PSYCHOLOGICAL SUPPORT OF THE DEVELOPMENT OF SOCIALLY ACTIVE YOUTH

The article provides a theoretical substantiation and experimentally investigates the psychological support of the development of socially active youth. The study has been carried out on the materials of comparative research of psychological qualities of socially active and socially inactive youth to present advantages and limitations of the selected types of socially active youth, and also to describe experience of psychological support of the further development of their social activity. Methodology. A model of the psychological qualities of socially active youth has been built (leadership development, value-motivational, emotional-regulatory and communicative components of psychological qualities) and the appropriate psychodiagnostic, statistical and developmental tools have been selected. Results and discussion. Based on empirical research, the level of development of the indicated psychological qualities of its participants was revealed, differences between socially active and socially inactive youth were revealed. There are 5 types of socially active youth (according to the level of development of psychological qualities): leaders, communicators, impulsive, aggressive, avoiding communication young people. There are statistically significant relationships between the psychological qualities of socially active youth and factors at the macro level (orientation of social activity of youth), meso level (type of organization in which youth is active), micro level (professional and socio-demographic characteristics of youth). The psychological conditions for the development of socially active youth have been determined. A training for the development of psychological qualities necessary for the implementation of the social activity of young people has been developed and tested.

THE IMPORTANCE OF PARENTAL ATTITUDE IN NEGATIVE CHILDHOOD EXPERIENCE

The article is devoted to the peculiarities of the manifestation of negative childhood experiences among the adult population of Ukraine with a focus on child-parent relationships and attitude, which could lead to certain negative early memories, and have traumatic psychological consequences. Thus, the aim is to study children's negative memories of adult respondents with different types of parental attitudes, which the latter encountered during childhood. With the help of modification of the original questionnaire ACE (Adverse childhood experience) questionnaire a qualitative and quantitative analysis have been conducted on the types of psychological traumas, their prevalence and intensity among the respondents, as well as significant relationships between them. Compared with previous studies on this issue, this research covers the older generation of respondents, so we are able to explore the features of traumatic psychological memories of people who passed the stage of childhood in about 30 years ago. In the article it is presented a rating of the most and least harmful and dangerous events for the psychological health of the child, and their negative consequences in adult life, provides assumptions about the causal connections, as well as substantiates the results. In combination with the data obtained from the questionnaire of child-parental attitude, developed by A.Ya. Varga and V. V. Stolin, we have found the correlations with some of negative psychological experience in childhood. A broader picture of how the type of control and level of distance, patterns of behavior, attitudes, perceptions and responses of adults, such as infantilization, rejection, ignoring, inability to give a sense of security and equality, independence and freedom, love and respect, to see the child as a person with his own thoughts, needs, etc., inherent in specific memories of emotional neglect and physical violence have been presented. Thus, the results have showed the relevance of research in this area.

PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE TEACHERS OF SECONDARY SCHOOLS IN THE UNIVERSITIES OF GERMANY

The purpose of the study is to identify key principles for structuring the content of psychological and pedagogical training of future teachers based on the analysis of the legal framework for professional training of teachers of secondary schools in Germany, and based on program-methodical and educational-methodical documentation of German universities as well. The author has found that the training of future secondary school teachers in German universities includes four blocks: 1) special-subject; 2) subject-didactic; 3) "Science of Education"; 4) professional and pedagogical practice. The author emphasizes the special significance of the block "Science of Education", because it reflects the content of psychological and pedagogical training of teachers. In the article it was revealed that the purpose of this block is to consider the main problems of teaching, education, and assessment of students, and the introduction of innovations based on the synthesis of knowledge in pedagogy, psychology, sociology. The basic fundamental task of the block "Science of Education" is to develop special reflective competence of future teachers. Teacher training standards for the block "Science of Education" are formulated in terms of competencies, which every future teacher should possess for the effective implementation of professional and pedagogical activities. There is a further development of the curriculum of psychological and pedagogical training of teachers on the basis of these standards. The central points of these standards are education and upbringing; profession and role of teacher; action strategies in decision-making situations; designing the learning process and learning environment; diagnostics, assessment, counseling; differentiation, integration, support; motivation for success and learning motivation; learning, development, socialization; communication, interaction and conflict management; media education; school development; research in the field of education. The author reveals two key areas of structuring the content of curricula in the block "Science of Education". The first one is based on the subject principle - through the definition of the list of disciplines and on the principle of interdisciplinarity. It provides conducting classes based on the synthesis of knowledge in pedagogical, psychological, and sociological sciences. It is proved that the interdisciplinary principle is determinative in the process of updating the content of psychological and pedagogical training of teachers in Germany.

