CONFLICTS IN STUDENT GROUPS WITH DIFFERENT COMPOSITION BY SEX

The article is devoted to the study of the peculiarities of conflicts in mixed and same-sex student groups. The theoretical basis of the study was the position of the structural features of interpersonal interaction in the middle of the group, including the substructure of horizontal and vertical relationships in the instrumental and expressive spheres of group activity. The study of conflict in student groups was based on the analysis of the characteristics of interpersonal relationships between group members in certain areas. To study the peculiarities of conflict in groups of different sexes, a questionnaire was developed, which provided an opportunity to determine the overall assessment of conflict, conflict in the vertical and horizontal subsystems of group activity, as well as in its instrumental and expressive areas. 188 students from 10 academic groups of the higher educational institution took part in the survey. Of these, six were sexually homogeneous and four heterogeneous. According to the results of the survey, the gender composition of student educational groups is more related to the emotional component of group activity and the horizontal substructure of intragroup relationships. These trends were confirmed using the methods of mathematical statistics (Student’s t-test). The results suggest that gender-mixed academic groups are more resistant to conflict triggers than homogeneous ones. However the composition of the group on the basis of gender can not be considered a factor that directly determines the conflict in the field of solving business problems, as well as interaction with teachers, officials of the dean’s office and student government.

CREATIVE THINKING AND IMAGINATION IN THE STRUCTURE OF JUNIOR SCHOOLCHILDREN CREATIVITY

This article is devoted to the theoretical analysis of the problem of psychological features of the development of creative thinking of children of primary school age. Thinking is characterized as a cognitive process in which objects and phenomena of reality are reflected in their essential features, connections and relationships. Thinking arises on the basis of practical activities of sensory cognition. The difference between thinking and other mental processes is that it is almost always associated with the presence of a problem situation, the task to be solved and the active change of the conditions in which the task is set. The paper reveals the essence of the concept of “creative thinking” and analyzes its criteria. Creative thinking is seen as a type of thinking characterized by the creation of a subjectively new product and new formations in the cognitive activity on the way to its formation. The theory of creative thinking is substantiated, which contains many different approaches to determining its mechanisms and patterns: dialogic, dialectical, critical, reflexive, lateral, positive thinking. The peculiarities of the formation of creative thinking in primary school students are substantiated and the methods of its development are analyzed, namely: the development of students’ independence, their ability to move independently from one stage to another, mastering the ability to find the most rational way to solve non-standard problems. The main methods of research of psychological features of development of creative thinking of junior schoolchildren are analyzed: the technique “Drawing of figures” (modification of the technique of E. Torrens, developed by O. Dyachenko), which is aimed at assessing the abilities of junior schoolchildren to productive imagination (figurative creativity); the method “Invent a game” (according to R. Nemov) is aimed at assessing the flexibility, non-standard, originality of the child in the field of verbal creativity; Renzulli's creativity questionnaire (modified by O. Tunik) allows to diagnose the level of development of creative thinking (creativity) of primary school children by identifying the creative initiative of primary school students by the method of experts.The sample, stages of research are characterized and the received results of studying of psychological features of development of creative thinking of pupils of elementary school are analyzed.

GENETICS OF PHOBIC DISORDERS

At present time, on the basis of genome-wide association studies (GWAS), several authors found linkage of phobic disorders with certain regions of chromosomes – 3q26 (agoraphobia), 14q13 (specific phobias), 16q21 (social phobias), 16q22 (social phobias) and 4q31-q34 (phobic disorders). We propose 19 genes that are localized in these regions and are expressed in the brain: PRKCI, CLDN11, EIF5A2, TNIK, CLCN3, CPE, GLRB, GRIA2, NEK1, NPY2R, NPY5R, RAPGEF2, TRIM2, SMAD1, ADGRG1, BEAN1, CDH8, DOK4 and KATNB1. Therefore, these genes may be investigated as candidate genes of phobic disorders. Various sources propose 26 potential candidate genes of phobic disorders. Finnish geneticist J. Donner carries out a meta-analysis to study the 8 most probable among them and corroborates statistical validity only for 4 genes: ALAD, CDH2, EPB41L4A and GAD1. First three genes are involved in the social phobias, and fourth is involved in whole phobic disorders. Phobias are heterogeneous and multifactorial diseases. To understand the biological mechanisms of such disorders, to create effective methods for their prevention and treatment, there are needed further intensive molecular genetic studies of these disorders on sufficiently large samples and corroborating these results by other authors.

