Введение. Актуальность изучения феномена самодетерминации определяется соответствием данной исследовательской проблематики сразу двум активно развивающимся направлениям психологии личности – психологии изменений и психологии возможного. Многообразие проявлений самодетерминации личности, сложность и уникальность этого феномена обуславливают необходимость обобщения имеющихся теоретических разработок, идей и концепций, а также накопленного эмпирического материала. Современные отечественные авторы формулируют теоретические предпосылки изучения самодетерминации в русле субъектно-деятельностного подхода, но при этом часто заимствуют методологию исследования у зарубежных коллег. Оригинальность данной работы заключается в поиске новых методологических оснований исследования самодетерминации личности. Теоретическое обоснование. Сложность и неоднозначность феномена самодетерминации усиливает дифференциацию теоретических подходов к его описанию. В фокусе внимания исследователей оказываются разноуровневые проявления самодетерминации: природообусловленная способность к самоорганизации и врожденная потребность индивида в автономии, процессы саморегуляции субъектом поведения и деятельности, механизмы становления субъектности и развития Я, а также способы реализации свободы и интенциональности личности. Наряду с широким разнообразием теорий и концепций отмечается дефицит системных и комплексных моделей. Результаты. Авторами впервые предложена комплементарная модель самодетерминации, позволяющая интегрировать имеющиеся теоретические подходы к исследованию за счет уровневого рассмотрения индивидных, субъектных и личностных характеристик. Базовый уровень спонтанной (функциональной), самодетерминации соответствует принципам самоорганизации сложных открытых неравновесных систем, обладающих природообусловленной способностью к самодетерминированному поведению. Второй уровень целенаправленной или «деятельностной» самодетерминации показывает роль сознательного планирования, волевого усилия и осознанного выбора как инструмента достижения цели и саморегуляции субъекта. Наконец, третий, наивысший уровень смысловой самодетерминации описывает ценностную и нравственную саморегуляцию, связанную с осуществлением смысловых выборов. Обсуждение результатов. Данное исследование представляет новый взгляд на научную проблему самодетерминации личности. Комплементарная модель отражает сложную многоуровневую систему самодетерминации, эволюцию ее механизмов в процессе онтогенеза от базовых психологических потребностей индивида до сложных процессов смыслового самоопределения личности.
{"title":"Комплементарная модель самодетерминации личности","authors":"","doi":"10.21702/rpj.2023.1.6","DOIUrl":"https://doi.org/10.21702/rpj.2023.1.6","url":null,"abstract":"Введение. Актуальность изучения феномена самодетерминации определяется соответствием данной исследовательской проблематики сразу двум активно развивающимся направлениям психологии личности – психологии изменений и психологии возможного. Многообразие проявлений самодетерминации личности, сложность и уникальность этого феномена обуславливают необходимость обобщения имеющихся теоретических разработок, идей и концепций, а также накопленного эмпирического материала. Современные отечественные авторы формулируют теоретические предпосылки изучения самодетерминации в русле субъектно-деятельностного подхода, но при этом часто заимствуют методологию исследования у зарубежных коллег. Оригинальность данной работы заключается в поиске новых методологических оснований исследования самодетерминации личности. Теоретическое обоснование. Сложность и неоднозначность феномена самодетерминации усиливает дифференциацию теоретических подходов к его описанию. В фокусе внимания исследователей оказываются разноуровневые проявления самодетерминации: природообусловленная способность к самоорганизации и врожденная потребность индивида в автономии, процессы саморегуляции субъектом поведения и деятельности, механизмы становления субъектности и развития Я, а также способы реализации свободы и интенциональности личности. Наряду