FROM THE POSITION OF RESILIENCE

The article highlights the results of theoretical analysis of scientific literature and the study of peculiarities of nurses’ professional development in the course of their professional training. A number of problems have been outlined, which indicate the need to develop resilience of this category of specialists dealing with severe somatic patients and providing appropriate socio-psychological conditions in the process of their professional training. The aim of the article is to substantiate the overall strategy of the content and objectives of the program for the development of resilience of future nurses dealing with severe somatic patients. In the context of our study, a diagnostic set of methods is defined, which is based on the need to comply with the basic psychometric requirements for psychodiagnostic tools, as well as the possibility of applying methods for the group form of conducting. An alternative program for the development of resilience of future specialists in “Nursing” deals with severe somatic patients, in which the psychological component is substantiated, as such, which will promote the development of stability and stress resistance of nurses in situations of different production complexity. Experimental data are presented, which confirm the need to develop this ability in nurses throughout professional training. The practical significance of the study is to develop and test a comprehensive psychological program for the development of resilience of future nurses in working with severe somatic patients. The obtained results, developed psychodiagnostic and corrective techniques, as well as training sessions can be implemented in practical classes on the basics of nursing, basics of psychology and interpersonal communication, nursing in palliative and hospice care, nursing ethics and deontology, occupational psychology, psychology educational institutions that provide professional training for future nurses. The resilience development training program can be used in the educational process aimed at training nurses, as well as in advanced training courses during direct practical activities for continuous professional development.

PROFESSIONAL BURNOUT OF CHILD PSYCHOLOGISTS AND EDUCATORS OF CEI

The article considers the problem of professional burnout and its connection with the working atmosphere of child psychologists and educators of CEI. The professional range of work of child psychologists and educators of CEI is revealed and compared. Professional burnout is shown in the context of the employee’s interaction with the co-workers and its impact on the quality of work. The comparison revealed the phase of the burnout syndrome at the stage of the formation, which means that workers are in the state of stress, which depends on external influences. It was justified that the professional burnout of psychologists and educators of CEI is manifested mostly in the following phenomena: depersonalization, apathy, depression, pessimism, nervous breakdowns and the fear of not coping with their responsibilities. Organizational and methodological aspects of the research are described. Probationers in this study were women of different ages, child psychologists and educators of CEI. Empirical study of the influence of the syndrome of their burnout was conducted in various development centers and children’s educational institutions. In winter 2020, 18 persons were interviewed and 22 persons took part in a study during the spring quarantine, caused by COVID-19, in conditions of self-isolation. In particular, the level of professional burnout was determined by using the method of V.V.Boyko “Diagnosis of the level of emotional burnout” (Boyko, 2009). To highlight the psychological factors of burnout and study the impact of working atmosphere on burnout of psychologists and educators of CEI, the method of assessing organizational culture K. Cameron, R. Quinn (Kim S. Cameron, Robert E. Quinn, 2011), the method PsyCapQuestionnaire (PCQ) Luthans, F., Avolio, B., Avey, J., & Norman, S. (F Luthans, B. J. Avolio, J. B. Avey, and S. M. Norman, 2007), “Attitude to work” (Trofimov, Milutina, 2020) and “Communicative Tolerance” (Boyko, 1998) was used.

