Valentyna Kurovska, Olga Podpalova, Ihor Ohdanskyi
The need for psychological aid for a full recovery after COVID-19, primarily overcoming negative emotional consequences, anxiety disorders, which can increase the risk of developing fears, panic conditions, etc. relevant among the psychological research. The aim of our study was to investigate the self-assessment of the mental and somatic state of people who have had COVID-19. There are 104 respondents participated in the study, 81,7% of whom were women. Before disease own emotional state was assessed as “good” or “very good” by 71,1% of respondents: 44,2% and 26,9%, respectively. During the height of the illness, this percentage decreases dramatically, becoming 14,3%. Indexes of assessing one's own emotional state at the time of the survey increase, but do not reach the level observed before illness: 54,7% of respondents rated their condition as “good” (26,9%) and “very good” (27,8%). At the same time, during the height of the disease, 59,6% of the respondents rated their emotional state as “very bad”, “bad”, or “moderate”. Of these, 19,2% rated their emotional state as "very bad", 18,2% - “bad”, and 22,1% - “moderate”. Among the mental disorders at the time of illness, anxiety (62,5%), depression (51%), fear (of the future, death, infecting others) (47,1%), apathy (45,2%), mood swings (34,6%), loss of willpower (33,6%) have been prevailed. On the moment of the survey, mood swings (30,7%), depression (29,8%), anxiety (28,8%), apathy (19,2%) sudden unpleasant memories (19,2%), loss of willpower (18,2%) have been dominated. Among the somatic disorders which were present in participants during the disease increased tiredness (87,5%), physical weakness (86,5%), loss/changes in smell and/or taste (74%), sleep disorders (61,5%), deterioration of memory, attention, thinking, willpower (60,5%), loss of appetite (58,6%) had been prevailed. At the time of the survey, increased tiredness (50%), physical weakness (33,6%), deterioration of memory, attention, thinking, willpower (31,7%), and sleep disorders (26,9%) were still quite pronounced. Among the factors that helped respondents to recover from the illness, the first places belong to the decrease in stress and having more rest (66,3%), emotional support from family and friends (64,4%), receiving the right information about the disease, to understand what was going on, and having awareness about the ways of the disease overcoming (50%). A significant part of the respondents was helped by self-control over own thoughts and emotions such as meditation and prayers (40,4%) and the experience of other people's recovery (40,4%). For a certain part of people (26%), work with a psychologist or psychotherapist was useful to overcome COVID-19. Physical and breathing exercises were useful for 44,2% of our responders. Surprisingly, the last place in the disease overcoming belongs to ways of somatic health restoration, such as the use of medicines (18,3%). Our results suggest that the first waves of COVID-19 disease
{"title":"DISTRESS AS A COMPONENT OF PATHOGENESIS OF COVID-19 DURING THE FIRST WAVES OF PANDEMIC","authors":"Valentyna Kurovska, Olga Podpalova, Ihor Ohdanskyi","doi":"10.31108/1.2023.9.6.3","DOIUrl":"https://doi.org/10.31108/1.2023.9.6.3","url":null,"abstract":"The need for psychological aid for a full recovery after COVID-19, primarily overcoming negative emotional consequences, anxiety disorders, which can increase the risk of developing fears, panic conditions, etc. relevant among the psychological research. The aim of our study was to investigate the self-assessment of the mental and somatic state of people who have had COVID-19. There are 104 respondents participated in the study, 81,7% of whom were women. Before disease own emotional state was assessed as “good” or “very good” by 71,1% of respondents: 44,2% and 26,9%, respectively. During the height of the illness, this percentage decreases dramatically, becoming 14,3%. Indexes of assessing one's own emotional state at the time of the survey increase, but do not reach the level observed before illness: 54,7% of respondents rated their condition as “good” (26,9%) and “very good” (27,8%). At the same time, during the height of the disease, 59,6% of the respondents rated their emotional state as “very bad”, “bad”, or “moderate”. Of these, 19,2% rated their emotional state as \"very bad\", 18,2% - “bad”, and 22,1% - “moderate”. Among the mental disorders at the time of illness, anxiety (62,5%), depression (51%), fear (of the future, death, infecting others) (47,1%), apathy (45,2%), mood swings (34,6%), loss of willpower (33,6%) have been prevailed. On the moment of the survey, mood swings (30,7%), depression (29,8%), anxiety (28,8%), apathy (19,2%) sudden unpleasant memories (19,2%), loss of willpower (18,2%) have been dominated. Among the somatic disorders which were present in participants during the disease increased tiredness (87,5%), physical weakness (86,5%), loss/changes in smell and/or taste (74%), sleep disorders (61,5%), deterioration of memory, attention, thinking, willpower (60,5%), loss of appetite (58,6%) had been prevailed. At the time of the survey, increased tiredness (50%), physical weakness (33,6%), deterioration of memory, attention, thinking, willpower (31,7%), and sleep disorders (26,9%) were still quite pronounced. Among the factors that helped respondents to recover from the illness, the first places belong to the decrease in stress and having more rest (66,3%), emotional support from family and friends (64,4%), receiving the right information about the disease, to understand what was going on, and having awareness about the ways of the disease overcoming (50%). A significant part of the respondents was helped by self-control over own thoughts and emotions such as meditation and prayers (40,4%) and the experience of other people's recovery (40,4%). For a certain part of people (26%), work with a psychologist or psychotherapist was useful to overcome COVID-19. Physical and breathing exercises were useful for 44,2% of our responders. Surprisingly, the last place in the disease overcoming belongs to ways of somatic health restoration, such as the use of medicines (18,3%). Our results suggest that the first waves of COVID-19 disease ","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article highlights the outcomes of applied research on " Psychological support of the