PSYCHOSOCIAL FUNCTIONING OF PRE-ADOLESCENT CHILDREN IN FAMILIES WITH DIFFERENT ATTITUDES TOWARDS SCHOOLING

The article is devoted to the analysis of differences in the psychosocial functioning of adolescents in families with different attitudes to school responsibilities. Modern school education provides a lot of space for creativity, the choice of methods of mastering the program, which, at the same time, is becoming more demanding. It can be difficult for parents to determine the extent to which they give their children homework responsibility. This is especially true for adolescents (9-12 years old), who no longer seem to need help and control in the school process. At the same time, complete lack of control can cause alarm on the part of all participants in this complex process. An experimental study found that adolescents whose parents do not consider it appropriate to interfere in the school process, show a low level of psychosocial development. This result may mean that these children lack the ability to perform daily activities and enter into relationships with people in a way that satisfies both parties. Most middle school students with low levels of psychosocial functioning usually have internalization problems. That is, it is difficult for them to show themselves and be socially active. Whereas externalized (external) symptoms of psychosocial development disorders are not expressed in both groups. An additional study of the level of anxiety revealed differences between the groups on the scales "separation anxiety", "social phobia" and "school phobia". In families where parents have dropped out of school for their children, starting in middle school, the level of anxiety on these scales is higher. On the scales "somatic symptoms of anxiety", "generalized anxiety disorder" there are no significant differences between the samples - in both groups, the indicators on these scales do not exceed an acceptable level. Thus, it can be assumed that the complete non-interference of parents in the school process of children in middle school can be perceived by them as a lack of parental attention, which affects the confidence in support in school activities, which, nevertheless, occupies a large place in children's daily lives. school age.

EMOTIONAL DEPENDENCE IN ROMANTIC RELATIONSHIPS: THE ROLE OF ADVERSE CHILDREN’S EXPERIENCE AND EARLY DYSFUNCTION SCHEMES

Emotional dependency is a persistent pattern of unsatisfied emotional needs, that the individual tries to fulfill in close intimate relationship in particular romantic relationship. Adverse childhood experiences (ACEs) are often identified as a cause of emotional dependency. However, there is plenty of evidence that many psychosocial problems are more strongly associated with early maladaptive schemas (EMS), than directly with ACEs. ACEs and EMS both can have effect on emotional dependency. Such assumption has strong theoretical reasoning, but there is still lack of empirical evidence about the exact role ACEs and EMS can play in emotional dependency. The present study examined early maladaptive schemas as mediators of the adverse childhood experiences – emotional dependency in romantic relationship. The study has cross-sectional design. Questionnaires completed by 128 individuals (78% females) (Mage=26; SD=9), who currently or in the past were involved in romantic relationship. There were assessed 10 types of childhood trauma (The Adverse Childhood Experiences Questionnaire), early maladaptive schemas (Young Schema Questionnaire-Short Form) and emotional dependency (Emotional Dependency Questionnaire). The mediation role of EMS was tested by Baron and Kenny (1986) analysis strategy using hierarchical multiple regression procedures. The findings showed that ACEs didn’t predict, but such EMS as abandonment / instability, mistrust / abuse and failure to achieve did predict emotional dependency in romantic relations (R2=0,44). The experience of emotional neglect mildly predicted schema of mistrust / abuse (R2=0,16). Such results discussed in the context of previous research, limitations that restricted the study’s conclusions and future research recommendation.