с широким разнообразием теорий и концепций отмечается дефицит системных и комплексных моделей. Результаты. Авторами впервые предложена комплементарная модель самодетерминации, позволяющая интегрировать имеющиеся теоретические подходы к исследованию за счет уровневого рассмотрения индивидных, субъектных и личностных характеристик. Базовый уровень спонтанной (функциональной), самодетерминации соответствует принципам самоорганизации сложных открытых неравновесных систем, обладающих природообусловленной способностью к самодетерминированному поведению. Второй уровень целенаправленной или «деятельностной» самодетерминации показывает роль сознательного планирования, волевого усилия и осознанного выбора как инструмента достижения цели и саморегуляции субъекта. Наконец, третий, наивысший уровень смысловой самодетерминации описывает ценностную и нравственную саморегуляцию, связанную с осуществлением смысловых выборов. Обсуждение результатов. Данное исследование представляет новый взгляд на научную проблему самодетерминации личности. Комплементарная модель отражает сложную многоуровневую систему самодетерминации, эволюцию ее механизмов в процессе онтогенеза от базовых психологических потребностей индивида до сложных процессов смыслового самоопределения личности.","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49390837","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}
Ирина Владимировна Абакумова, Наталья Е. Комерова, Сергей Н. Рягин
Введение. Социальные сети являются инструментом поиска социальных контактов, эмоциональной поддержки, средством самовыражения и самопрезентации. На фоне «кризиса достоверности», выражающегося в большом количестве непроверенной и часто противоречивой информации, весьма актуально изучать психологические особенности переживания студентами ограничения доступа к социальным сетям, таким, как Instagram* (проект Meta Platforms Inc., деятельность которой в России запрещена). Тема исследования информационного поведения в последние годы приобрела особую актуальность, что реализовалось в большом количестве как зарубежных, так и отечественных работ. Впервые предпринята попытка описать различия особенностей переживания студентами ограничения доступа к социальным сетям в зависимости от действий респондентов после ограничения доступа. Методы. В исследовании приняли участие 174 студента в возрасте от 18 до 21 года (61 юноша и 113 девушек), учащиеся 1-3 курсов ФГБОУ ВО «Донской государственный технический университет». Для реализации цели исследования использованы авторская анкета-опросник (И. В. Абакумова, Н. Е. Комерова, С. В. Рягин); опросник социально-психологической адаптации (СПА) (в адаптации А. К. Осницкого); опросник «Стратегии преодоления стрессовых ситуаций» (SACS) (С. Хобфолл в адаптации Н. Е. Водопьяновой, Е. С. Старченковой). Математическими методами выступили статистический U-критерий Манна–Уитни; коэффициент ранговой корреляции Спирмена. Результаты. В зависимости от действий респондентов после ограничения доступа к социальной сети Instagram* (продолжение использования с помощью приложений VPN, прекращение использования после запрета) изменяются копинг-стратегии и особенности социально-психологической адаптации к стрессовым ситуациям. У респондентов, которые прекратили использование социальной сети Instagram*, выявлен более высокий уровень избегания и импульсивных действий, меньшая выраженность внутреннего контроля, адаптивности, эмоционального дискомфорта, чем у респондентов, которые продолжили пользоваться данной социальной сетью. Обсуждение результатов. Исследования информационного поведения как отечественными, так и зарубежными авторами подчеркивают важность виртуального пространства социальных сетей как способа самопрезентации, коммуникации, получения поддержки, самовыражения и проч., что согласуется с нашими результатами о том, что ограничение доступа к популярному у молодежи ресурсу Instagram*, может восприниматься как фрустрирующее событие, потеря «части» жизни, которое активирует определенные копинг-стратегии и механизмы социально-психологической адаптации.