professional activity of pedagogical workers in the conditions of global changes " conducted at the Ivan Zyazyun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine. The study aimed to recognize signs of individual integrity breaches and determine methods to restore it. The research problem regarding morale restoration in psychological support is challenging to investigate, so the study employed experimental work, diagnostic interviews, observations, and self-assessment methods. Various instruments and techniques, such as hospital anxiety and depression scale (HADS), anxiety scale (HARS), depression scale (BDI), Wiesbaden questionnaire WIPPF, among others were utilized. The primary outcomes of the research reveal that a vast majority of the participants manifest indications of breaching their personality's moral integrity. Hence, there is a pressing need to not only prevent and overcome depression, anxiety, and panic attacks due to wars' aftermath relied on the subjects but as well as to rehabilitate one's moral integrity through positive psychotherapy means.The practical significance of the study is determined by the applied aspect of its results in relation to ensuring that pedagogical workers preserve the integrity of the individual and health; decrease in general emotional load; increasing the resourcefulness of the individual.The results of the research are taken into account and used: in complex psychotherapeutic work in the methods of positive psychotherapy and hypnotherapy; group training in the techniques of mental self-regulation, psychological self-help, and can also be useful for workers in helping professions in working with people affected by the war.
{"title":"POSITIVE PSYCHOTHERAPY IN THE PSYCHOLOGICAL SUPPORT OF TEACHERS: RESTORATION OF THE INTEGRITY OF THE PERSONALITY","authors":"Olena Ignatovych, Oksana Ivanova, Yevheniia Ivanova","doi":"10.31108/1.2023.9.6.2","DOIUrl":"https://doi.org/10.31108/1.2023.9.6.2","url":null,"abstract":"This article highlights the outcomes of applied research on \" Psychological support of the professional activity of pedagogical workers in the conditions of global changes \" conducted at the Ivan Zyazyun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine. The study aimed to recognize signs of individual integrity breaches and determine methods to restore it. The research problem regarding morale restoration in psychological support is challenging to investigate, so the study employed experimental work, diagnostic interviews, observations, and self-assessment methods. Various instruments and techniques, such as hospital anxiety and depression scale (HADS), anxiety scale (HARS), depression scale (BDI), Wiesbaden questionnaire WIPPF, among others were utilized. The primary outcomes of the research reveal that a vast majority of the participants manifest indications of breaching their personality's moral integrity. Hence, there is a pressing need to not only prevent and overcome depression, anxiety, and panic attacks due to wars' aftermath relied on the subjects but as well as to rehabilitate one's moral integrity through positive psychotherapy means.The practical significance of the study is determined by the applied aspect of its results in relation to ensuring that pedagogical workers preserve the integrity of the individual and health; decrease in general emotional load; increasing the resourcefulness of the individual.The results of the research are taken into account and used: in complex psychotherapeutic work in the methods of positive psychotherapy and hypnotherapy; group training in the techniques of mental self-regulation, psychological self-help, and can also be useful for workers in helping professions in working with people affected by the war.","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136369103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article reveals the issue of psychological readiness of children to study at school. The aim of the article is to reveal the issue of psychological readiness of preschoolers with cognitive development disorders to study at school. In the research, in order to achieve the set goal and reveal the topic, methods of search, analysis, systematization and generalization of the researched material were used. The psychology of motivation of the IX and XX centuries is investigated. It is proved that in the middle of the IX century the subject, limits and specifics of the psychology of motivation were studied in the context of behavioral psychology, and in the XX century the field of motivation studies acquires wider boundaries and is actually distributed between socio-cognitive psychology. The leading role of motivational readiness is determined, which is decisive in the successful learning and adaptation of the child to school. Psychological and pedagogical researches on the specified problems are analyzed. The motives (external -getting a good grade, increasing their prestige, avoiding trouble, etc. and internal -educational and cognitive), which determine the educational activities of preschoolers. It was found that the child's readiness for learning is characterized by its weak focus on a positive attitude to school, low interest in the content and learning process. It has been determined that due to the immaturity of the cortical parts of the brain, which are often combined with local lesions of the brain structures and are characterized by heterogeneity and polymorphism of disorders of the emotional-volitional and cognitive spheres. It has been identified generalized classification features, which are characteristic of one or another group of children with impaired cognitive development: a combination of a low level of intellectual productivity with a low level of cognitive activity, delayed mental development, autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD). Tasks aimed at further study of motivational readiness for learning of preschoolers with cognitive impairments are outlined. Thus, the study shows that the motivation to learn in children with cognitive impairment is not formed. Readiness for educational activities is characterized by a weak orientation of the child to a positive attitude to school, low interest in the content and learning process. Due to the violation of the development of cognitive processes in preschoolers there are difficulties in the process of cognitive and educational activities.