THE PRECULIARITIES OF CONDUCTING OF PSYCHOPHYSIOLOGICAL EXPERTISE OF PERSONALITY

The article focuses on the problem of appointment and psychophysiological examination of personality. Theoretical approaches to stress resistance as a psychological category and one of the components of expert research are analyzed. Stress resistance is considered as a dynamic, integrative property of personality, as a result of interaction with a stressor, which includes the process of self-regulation, cognitive representation, objective characterization of the situation and requirements for personality. It is formed in the process of personality confrontation with stressors that are repeated in different situations and depend on understanding the life situation, adequate judgments in its interpretation, rational assessment and ability to predict their actions, the ability to choose adequate means of coping with stress. The article considers the level of stress resistance of the individual. The main methods of research of the level of stress resistance and determination of professional suitability are analyzed. The sample, stages of the research are characterized and the obtained results of the study of stress resistance in adolescence are analyzed. The necessity of psychological support to increase the level of personality resilience is discussed. In the article notes that the stress resistance of students is determined by the presence of stressors in the student environment, such as exam situations, periods of social adaptation, the need for personal self-determination in future professional activities. A powerful flow of information in the learning process of students increases the load on the cognitive sphere of personality, which leads to functional changes in the emotional, behavioral and personal spheres. High internal stress can cause complex physiological changes in a young person's body, and strong emotional stress leads to stress.

CONFLICTS IN THE NEW UKRAINIAN SCHOOL: FROM THE FIGHT AGAINST BULLYING TO RESOLVING DEVELOPMENT CONTRADICTIONS

This paper is about socio-psychological features of conflicts in the new Ukrainian school. Based on the study, systematization of existing scientific definitions of «conflict(s)» and the possibility of their use in the new Ukrainian school. Paper proposes the author's understanding of conflict as contradictions actualized in the minds and interactions of participants of the educational process those change the system of attitudes and do not allow participants to coexist unchanged, but encourage the transformation of conflicting positions, goals, interests, attitudes, etc. Constructive forces, possibilities of dialectical and causal conflicts to be resolved in the new Ukrainian school have been identified. Based on the results of a systematic analysis of structural and dynamic characteristics, a model of the conflict in an educational institution (school) has been developed, which assumes the subjectivity of human perception of existing objective contradictions, the use of human cognitive activity determined by conflict. The psychological content of the concept of «conflict situation» is clarified as a subjective interpretation of reality by any of the parties to the conflict, or the objectification of interaction by the parties to the conflict, or someone else. Members of the bullying commission are asked to use the definition of «conflict situation» as a structural unit in which all the attributes of the conflict (temporal and spatial boundaries are determined by the period of time for which there are no qualitative changes in the conflict) are presented. According to the results of an empirical study using the methodology available in psychological science, a description of the conflicts in the new Ukrainian school is given.

PSYCHOLOGICAL READYNESS OF THE PERSONALITY OF THE MODERN TEACHER TO CREATIVE PROFESSIONAL ACTIVITY IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL

The article is sanctified to the analysis of problem of psychological readiness of modern teacher to professional activity in the conditions of New Ukrainian school. An author is analyse psychological and pedagogical functions and personality internals of teacher of New Ukrainian school in detail, the system of criteria of psychological readiness to creative professionally and pedagogical activity, in the complement of that enter, is certain: spiritually-social orientation of personality, pedagogical necessity, motivational-creative activity, interest in organization of group work, pedagogical-educator competence, pedagogical-cognitive capabilities, creativity, initiative, moral attitudes toward students, the culture of pedagogical commonunication, psychological competence, harmoniousness social mutual relations, harmoniousness behavior, pedagogical self-possession, capacity for direction educationalprocess. The authorial structure of psychological readiness of teacher NUS, that is presented in the article, has a personality and professional measuring. Each of measuring are contain a corresponding components. Each of components has the semantic filling (totality of separate personality internalss) is certain and can have will cut the degree of formed. As valuable innovative payment authorial methodology of research of level of psychological readiness of modern teacher comes forward to creative professional activity in the conditions of New Ukrainian school. The presented methodology allows to determine the level of psychological readiness of teacher to creative professional activity, and also to investigate the level of formed of separate pedagogical functions of teacher NUS. The author presents the results of an empirical study of the state of psychological readiness of modern NUS teachers for creative professional work.