{"title":"Психологические особенности переживания студентами ограничения доступа к социальным сетям","authors":"Ирина Владимировна Абакумова, Наталья Е. Комерова, Сергей Н. Рягин","doi":"10.21702/rpj.2023.1.3","DOIUrl":"https://doi.org/10.21702/rpj.2023.1.3","url":null,"abstract":"Введение. Социальные сети являются инструментом поиска социальных контактов, эмоциональной поддержки, средством самовыражения и самопрезентации. На фоне «кризиса достоверности», выражающегося в большом количестве непроверенной и часто противоречивой информации, весьма актуально изучать психологические особенности переживания студентами ограничения доступа к социальным сетям, таким, как Instagram* (проект Meta Platforms Inc., деятельность которой в России запрещена). Тема исследования информационного поведения в последние годы приобрела особую актуальность, что реализовалось в большом количестве как зарубежных, так и отечественных работ. Впервые предпринята попытка описать различия особенностей переживания студентами ограничения доступа к социальным сетям в зависимости от действий респондентов после ограничения доступа. Методы. В исследовании приняли участие 174 студента в возрасте от 18 до 21 года (61 юноша и 113 девушек), учащиеся 1-3 курсов ФГБОУ ВО «Донской государственный технический университет». Для реализации цели исследования использованы авторская анкета-опросник (И. В. Абакумова, Н. Е. Комерова, С. В. Рягин); опросник социально-психологической адаптации (СПА) (в адаптации А. К. Осницкого); опросник «Стратегии преодоления стрессовых ситуаций» (SACS) (С. Хобфолл в адаптации Н. Е. Водопьяновой, Е. С. Старченковой). Математическими методами выступили статистический U-критерий Манна–Уитни; коэффициент ранговой корреляции Спирмена. Результаты. В зависимости от действий респондентов после ограничения доступа к социальной сети Instagram* (продолжение использования с помощью приложений VPN, прекращение использования после запрета) изменяются копинг-стратегии и особенности социально-психологической адаптации к стрессовым ситуациям. У респондентов, которые прекратили использование социальной сети Instagram*, выявлен более высокий уровень избегания и импульсивных действий, меньшая выраженность внутреннего контроля, адаптивности, эмоционального дискомфорта, чем у респондентов, которые продолжили пользоваться данной социальной сетью. Обсуждение результатов. Исследования информационного поведения как отечественными, так и зарубежными авторами подчеркивают важность виртуального пространства социальных сетей как способа самопрезентации, коммуникации, получения поддержки, самовыражения и проч., что согласуется с нашими результатами о том, что ограничение доступа к популярному у молодежи ресурсу Instagram*, может восприниматься как фрустрирующее событие, потеря «части» жизни, которое активирует определенные копинг-стратегии и механизмы социально-психологической адаптации. ","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41725998","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}
Юлия Валерьевна Кузьмина, Ю. А. Маракшина, М. М. Лобаскова, Сергей Б. Малых
Введение. В исследовательской литературе обсуждается вопрос о наличии общей системы оценки количества и величин. Одним из доказательств наличия общей системы является эффект числовой пропорции, проявляющийся в увеличении времени ответа и снижении точности при возрастании числовой пропорции между сравниваемыми множествами или величинами, обнаруживаемый в заданиях на сравнение. Текущее исследование направлено на исследование взаимосвязей между системами оценки величин и оценки количества с помощью оценки эффектов числовой пропорции для разного типа тестов и форматов предъявления стимулов в тесте на сравнение количества. Методы. Выборку составили 83 студента (из них 20% мужчин, средний возраст 20,34 года). Участники исследования выполняли задания на несимволическое сравнение, сравнение площадей сложных фигур, сравнение количества и числа. В тесте на несимволическое сравнение использовано два формата предъявления стимулов: раздельный/гомогенный и смешанный/гетерогенный. Для каждого теста рассчитана точность и эффект пропорции. Результаты. Эффект пропорции был значим в тестах на несимволическое сравнение (в обоих форматах) и в тесте на оценку количества, но незначим в тесте на сравнение величин. Эффекты пропорции для разных тестов не коррелируют друг с другом. Также показано, что точность оценки величин коррелирует с результатами теста на несимволическое сравнение, причем эта связь была выше для смешанного/гетерогенного формата. Обсуждение результатов. Впервые получены данные о том, что связь между системами оценки величин и количества может варьироваться в разных условиях предъявления стимулов, что позволяет уточнить существующие теоретические модели работы систем оценки количества без использования символов. Полученные результаты не могут быть полностью объяснены теорией о единой системе оценки количества и величин. Однако показано, что система оценки величин также вовлечена в оценку количества.