{"title":"THE PROBLEM OF MOTIVATING EDUCATIONAL ACTIVITIES OF SENIOR PRESCHOOL STUDENTS WITH COGNITIVE DISORDERS OF DEVELOPMENT","authors":"Kseniia Buzhynetska","doi":"10.31108/1.2023.9.6.1","DOIUrl":"https://doi.org/10.31108/1.2023.9.6.1","url":null,"abstract":"The article reveals the issue of psychological readiness of children to study at school. The aim of the article is to reveal the issue of psychological readiness of preschoolers with cognitive development disorders to study at school. In the research, in order to achieve the set goal and reveal the topic, methods of search, analysis, systematization and generalization of the researched material were used. The psychology of motivation of the IX and XX centuries is investigated. It is proved that in the middle of the IX century the subject, limits and specifics of the psychology of motivation were studied in the context of behavioral psychology, and in the XX century the field of motivation studies acquires wider boundaries and is actually distributed between socio-cognitive psychology. The leading role of motivational readiness is determined, which is decisive in the successful learning and adaptation of the child to school. Psychological and pedagogical researches on the specified problems are analyzed. The motives (external -getting a good grade, increasing their prestige, avoiding trouble, etc. and internal -educational and cognitive), which determine the educational activities of preschoolers. It was found that the child's readiness for learning is characterized by its weak focus on a positive attitude to school, low interest in the content and learning process. It has been determined that due to the immaturity of the cortical parts of the brain, which are often combined with local lesions of the brain structures and are characterized by heterogeneity and polymorphism of disorders of the emotional-volitional and cognitive spheres. It has been identified generalized classification features, which are characteristic of one or another group of children with impaired cognitive development: a combination of a low level of intellectual productivity with a low level of cognitive activity, delayed mental development, autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD). Tasks aimed at further study of motivational readiness for learning of preschoolers with cognitive impairments are outlined. Thus, the study shows that the motivation to learn in children with cognitive impairment is not formed. Readiness for educational activities is characterized by a weak orientation of the child to a positive attitude to school, low interest in the content and learning process. Due to the violation of the development of cognitive processes in preschoolers there are difficulties in the process of cognitive and educational activities.","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article analyses the phenomenon of the Ideal Self within the Self-Concept structure, its impact on the functioning of consciousness and the development of suicidal motivation among individuals who are likely to engage in suicidal behavior. Two alternative theories of suicidal motivation are used to analyze possible modifications to a self-concept (Loss Theory versus Escape Theory). The subject and potential prerequisites for the emergence of cognitive deconstruction as a condition preceding a suicidal act were discussed. The functioning of consciousness in individuals who are prone to suicidal behavior is examined. It has been hypothesized that the type of suicidal motivation is potentially linked to the following parameters: cognitive style (field-dependence / field-independence), personal dispositions, existential attitude and structural specificity of the self-concept of one’s with the existing suicidal patterns. It has been suggested that the level of Ideal-Self representation within the structure of the self-concept allows to attribute the modification of the latter to one of two types: complication or simplification. The Ideal Self seems to set "The Ego’s Contours". An assessment of the level of representation of the self-ideal within the self-concept is an alternative to assessing only the level of self-esteem of suicidals (which is demonstrated by most studies of suicidality). The level of Ideal-Self representation provides a better understanding of the suicidal self-conceptualization when compared to self-esteem level. By analyzing theories of suicidal motivation, it is possible to categorize most suicidal cases into 2 broad motivational groups based on self-concept modification criteria (simplification or complication). The type of self concept modification to be assessed during a clinical interview. A questionnaire would be compiled if the suggested model proved justifiable. Further research may include a study of suicidal consciousness and its features. Based on discussed theories (Loss versus Escape) 2 alternative strategies of psychotherapeutic intervention will be suggested, if the model testing is successful.