METHODOLOGICAL ORGANIZATION OF PSYCHOLOGY AS A SPHERE OF THINKING ACTIVITY

The methodological research is devoted to the substantiation of an alternative view on psychology as a universum of human life activity and thus as on a special worldview and on the ability to see everything in focus of human. This alternativity is based on the well-known idea of G. P. Shchedrovytsky, expressed in 1980, to consider psychology not as a science that has its own subject and method, but as “the whole world, perceived from a certain point of view.” It is argued that such a broad understanding of psychology as a sphere of thinking-activity, firstly, does not deny the scientific (object-subject) method to its multidisciplinary development, although it indicates its reduction filters and explanatory limitations, and secondly, reveals a universal way to expand the competent horizon of the influence of psychology on personal and social life and cultural development of citizens and all mankind. The author’s cyclic-deed approach became a complex tool for solving the last supertask, which made it possible to substantially detalize the canonical organizational scheme of V. A. Romenets’ deed deployment in the form of four thematic research strategies of personal thinking-activity. In particular, at the stage of the situation the field of psychology is covered as the interpenetration of different rational humanistic knowledge and psychological work of any content and direction, original worldview and anthropocentric thinking-activity and as a result of the ubiquitous form of constructing social environment and way of human’s life realization, which is explained by such innovative epistemic products as the scheme of thinking-activity, a six-level model of professional methodologization, a paradigmatic-research map, etc. At the stage of motivation, this area should get rid of the existing spontaneity and get a clear methodological organization that would harmonize psychological researches, design and methodical developments, techniques and practices into a single covital organism of development of all psycho-spiritually oriented thinking-activity, which, in turn, would stimulate socio-cultural approval of such basic components of spherical psychologization as work, thought communication, reflective activity, thinking, thinking-activity. The stage of action is a responsible for everyone and for all period of consolidation in the individual and mass consciousness of psychology understanding as an already formed and developed sphere of thinking-activity, which overcomes the narrow framework of purely natural-scientific consideration of psycho-spiritual reality and is primarily interested in the intentions, goals and values of psychological work fulfillment in four dimensions (development of psychological knowledge, pure thinking, thinking-activity, and use of psychological toolkit) and in five basic types (theoretical, research-design, applied, empirical, psychocultural). The content of the post-action stage should be a continuous and almost total reflection of individual, collective and social thinking-activity creation of a multifaceted world of psychological practice and thus gaining new knowledge and competencies and enriching the experience of psychological work of all who belong to this field. Finally, mainly for the sake of applied visualization of the advocated ideas, concepts and methodologems, a detailed characteristic of the situational, motivational, active and post-action components of the educational content of the newly created author’s program in the discipline “Psychology as a sphere of thinking-activity” was carried out, which has been successfully implemented for several years in the preparation of doctors of philosophy in psychology.

SOME PECULIARITIES OF SELF-CONCEPT FORMATION IN TEMPORAL-SPATIAL DIMENSION DURING THE PANDEMIC

The aim of the article is the theoretical correction and analysis of psychotherapeutic dream narratives regarding a deep understanding of self concepts in the intrapsychic and interpersonal dimension in the context of time and space. The articles consider various scientific approaches to the interpretation of the category of time and space in the context of the formation of concepts of self (author's approach). Measuring space during the time of detection with psychological patterns that create a person in the process of learning the experience of overcoming a certain distance in the process of a fixed period of time. The change of a person about life, which associatively in the psychotherapeutic space creates as fantasies or dreams about “the road, path, path, field, field, etc.” there are also deep mythological archetypal roots (transgenerational temporal and spatial experiences). Qualitative description of the consciousness of psychotherapeutic clients in the spatial and temporal narratives of transgenerational and individual experiences (while in a zone of self-isolation in a pandemic) is a proposal for psychotherapeutic reflections. Part of these ideas is always a dynamic assessment of self-attitude, which is formed gradually and forgets the usual nature of the concept of self, which is reviewed here and now in the social, information and motivational spheres. The research method offered a qualitative analysis of cases of psychotherapeutic cases during a pandemic in clients who lost loved ones or acquaintances. The result of research is the creation of a dynamic model of forming concepts of I in the ontogenetic perspective using different temporal and spatial zones of implicit and explicit experience in managing social influences on it here and now in the field: social, information and motivational. This makes it possible to understand the planes of psychotherapeutic interventions with the support of resource reproduction in times of social catastrophes. Conclusions summarize and accept new understandings and definitions of self-concepts.