{"title":"Эффект числовой пропорции при оценке размеров и количества в разных форматах","authors":"Юлия Валерьевна Кузьмина, Ю. А. Маракшина, М. М. Лобаскова, Сергей Б. Малых","doi":"10.21702/rpj.2023.1.5","DOIUrl":"https://doi.org/10.21702/rpj.2023.1.5","url":null,"abstract":"Введение. В исследовательской литературе обсуждается вопрос о наличии общей системы оценки количества и величин. Одним из доказательств наличия общей системы является эффект числовой пропорции, проявляющийся в увеличении времени ответа и снижении точности при возрастании числовой пропорции между сравниваемыми множествами или величинами, обнаруживаемый в заданиях на сравнение. Текущее исследование направлено на исследование взаимосвязей между системами оценки величин и оценки количества с помощью оценки эффектов числовой пропорции для разного типа тестов и форматов предъявления стимулов в тесте на сравнение количества. Методы. Выборку составили 83 студента (из них 20% мужчин, средний возраст 20,34 года). Участники исследования выполняли задания на несимволическое сравнение, сравнение площадей сложных фигур, сравнение количества и числа. В тесте на несимволическое сравнение использовано два формата предъявления стимулов: раздельный/гомогенный и смешанный/гетерогенный. Для каждого теста рассчитана точность и эффект пропорции. Результаты. Эффект пропорции был значим в тестах на несимволическое сравнение (в обоих форматах) и в тесте на оценку количества, но незначим в тесте на сравнение величин. Эффекты пропорции для разных тестов не коррелируют друг с другом. Также показано, что точность оценки величин коррелирует с результатами теста на несимволическое сравнение, причем эта связь была выше для смешанного/гетерогенного формата. Обсуждение результатов. Впервые получены данные о том, что связь между системами оценки величин и количества может варьироваться в разных условиях предъявления стимулов, что позволяет уточнить существующие теоретические модели работы систем оценки количества без использования символов. Полученные результаты не могут быть полностью объяснены теорией о единой системе оценки количества и величин. Однако показано, что система оценки величин также вовлечена в оценку количества.","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49011234","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 provides a comprehensive assessment of the psychophysiological factors affecting the professional adaptation of cadets. It emphasizes that professional development entails the formation of professional orientation, competence, socially significant and professionally important qualities, their integration, readiness for continuous professional growth, and the search for optimal methods to perform activities of high quality and creativity in accordance with individual psychological characteristics. Various approaches to specialist development have been examined by researchers and practitioners, including professional self-determination, stages of specialization, development of professionally important qualities, motivation in work activities, and the fundamentals of labor activity. The main theories that unify these approaches are the theory of types of professional life (structural concepts), motivational theories, and theories of individuality. The study highlights that the adaptation process is influenced by personal factors such as stress resistance, personality type, and emotional perception. The research utilized data obtained through a rhythmograph system, which monitors ECG signals and heart rate variability in the first standard lead, allowing for statistical time and spectral analysis of heart rate. In the initial stage, the assessment of nonverbal and general intelligence development levels was analyzed using the "Color Progressive Matrices" test by J. C. Raven. In the subsequent stage, the correlation between intelligence level and LF norm, HF norm, and LnLF/HF under load was determined. Finally, the adaptability level of the respondents to modern functioning conditions was assessed using the multi-level personality questionnaire "Adaptability" by A. Maklakov and S. Chermianin. The obtained data indicate an inverse proportional relationship between these indicators: "high stress - low adaptability" and vice versa. The article also highlights the significance of nervous-psychic tension, in addition to stress, as an unfavorable factor affecting performance. It lists the main causes contributing to the development of nervous-psychic tension. Furthermore, the works of M. Agadzhanyan, V. Kaznacheev, and S. Kaznacheev identify three qualitatively different types of adaptive human response: "sprinter," "stayer," and "intermediate" types (based on the criterion of time to perform submaximal work). To enhance adaptive abilities, the article proposes the utilization of the bioactivation optimization technique, which effectively enhances a person's psychophysiological functions and meets the requirements for psychophysiological support in military professional activities.