{"title":"EGO CONTOURS: THE IDEAL SELF WITHIN SELF-CONCEPT STRUCTURE OF SUICIDE-PRONE INDIVIDUALS","authors":"Marina Pototska","doi":"10.31108/1.2023.9.6.4","DOIUrl":"https://doi.org/10.31108/1.2023.9.6.4","url":null,"abstract":"The article analyses the phenomenon of the Ideal Self within the Self-Concept structure, its impact on the functioning of consciousness and the development of suicidal motivation among individuals who are likely to engage in suicidal behavior. Two alternative theories of suicidal motivation are used to analyze possible modifications to a self-concept (Loss Theory versus Escape Theory). The subject and potential prerequisites for the emergence of cognitive deconstruction as a condition preceding a suicidal act were discussed. The functioning of consciousness in individuals who are prone to suicidal behavior is examined. It has been hypothesized that the type of suicidal motivation is potentially linked to the following parameters: cognitive style (field-dependence / field-independence), personal dispositions, existential attitude and structural specificity of the self-concept of one’s with the existing suicidal patterns. It has been suggested that the level of Ideal-Self representation within the structure of the self-concept allows to attribute the modification of the latter to one of two types: complication or simplification. The Ideal Self seems to set \"The Ego’s Contours\". An assessment of the level of representation of the self-ideal within the self-concept is an alternative to assessing only the level of self-esteem of suicidals (which is demonstrated by most studies of suicidality). The level of Ideal-Self representation provides a better understanding of the suicidal self-conceptualization when compared to self-esteem level. By analyzing theories of suicidal motivation, it is possible to categorize most suicidal cases into 2 broad motivational groups based on self-concept modification criteria (simplification or complication). The type of self concept modification to be assessed during a clinical interview. A questionnaire would be compiled if the suggested model proved justifiable. Further research may include a study of suicidal consciousness and its features. Based on discussed theories (Loss versus Escape) 2 alternative strategies of psychotherapeutic intervention will be suggested, if the model testing is successful.","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article analyzes psychological and pedagogical sources on the peculiarities of the evaluation component of motivation. It has been outlined that, in general, motivation is considered as external, which arises in the process of achieving the goals of those educational tasks that are not related to the cognitive interests of the subject (motivation to avoid failure) and internal, which arises as a result of the subject's desire for self-development, self-improvement. It has been determined that the peculiarities of the motivation of children with cognitive disorders include those that have a certain peculiarity of purposefulness, which is manifested in the incorrect orientation in the task, erroneous and partial performance, inadequate attitude to the difficulties that arise, uncritical attitude to the evaluation of the result of educational and cognitive motives. It has been determined the main ways of formation of the evaluative component of motivation, which are interpreted as a personal formation that directly affects the regulation of behavior and activity, as an autonomous characteristic of the individual, its central component, which is formed with the active participation of the individual and reflects the originality of his or her inner world. The relevance of this problem is due to the fact that the senior preschool age is an important period for the formation of the evaluation component of the preschooler's motivation, its further development and influence on the personality. It has been revealed the leading role of the evaluative component of motivation, which is decisive for the successful learning and adaptation of the child to school in the future, since in the future the child must learn to find the mistakes made by comparing the results of his/her work with the sample; independently evaluate the results of his/her activity according to the guidelines given by the teacher (correct or not, what exactly; what is the identified error; what needs to be changed, what needs to be avoided in the next one and the ability to express self-evaluative judgments). It has been identified the criteria of the assessment component of motivation in senior preschoolers with cognitive developmental disorders. They are: consistency / inconsistency between the educational motive and the child's needs; the ability to subordinate intermediate goals to the overall goal; the ability to control their own activities, i.e. to exercise self-control; the ability to independently evaluate their own activities. It has been determined ways of correcting the evaluative component of motivation in older preschoolers with cognitive developmental disorders, which are aimed at its formation.