HISTORICAL MEMORY AS A FACTOR OF NATIONAL IDENTITY FORMATION

The article is devoted to the problems of historical memory formation as a factor of national identity formation. Its actuality is due to the serious challenges that exist in Ukraine for the Ukrainian national identity. These challenges are due to the long-term impossibility of developing our own historical discourse, regionalization of historical memories, politicization of historical issues. The comparative and structural-functional methods have mainly been used in this research. The first one is a comparative analysis of different interpretations of historical memory and national identity. The second has been used in determining the structure of historical memory and the directions of its influence on the formation of national identity. Historical memory became the object of the author's scientific interests in 2015. A more detailed study of the impact of historical memory on national identity was carried out in 2020. The article analyzes the phenomena of national identity and historical memory, the structure and functions of historical memory, its connection with history as a science have been analyzed in this article. The most significant and relevant, according to the author, problems of formation of historical memory in modern Ukraine have also been covered: 1) time gaps and deformations of this process; 2) the long impossibility, in fact, until the end of the twentieth century, of actualization in the public consciousness of one's own historical narrative; 3) significant regional differences in historical memories that lead to horizontal gaps in historical memory; 4) mental alienation of Ukrainians from a significant part of their history. The discussion examines the critique ideas of essentialist about the nation and national identity, based on the concept of the nation as an "imagined community", reveals its theoretical shortcomings and political motivation. Arguments were also made against the call of some Ukrainian historians to abandon the national paradigm of historiography as one that allegedly leads to "provincialism" and "isolationism." The importance of historical policy or the policy of memory for post-socialist countries, the urgency of the problems of historical memory for Western countries in the context of globalization and migration challenges have been emphasized in the conclusion.

DESCRIPTOR POTENTIAL OF THE UKRAINIAN LANGUAGE FROM THE PERSPECTIVE OF NEW METHODS OF LEXICAL ANALYSIS OF PERSONALITY STRUCTURE

Introduction. The relevance of the study is caused by the existing need to develop psycholexical research, which will allow the universalization and operationalization of theoretical psychological constructs and models. The specifics of psycholexical research are revealed. The main advantages and limitations of the psycholexical method are analyzed. Methodology. Prospects for the analysis of the Ukrainian language with the help of a new method of separating the factor structure of low and high dimensions are presented. The initial provisions and procedure of psycholexical research on the basis of the Ukrainian lexicon of personality are described. Results. Based on the determination of the appropriate number of factors and the comparison of different methods of data processing, the choice of personality descriptors and the rotation of the factors, structures of different dimensions are singled out on the basis of the same data. Discussion. The authors emphasized on the need to analyze the resulting structures, taking into account the theory of the psycholexic industry, as well as giving theoretical meaning to open dimensions, checking their descriptive and explanatory meaning on the way to creating a theoretical model.

THE IMPACT OF SOCIAL INTERNET PRACTICES ON THE PSYCHOLOGICAL WELL-BEING OF SENIOR PUPILS

The article deals with the study of the peculiarities of the impact of social Internet practices on the psychological well-being of senior pupils. The author presents a model of psychological well-being of senior pupils and a conceptual model of the impact of social Internet practices on the psychological well-being of senior pupils, which takes into account the content of practices, situational and targeted self-regulation of their realization. An empirical study of the impact of social Internet practices on the psychological well-being of senior pupils is carried out. The general sample consisted of 9th-11th grade pupils of secondary schools, a total of 1,144 respondents, including 458 boys and 686 girls, aged 14 to 17. The study used: author’s methods of express evaluation of psychological well-being, assessment of the content of social Internet practices, separate scales of the questionnaire for assessing the level of media culture (L. Naydonova, O. Baryshpolets, etc.), author’s questionnaire of subjective self-assessment of impact of social Internet-practices on psychological well-being. The results of the empirical study have revealed the phenomenon of asymmetry of subjective assessments of the impact of social Internet practices: senior pupils overestimate the positivity of the impact of the Internet. Besides, the higher the level of real psychological well-being of respondents, the more their subjective assessments of the impact of Internet practices are shifted towards the positive, i.e. they more positively perceive any activity on the Internet, although it may objectively cause certain risks. Peculiarities of psychological well-being of active and inactive users of various social Internet practices are identified and described. The positive impact of the practices of searching for interesting information and information for learning (informational consumer practices), as well as the practice of using social networks to maintain friendly relations (communicative) on psychological well-being have been confirmed. It has been established that computer games and surfing the web without a purpose have a negative impact on the psychological well-being of senior pupils.

