training of university students, the main problems inherent in this area are highlighted, namely – the diversity of competences in the field of physical culture, the lack of balance between the acquisition of theoretical knowledge and the physical activity of students with impaired health, the lack of a motivational aspect in the system of physical training. The need for a qualitative modernisation of the practice of applying the competency approach to physical training of students and the introduction of a motivational component in the curriculum for physical culture is emphasised. For the further development of this direction, it is necessary to find and maintain a balance between theoretical work and obtaining practical skills in the process of physical culture and health-improving activities, as well as the ability to apply them in subsequent life.

The Role of the Medial Septum—Associated Networks in Controlling Locomotion and Motivation to Move

The Medial Septum and diagonal Band of Broca (MSDB) was initially studied for its role in locomotion. However, the last several decades were focussed on its intriguing function in theta rhythm generation. Early studies relied on electrical stimulation, lesions and pharmacological manipulation, and reported an inconclusive picture regarding the role of the MSDB circuits. Recent studies using more specific methodologies have started to elucidate the differential role of the MSDB’s specific cell populations in controlling both theta rhythm and behaviour. In particular, a novel theory is emerging showing that different MSDB’s cell populations project to different brain regions and control distinct aspects of behaviour. While the majority of these behaviours involve movement, increasing evidence suggests that MSDB-related networks govern the motivational aspect of actions, rather than locomotion per se. Here, we review the literature that links MSDB, theta activity, and locomotion and propose open questions, future directions, and methods that could be employed to elucidate the diverse roles of the MSDB-associated networks.

THE STUDY OF SELF-DETERMINED MOTIVATION OF STUDENTS IN THE CONTEXT OF DISTANCE LEARNING ACTIVITIES

The article examines the self-determined motivation of students studying at the V.I. Vernadsky Crimean Federal University (Simferopol) in the context of pedagogical activity using the social network VKONTAKTE as a platform for educational interaction and distance knowledge formation. The paper uses the theory of self-determination of Deci and Ryan, which provides an appropriate basis for assessing self-determined motivation in a targeted audience in the context of distance learning based on ICT. The results show that students are motivated to use the pages of the social network VKONTAKTE for educational purposes, which allows them to gain new knowledge and satisfaction from improving their own level of education. Taking into account the motivational aspect of the use of the social network in the university pedagogy of online distance learning, it can be concluded that it has a significant potential for large-scale and effective integration of ICT in higher education.

Pain and the Emotional Brain: Affective Rather than Cognitive Processes Drive the Cortical Encoding of Pain

The experience of pain has been dissociated into two interwoven aspects: a sensory-discriminative aspect assessed in ratings of pain intensity and an affective-motivational aspect assessed in ratings of unpleasantness. In a pain attenuation paradigm, participants were asked to evaluate applied cold pain. The majority of the trials showed a distinct rating: Some trials were rated higher for unpleasantness, others were rated higher for intensity. Using linear mixed effect models on single trials, we related the variable difference between unpleasantness and intensity ratings to functional MRI data. The direct comparison revealed a stronger relationship between cortical data and pain ratings for unpleasantness. No region showed a stronger effect for pain intensity. The present study underlines the importance of the emotional-affective aspects of pain-related cortical processes in the brain. These findings reflect the biological function of the pain system to prevent harm and to preserve the physical integrity of the body.