{"title":"PSYCHOLOGICAL FEATURES OF THE MANIFESTATION OF THE EVALUATION COMPONENT OF MOTIVATION IN SENIOR PRESCHOOL CHILDREN WITH COGNITIVE DISORDERS OF DEVELOPMENT","authors":"Kseniia Buzhynetska","doi":"10.31108/1.2023.9.5.1","DOIUrl":"https://doi.org/10.31108/1.2023.9.5.1","url":null,"abstract":"The article analyzes psychological and pedagogical sources on the peculiarities of the evaluation component of motivation. It has been outlined that, in general, motivation is considered as external, which arises in the process of achieving the goals of those educational tasks that are not related to the cognitive interests of the subject (motivation to avoid failure) and internal, which arises as a result of the subject's desire for self-development, self-improvement. It has been determined that the peculiarities of the motivation of children with cognitive disorders include those that have a certain peculiarity of purposefulness, which is manifested in the incorrect orientation in the task, erroneous and partial performance, inadequate attitude to the difficulties that arise, uncritical attitude to the evaluation of the result of educational and cognitive motives. It has been determined the main ways of formation of the evaluative component of motivation, which are interpreted as a personal formation that directly affects the regulation of behavior and activity, as an autonomous characteristic of the individual, its central component, which is formed with the active participation of the individual and reflects the originality of his or her inner world. The relevance of this problem is due to the fact that the senior preschool age is an important period for the formation of the evaluation component of the preschooler's motivation, its further development and influence on the personality. It has been revealed the leading role of the evaluative component of motivation, which is decisive for the successful learning and adaptation of the child to school in the future, since in the future the child must learn to find the mistakes made by comparing the results of his/her work with the sample; independently evaluate the results of his/her activity according to the guidelines given by the teacher (correct or not, what exactly; what is the identified error; what needs to be changed, what needs to be avoided in the next one and the ability to express self-evaluative judgments). It has been identified the criteria of the assessment component of motivation in senior preschoolers with cognitive developmental disorders. They are: consistency / inconsistency between the educational motive and the child's needs; the ability to subordinate intermediate goals to the overall goal; the ability to control their own activities, i.e. to exercise self-control; the ability to independently evaluate their own activities. It has been determined ways of correcting the evaluative component of motivation in older preschoolers with cognitive developmental disorders, which are aimed at its formation.","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is deals with the thorough theoretical consideration of the problem of the filter bubble, taking into account the positions of various scientists regarding it. It is stated that, in the opinion of Е. Pariser and his followers, the existence of an information bubble represents a serious societal problem, the essence of which is that the recommendation algorithms of the Network, using all possible elements of personalization / identification of the user on the Internet, offer at his request only the information that is consistent with his past web searches, reflecting his interest, while ignoring and cutting out alternative information that may contradict his views. In such a way, manipulation of information is carried out, and it loses its main quality – informativeness, at the same time losing the possibility of transformation into a knowledge system. This person does not know that he is in a filter bubble on the Web, and his awareness is limited to only the information which the Network opened to her, based on his past queries and activities on the Internet in general, and is unidirectional, intellectually isolating the user. It is noted that, in our understanding, the filter bubble is an attempt by the algorithms that produce the rules for searching for information on the Web, based on the personalization of a person in it and his previous searches / actions, to turn whole streams of information into artificially created blocks / clips limited in scope and content, which distort the objective understanding of the information / situation, making it one-sided. It is emphasized that the positive role of the filter bubble is visible in reducing the time it takes for a person to find interesting and important information on the Web. However, there are much more negative consequences of the existence of an information bubble, and one of them is a situation when a person is unable to understand that there may be various views on the same problem, different from his own, another is the polarization of society: its separation into private groups (with their own understanding of the situation), each of which considers himself the bearer of real knowledge and at the same time does not understand others. It is noted that the phenomenon of the filter bubble caused a long lasting and still unfinished debate in science both about the existence of an information bubble and about the possibility of proving / disproving it empirically. The validity of the scientists' opinion that, in addition to the filter bubble, there are no less effective critical filters in the human mind that limit his perception of reality, filtering the information he receives so that it is fully consistent with the views and convictions of a person is emphasized. The conclusion is that the problem of the filter bubble is quite real, and silencing it, attempts to level or reduce its value can only worsen the situation, giving carte blanche to those who aspires to manipulate in