MULTILINGUALISM AND MULTICULTURALISM: CHALLENGES FOR EDUCATION AND SOCIALIZATION IN THE XXI CENTURY

Our paper has two goals. First we review the state of multilingualism in the world today, with a particular emphasis on Europe which was the cradle of foreign education many centuries ago and has remained the leader in this field. There is no doubt that bi- and multi-lingualism characterize successful people of the XXI century, while the confinement to one language can be seen as a personal and social handicap or a socialization problem. We argue next, that the growing bilingual potential should be analyzed as integral part of bicultural personality of our time. Whether we speak native or second language, we participate in cultural communication. Language is not just a multilevel linguistic structure but also part and parcel of its culture, the warehouse of its meanings and history. Learning a language one acquires its culture. In this context we set research questions pertaining to the language ↔ cultural values and identity mutuality: Which and under what conditions impacts the other? Two studies were conducted by the second author on Polish-French bilingualism and bicultural identity of Romanesque university students and immigrants of two generations in France and Belgium. Opposite to our hypotheses, there was no evidence for mutual reinforcement of linguistic proficiency and cultural identity. French language skills among Romanesque students were low but their idealistic French identity was high. Polish cultural identity was dominant, over French, among second generation immigrant youths. We explain these results referring to theories of idealized identity and nostalgia. We conclude with recommendations, that second language teaching should not only be intertwined with general culture learning but also should convey realistic and not idealized versions of other cultural worlds. Extending learner’s identity, rather than replacing one by the other should be the goal of bilingual education. Keywords: socialization, education, multiculturalism, multilingualism, values, cultural symbols.

THE PECULIARITIES OF MENTAL DEVELOPMENT IN PRESCHOOL CHILDREN WITH ATTENTIVE DEFICIENCY SYNDROME WITH HYPERACTIVITY

The article is devoted to the analysis of the peculiarities of the early manifestations of attention deficit with hyperactivity disorder (ADHD) in preschool children. The topic of ADHD requires a detailed psychological analysis. Such work will allow the formation of methodological and theoretical tools, the need for which is now felt by the practical psychologists. The following research methods have been used: theoretical analysis, generalization of scientific approaches, theoretical modeling, symptomatic analysis. Based on the data obtained, a unified theoretical and methodological model has been developed that allows to carry out the comprehensive analysis of the developmental features of preschool children. The analysis of the developmental features of the child in the early stages of ontogenesis can be carried out along several axes, which go through several stages of their formation, which are accompanied by dynamic changes such as interfunctional relationships and the child’s worldview is shown. A comparison of the results of studies of the features of the early stages of children development with ADHD has allowed to expose a deficit axis of development, changes in the formation of which lead to the appearance of children’s behavioral disorders of such a group. The peculiarities of the passage of the axes development in the process of ontogenesis also makes it possible to identify the mechanisms of their correction and habilitation, which has undoubted practical value. At the moment, this integrative model has already shown its practical value. A number of correctional development programs, as well as support programs, have been worked out. The results of empirical studies show their high efficiency. In addition, the model demonstrates its high efficiency in advising family members and child support groups, in particular, when conducting psycho-educational work.