MOTIVATIONAL ASPECT OF FUNCTIONING OF PHRASEOLOGICAL UNITS IN ENGLISH NEWS STORIES: A COGNITIVE RHETORICAL APPROACH

The aim of the suggested investigation lies in defining mechanisms of activating person’s basic needs with the help of PhUs in the news stories. To achieve the goal we have used the method of random sampling, linguo-cognitive and contextual-interpretational analysis.The results of the research. A cognitive-rhetorical approach to studying functions of PhUs’ in news stories has revealed that they appeal to person’s basic needs: physiological, safety, belongingness, reputation and self-actualization. The effects of satisfying the needs or their deficit are created by PhUs due to their constructional basis resting on preconceptual sensorimotor structures.PhUs produce the effect of the deficit of the physiological need in food relying on the relations of motion through many intermediate points. While the sense of satisfying the mentioned need is created by the PhUs based on ENABLEMENT, which also along with the COMPULSION image-schema creates the impression of self-actualization of participants represented as the source of the force activity. PhUs with the meaning of close distance and containment create the effect of inclusion into a family circle or a social group and the relations of exclusion conversely point that the belongingness need is not satisfied. Phraseological units trigger the feelings of safety being based on BLOCKAGE serving as a protection or safety deficit representing participants as the source of DISABLEMENT and COUNTERFORCE. PhUs appealing to the esteem need are based on STATUS VERTICALITY creating the effect of satisfying this need localizing event participants at the TOP and their DOWN position, i.e. their not reaching the top of the status hierarchy indicates the deficit of esteem. Conclusions. Phraseological units are constructions, i.e. pairings of form, meaning and function, which rely on preconceptual sensorimotor structures – image-schemas. Localizing, space-motor and dynamic relations as the basis for PhUs as constructions allow us to explain the mechanisms of the effects of satisfying or the deficit of the basic human needs produced by the units under investigation.Key words: construction, cognitive rhetoric, needs, rhetorical effects. Мета пропонованого дослідження полягає у встановленні механізмів активації базових потреб людини за допомогою ФО у текстах новин. Досягнення мети і завдань статті стало можливим завдяки застосуванню методів суцільної вибірки, лінгвокогнітивного та контекстуально-інтерпретаційного аналізу. Результати дослідження. Когнітивно-риторичний підхід до вивчення ролі ФО в новинних текстах виявив, що досліджувані одиниці апелюють до базових потреб людини: фізіологіч-них, у безпеці, належності, репутації і самоактуалізації. ФО формують ефекти задоволення або дефіциту вказаних потреб за рахунок їхньої конструкційної сутності, яка спирається на доконцептуальні структури сенсомоторного походження. ФО ство-рюють ефект дефіциту задоволення фізіологічної потреби в їжі з опертям на відношення руху багатьма проміжними точками. Натомість відчуття задоволення вказаної потреби сталі вирази викликають за рахунок ЗАБЕЗПЕЧЕННЯ МОЖЛИВОСТІ, яке також поряд із образ-схемою ПРИМУШЕННЯ, формує враження самоактуалізації учасників подій, співвідносних із джере-лом силової дії. Звороти зі семантикою близької відстані і вміщення створюють ефект входження до кола сім’ї або соціальної групи, а відношення виключення, навпаки, свідчать про незадоволення потреби в належності. Фразеологізми викликають враження безпеки, спираючись на образ-схему ПЕРЕШКОДА, яка виконує захисну функцію, або дефіциту безпеки, представ-ляючи учасників подій як джерело ПОЗБАВЛЕННЯ МОЖЛИВОСТІ і ПРОТИДІЇ. ФО, які апелюють до потреби у визнанні, засновуються на СТАТУСНІЙ ВЕРТИКАЛІ, створюючи ефект задоволення цієї потреби через локалізацію учасників подій УГОРІ, а про дефіцит визнання свідчить зображення суб’єктів УНИЗУ, тобто недосягнення ними вершини статусної ієрархії.Висновки. Фразеологічні одиниці є конструкціями, тобто єдністю форми, значення і функцій, яка спирається на доконцеп-туальні структури сенсомоторного досвіду людини – образ-схеми. Локалізаційні, просторово-моторні і динамічні відношення в основі ФО як конструкцій дозволяють пояснити механізми створюваних досліджуваними одиницями риторичних ефектів задоволення або дефіциту потреб.Ключові слова: конструкція, когнітивна риторика, потреби, риторичні ефекти.

Framing of the Subjective Attitude to the Acquired Competencies of Helping Professions in the Educational Environment of the University

This article presents the research results of the dynamic of the formation of a person subjective attitude to supporting specialists' competencies in the educational environment of a university. The relevance of the study is due, on the one hand, to insufficient knowledge of the concept of "educational environment", its structure, correlation with other concepts, such as a multicultural environment, professional competencies. On the other hand, the study of the psychology of competencies and their structure, specificity (on the example of a specific group of professions), diagnostics, psychological and pedagogical conditions of formation. The practical significance of the study lies in examining professional competencies through the personal components of students, which are the subjective attitude of the individual. Empirical research was based on the use of quantitative data collection methods that reveal the concept of a person's subjective attitude. The sample consisted of 140 students of the faculties of "General Medicine" and "Social Work and Clinical Psychology" of The Volgograd State Medical University, who were trained in the second (2016) and fourth year (2018). The assessment of the attitude of students to the content of professional competencies of supporting specialists was measured using the author's methodology based on a list of general cultural and professional competencies declared in educational standards and selected by the subjects in accordance with the basic principles and rules of conducting a diagnostic study. The data obtained is processed through descriptive statistics. As a result, the structure and content of the subjective attitude of the individual was described, which includes the motivational ("important"), operational ("own") and pragmatic ("use") aspects of competencies. The course of study, the emerging "motivational stress", the organized conditions of the educational environment, involvement in practical professional activity determine the structure of the subjective attitude of students to the competencies being mastered: the structure of the second course of study is presented as "the motivational aspect – the operational aspect – the pragmatic aspect" of competencies, the structure of the fourth course of study – "pragmatic aspect – operational aspect – motivational aspect" of competencies. The choice of various psychological and pedagogical technologies in the training of specialists in helping professions as one of the effective conditions of the educational environment is aimed at manifesting, on the one hand, the cognitive activity of students, on the other, the formation of a positive attitude towards mastering a set of competencies. Information technologies and technologies for the development of critical thinking are aimed at developing research competencies. Interactive technologies of imitation and discussion types contribute to the development of a communicative group of competencies of supporting specialists, as well as conducting joint classes of Russian and foreign students, implementing patronage cooperation, etc. The results obtained can be taken into account in the practice of psychological, professional and socio-cultural support and adaptation of foreign and Russian students to supporting professions.