{"title":"PSYCHOLOGICAL ASPECTS OF THE INFLUENCE OF INFORMATION BUBBLES ON PERSON AND SOCIETY","authors":"Yan Chaplak, Halyna Chuyko, Andrieieva Yaroslava","doi":"10.31108/1.2023.9.5.4","DOIUrl":"https://doi.org/10.31108/1.2023.9.5.4","url":null,"abstract":"The article is deals with the thorough theoretical consideration of the problem of the filter bubble, taking into account the positions of various scientists regarding it. It is stated that, in the opinion of Е. Pariser and his followers, the existence of an information bubble represents a serious societal problem, the essence of which is that the recommendation algorithms of the Network, using all possible elements of personalization / identification of the user on the Internet, offer at his request only the information that is consistent with his past web searches, reflecting his interest, while ignoring and cutting out alternative information that may contradict his views. In such a way, manipulation of information is carried out, and it loses its main quality – informativeness, at the same time losing the possibility of transformation into a knowledge system. This person does not know that he is in a filter bubble on the Web, and his awareness is limited to only the information which the Network opened to her, based on his past queries and activities on the Internet in general, and is unidirectional, intellectually isolating the user. It is noted that, in our understanding, the filter bubble is an attempt by the algorithms that produce the rules for searching for information on the Web, based on the personalization of a person in it and his previous searches / actions, to turn whole streams of information into artificially created blocks / clips limited in scope and content, which distort the objective understanding of the information / situation, making it one-sided. It is emphasized that the positive role of the filter bubble is visible in reducing the time it takes for a person to find interesting and important information on the Web. However, there are much more negative consequences of the existence of an information bubble, and one of them is a situation when a person is unable to understand that there may be various views on the same problem, different from his own, another is the polarization of society: its separation into private groups (with their own understanding of the situation), each of which considers himself the bearer of real knowledge and at the same time does not understand others. It is noted that the phenomenon of the filter bubble caused a long lasting and still unfinished debate in science both about the existence of an information bubble and about the possibility of proving / disproving it empirically. The validity of the scientists' opinion that, in addition to the filter bubble, there are no less effective critical filters in the human mind that limit his perception of reality, filtering the information he receives so that it is fully consistent with the views and convictions of a person is emphasized. The conclusion is that the problem of the filter bubble is quite real, and silencing it, attempts to level or reduce its value can only worsen the situation, giving carte blanche to those who aspires to manipulate in","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At the same time, with the rapid development of inclusive education in Ukraine and the desire to create conditions for ensuring the right to education of children with special educational needs, unresolved issues of the educational system are becoming more relevant, the presence and consequences of which directly affect and determine the effectiveness of inclusive education. In this study, it was decided to focus on such an important aspect of ensuring the effectiveness of inclusive education as the readiness of teachers to work in the conditions of an inclusive educational space. In particular, the field of scientific interests is the phenomenon of personal readiness of teachers, which we consider to be the fundamental basis of the pedagogical skill of a modern teacher. Given the small number of available works and the continuing attempts of modern scientists to study the phenomenon in more detail – to determine its features and prerequisites of a high level of formation, we are convinced that our own research is appropriate. Considering the above-mentioned relevance of scientific research, the proposed article presents the results of an empirical study of the formation of personal readiness of existing teachers, which was conducted in December 2021-February 2022 with 598 participants from 24 regions of Ukraine. In addition, the article outlines the conceptual foundations of the phenomenon of teachers’ personal readiness to work in an inclusive educational space based on the study of existing results of scientific research, and outlines the characteristics of the studied phenomenon. The research was conducted using the author's questionnaire. The content of the questionnaire, namely the blocks by which the questions are divided, allows us to assess the formation of teachers’ personal readiness to work in an inclusive educational space through its specific manifestations, including readiness for activity, development, and self-development. According to the results of processing the data, it was found that, according to the respondents' own beliefs, they are aware of inclusive education and are personally ready to work in an inclusive educational space. At the same time, we have found a certain contradiction between the data obtained for the multiple-choice questions and the assessment based on scales and open-ended questions. For example, the theoretical knowledge of the respondents on some basic categories of inclusive education needs to be improved. Understanding and deep awareness of theoretical foundations is a basic component on the way to forming a teacher’s personal readiness. Based on the described results of the empirical research, the conclusions and prospects for further research are formed, which we see in the development and implementation of a training program for current and future teachers, the essence and content of which is directly related to the formation of their personal readiness and pedagogical skills in general in the con
{"title":"STUDYING THE FORMATION OF TEACHERS' PERSONAL READINESS TO WORK IN AN INCLUSIVE EDUCATIONAL SPACE","authors":"Olga Rotko, Yevhenii Klopota","doi":"10.31108/1.2023.9.5.3","DOIUrl":"https://doi.org/10.31108/1.2023.9.5.3","url":null,"abstract":"At the same time, with the rapid development of inclusive education in Ukraine and the desire to create conditions for ensuring the right to education of children with special educational needs, unresolved issues of the educational system are becoming more relevant, the presence and consequences of which directly affect and determine the effectiveness of inclusive education. In this study, it was decided to focus on such an important aspect of ensuring the effectiveness of inclusive education as the readiness of teachers to work in the conditions of an inclusive educational space. In particular, the field of scientific interests is the phenomenon of personal readiness of teachers, which we consider to be the fundamental basis of the pedagogical skill of a modern teacher. Given the small number of available works and the continuing attempts of modern scientists to study the phenomenon in more detail – to determine its features and prerequisites of a high level of formation, we are convinced that our own research is appropriate. Considering the above-mentioned relevance of scientific research, the proposed article presents the results of an empirical study of the formation of personal readiness of existing teachers, which was conducted in December 2021-February 2022 with 598 participants from 24 regions of Ukraine. In addition, the article outlines the conceptual foundations of the phenomenon of teachers’ personal readiness to work in an inclusive educational space based on the study of existing results of scientific research, and outlines the characteristics of the studied phenomenon. The research was conducted using the author's questionnaire. The content of the questionnaire, namely the blocks by which the questions are divided, allows us to assess the formation of teachers’ personal readiness to work in an inclusive educational space through its specific manifestations, including readiness for activity, development, and self-development. According to the results of processing the data, it was found that, according to the respondents' own beliefs, they are aware of inclusive education and are personally ready to work in an inclusive educational space. At the same time, we have found a certain contradiction between the data obtained for the multiple-choice questions and the assessment based on scales and open-ended questions. For example, the theoretical knowledge of the respondents on some basic categories of inclusive education needs to be improved. Understanding and deep awareness of theoretical foundations is a basic component on the way to forming a teacher’s personal readiness. Based on the described results of the empirical research, the conclusions and prospects for further research are formed, which we see in the development and implementation of a training program for current and future teachers, the essence and content of which is directly related to the formation of their personal readiness and pedagogical skills in general in the con","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Advancements in technology within the reality–virtuality (RV) continuum offer novel avenues for addressing mental health and psychosocial support, supplementing traditional approaches. Consequently, it is imperative to investigate how these immersive interactions affect potential beneficiaries. Goal. This article is devoted to the analysis of immersive technologies potential, specifically virtual reality (VR), in the context of suicide prevention. Methods. The authors investigate the psychological effects of using VR technologies as a preventive intervention for suicidal behavior. It is organized within the framework of an experimental procedure designed according to Solomon's plan, in which the independent variable (IN) was watching a 360° video in VR glasses, and the dependent variables (DVs) were factors associated with suicidality, namely: emotional affect (positive and negative), hopelessness, and indicators of individual well-being levels. The Questionnaire on Positive and Negative Affects (OPANA), Beck's Hopelessness Scale, and the "Modified BBC Subjective Well-Being Scale (BBC-SWB)" were used to measure these indicators. The experimental hypothesis of our study: watching a 360° video in virtual reality glasses has an effect on parameters associated with suicidality. Results. In this article, we highlight the results of the comparison of the control and experimental groups regarding the impact on the measured psychological effects by analyzing the indicators before and after the use of the intervention through the mediation of immersive technologies. The findings demonstrate statistically significant enhancements in positive affect, psychological, physical, and subjective well-being within the experimental group compared to the control group. Trends toward improvement were also observed in measures of negative affect and relationship well-being, although they did not reach statistically significant levels. The hopelessness score improved in both groups, which may indicate a general ameliorative effect on the participants in such an experimental procedure. Conclusions. Our study reveals that a one-time intervention mediated by immersive technologies, namely viewing a 360° video in VR glasses, contributed to the improvement of measurable psychological effects of indicators associated with suicidality and can potentially be used as a means of preventing suicidal behavior. The experimental hypothesis of our study was confirmed. In the future, a comprehensive study of the obtained results regarding the effect of preliminary testing and expansion of meaningful interpretation of the data is necessary; as well as related studies of the long-term effect, series of interventions, specifics of the context of the video presented in the virtual space and alternative forms of prevention and impact on measurable indicators.
{"title":"PREVENTION OF SUICIDAL ACTIVITY USING VIRTUAL REALITY INTERVENTIONS","authors":"Olha Shevchuk, Liudmyla Krupelnytska","doi":"10.31108/1.2023.9.5.2","DOIUrl":"https://doi.org/10.31108/1.2023.9.5.2","url":null,"abstract":"Advancements in technology within the reality–virtuality (RV) continuum offer novel avenues for addressing mental health and psychosocial support, supplementing traditional approaches. Consequently, it is imperative to investigate how these immersive interactions affect potential beneficiaries. Goal. This article is devoted to the analysis of immersive technologies potential, specifically virtual reality (VR), in the context of suicide prevention. Methods. The authors investigate the psychological effects of using VR technologies as a preventive intervention for suicidal behavior. It is organized within the framework of an experimental procedure designed according to Solomon's plan, in which the independent variable (IN) was watching a 360° video in VR glasses, and the dependent variables (DVs) were factors associated with suicidality, namely: emotional affect (positive and negative), hopelessness, and indicators of individual well-being levels. The Questionnaire on Positive and Negative Affects (OPANA), Beck's Hopelessness Scale, and the \"Modified BBC Subjective Well-Being Scale (BBC-SWB)\" were used to measure these indicators. The experimental hypothesis of our study: watching a 360° video in virtual reality glasses has an effect on parameters associated with suicidality. Results. In this article, we highlight the results of the comparison of the control and experimental groups regarding the impact on the measured psychological effects by analyzing the indicators before and after the use of the intervention through the mediation of immersive technologies. The findings demonstrate statistically significant enhancements in positive affect, psychological, physical, and subjective well-being within the experimental group compared to the control group. Trends toward improvement were also observed in measures of negative affect and relationship well-being, although they did not reach statistically significant levels. The hopelessness score improved in both groups, which may indicate a general ameliorative effect on the participants in such an experimental procedure. Conclusions. Our study reveals that a one-time intervention mediated by immersive technologies, namely viewing a 360° video in VR glasses, contributed to the improvement of measurable psychological effects of indicators associated with suicidality and can potentially be used as a means of preventing suicidal behavior. The experimental hypothesis of our study was confirmed. In the future, a comprehensive study of the obtained results regarding the effect of preliminary testing and expansion of meaningful interpretation of the data is necessary; as well as related studies of the long-term effect, series of interventions, specifics of the context of the video presented in the virtual space and alternative forms of prevention and impact on measurable indicators.","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"301 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the propensity for deviant behavior and the objects of envy among young men and women. Specifically, it examines the following aspects: Appearance: Young individuals often experience jealousy regarding each other's physical appearance, clothing, hairstyle, and more. Envy of attractive attributes may drive both genders to engage in deviant behaviors, such as resorting to drug use or alcohol abuse to achieve these attributes. Social Status: Envy can also revolve around social status, encompassing factors like popularity, academic or athletic success, and group affiliations. Envious feelings related to these aspects may lead to deviant behaviors, including the use of violence or manipulation to attain desired status. Material Goods: Material possessions can be a focal point of envy, motivating young people to engage in theft, deceit, or illicit activities to acquire them. Power and Control: Envy of power and control may serve as another motivator for deviant behavior. For instance, the desire to wield power can lead to attempts to control others or resort to violence to achieve personal objectives. Deviant behaviors often stem from envy, as individuals may seek to obtain desired objects or statuses through wrongful means. For instance, a young man envious of a successful classmate may resort to grade forgery or cheating to attain similar success. Jealousy can also trigger conflicts and violence among individuals. For example, two girls envious of each other's attractiveness or popularity may engage in efforts to undermine each other's lives or even resort to physical aggression. The primary objective of this article is to identify the principal psychological and legal characteristics of envy among male and female students within the context of deviant behavior. The article's objectives include assessing the level of envy among male and female cadets and exploring gender-specific relationships between deviant behavior and envy across various subject areas. It is essential to note that envy alone is not the sole cause of deviant behavior; rather, it is one of several factors influencing young individuals and motivating them to engage in unlawful acts. Additional factors, such as inadequate social support, low self-esteem, or negative environmental influences, also significantly contribute to the development of deviant behavior. In conclusion, this study underscores that envy is not a moral sentiment and highlights the centrality of feelings of inferiority in the experience of envy. Moreover, gender differences in envy, prevalent among youth, tend to diminish as individuals mature.
{"title":"SUBJECTS OF ENVY AMONG YOUNG MEN AND WOMEN: CONTEXTS OF DEVIANT BEHAVIOR","authors":"Iryna Nechitaylo, Natalia Miloradova","doi":"10.31108/1.2023.9.5.5","DOIUrl":"https://doi.org/10.31108/1.2023.9.5.5","url":null,"abstract":"This article explores the propensity for deviant behavior and the objects of envy among young men and women. Specifically, it examines the following aspects: Appearance: Young individuals often experience jealousy regarding each other's physical appearance, clothing, hairstyle, and more. Envy of attractive attributes may drive both genders to engage in deviant behaviors, such as resorting to drug use or alcohol abuse to achieve these attributes. Social Status: Envy can also revolve around social status, encompassing factors like popularity, academic or athletic success, and group affiliations. Envious feelings related to these aspects may lead to deviant behaviors, including the use of violence or manipulation to attain desired status. Material Goods: Material possessions can be a focal point of envy, motivating young people to engage in theft, deceit, or illicit activities to acquire them. Power and Control: Envy of power and control may serve as another motivator for deviant behavior. For instance, the desire to wield power can lead to attempts to control others or resort to violence to achieve personal objectives. Deviant behaviors often stem from envy, as individuals may seek to obtain desired objects or statuses through wrongful means. For instance, a young man envious of a successful classmate may resort to grade forgery or cheating to attain similar success. Jealousy can also trigger conflicts and violence among individuals. For example, two girls envious of each other's attractiveness or popularity may engage in efforts to undermine each other's lives or even resort to physical aggression. The primary objective of this article is to identify the principal psychological and legal characteristics of envy among male and female students within the context of deviant behavior. The article's objectives include assessing the level of envy among male and female cadets and exploring gender-specific relationships between deviant behavior and envy across various subject areas. It is essential to note that envy alone is not the sole cause of deviant behavior; rather, it is one of several factors influencing young individuals and motivating them to engage in unlawful acts. Additional factors, such as inadequate social support, low self-esteem, or negative environmental influences, also significantly contribute to the development of deviant behavior. In conclusion, this study underscores that envy is not a moral sentiment and highlights the centrality of feelings of inferiority in the experience of envy. Moreover, gender differences in envy, prevalent among youth, tend to diminish as individuals mature.","PeriodicalId":32424,"journal":{"name":"Psikhologichnii Chasopis","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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