本文对影响军校学员职业适应的心理生理因素进行了综合评价。它强调，专业发展需要形成专业导向、能力、具有社会意义和专业重要性的素质、它们的整合、为持续的专业成长做好准备，以及根据个人心理特征寻找执行高质量和创造性活动的最佳方法。研究人员和实践者研究了各种专家发展的方法，包括专业自决、专业化阶段、专业重要素质的发展、工作活动的动机和劳动活动的基础。将这些方法统一起来的主要理论是职业生活类型理论(结构概念)、动机理论和个性理论。研究强调，适应过程受到应激抵抗、人格类型和情绪感知等个人因素的影响。该研究利用了节律仪系统获得的数据，该系统监测第一个标准导联的ECG信号和心率变异性，允许心率的统计时间和频谱分析。在初始阶段，采用J. C. Raven的“颜色递进矩阵”测验分析非语言智力和一般智力发展水平。在随后的阶段，测定智力水平与负荷下LF范数、HF范数和LnLF/HF的相关性。最后，采用A. Maklakov和S. Chermianin的多层次人格问卷“适应性”评估被调查者对现代功能条件的适应水平。获得的数据表明，这些指标之间呈反比关系:“高压力-低适应性”，反之亦然。这篇文章还强调了神经-精神紧张的重要性，除了压力，作为一个不利因素影响表现。它列出了导致神经-精神紧张发展的主要原因。此外，M. Agadzhanyan, V. Kaznacheev和S. Kaznacheev的作品确定了三种性质不同的适应性人类反应类型:“短跑”，“停留”和“中间”类型(基于执行次极限工作的时间标准)。为了增强适应能力，本文提出利用生物激活优化技术，有效增强人的心理生理功能，满足军事专业活动对心理生理支持的要求。
{"title":"COMPREHENSIVE ASSESSMENT OF PSYCHOPHYSIOLOGICAL FACTORS IN THE PROFESSIONAL ADAPTATION OF CADET-GRADUATES TO MILITARY SERVICE","authors":"Lesia Kishchuk, V. Osodlo","doi":"10.31108/1.2023.9.3.2","DOIUrl":"https://doi.org/10.31108/1.2023.9.3.2","url":null,"abstract":"The article provides a comprehensive assessment of the psychophysiological factors affecting the professional adaptation of cadets. It emphasizes that professional development entails the formation of professional orientation, competence, socially significant and professionally important qualities, their integration, readiness for continuous professional growth, and the search for optimal methods to perform activities of high quality and creativity in accordance with individual psychological characteristics. Various approaches to specialist development have been examined by researchers and practitioners, including professional self-determination, stages of specialization, development of professionally important qualities, motivation in work activities, and the fundamentals of labor activity. The main theories that unify these approaches are the theory of types of professional life (structural concepts), motivational theories, and theories of individuality. The study highlights that the adaptation process is influenced by personal factors such as stress resistance, personality type, and emotional perception. The research utilized data obtained through a rhythmograph system, which monitors ECG signals and heart rate variability in the first standard lead, allowing for statistical time and spectral analysis of heart rate. In the initial stage, the assessment of nonverbal and general intelligence development levels was analyzed using the \"Color Progressive Matrices\" test by J. C. Raven. In the subsequent stage, the correlation between intelligence level and LF norm, HF norm, and LnLF/HF under load was determined. Finally, the adaptability level of the respondents to modern functioning conditions was assessed using the multi-level personality questionnaire \"Adaptability\" by A. Maklakov and S. Chermianin. The obtained data indicate an inverse proportional relationship between these indicators: \"high stress - low adaptability\" and vice versa. The article also highlights the significance of nervous-psychic tension, in addition to stress, as an unfavorable factor affecting performance. It lists the main causes contributing to the development of nervous-psychic tension. Furthermore, the works of M. Agadzhanyan, V. Kaznacheev, and S. Kaznacheev identify three qualitatively different types of adaptive human response: \"sprinter,\" \"stayer,\" and \"intermediate\" types (based on the criterion of time to perform submaximal work). To enhance adaptive abilities, the article proposes the utilization of the bioactivation optimization technique, which effectively enhances a person's psychophysiological functions and meets the requirements for psychophysiological support in military professional activities.","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":"127 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89003079","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 presents the results of a study on the attitude of student youth towards various types of self-educational activities. The research employed theoretical methods such as the analysis of scientific sources, data generalization, substantiation of types of self-educational activities among student youth, and formulation of conclusions. Empirical methods included a written survey using the psychosemantic analysis method to assess the attitude of student youth towards self-educational activities. The results were further analyzed using descriptive statistics and the Mann-Whitney U-test for mathematical data processing. The research findings provide insights into the attitude of student youth towards five types of self-educational activities, considering their assessment, level of engagement, and quality of implementation. Specifically, the study examines the attitude towards the following types of self-education activities: reading scientific literature related to the subject, searching for information on the Internet, participating in trainings and seminars, engaging in webinars and online courses, and watching video materials. The assessment of these types of activities encompasses their perceived importance for professional development, influence, efficacy, modernity, and dynamism. The study also analyzes the level of engagement in implementing these self-educational activities, including the awareness of knowledge, regularity of implementation, and level of interest. Additionally, the quality of implementation is assessed based on the degree of independence in organizing such activities and the presence of challenges during implementation. The findings indicate that student youth hold a generally positive attitude towards all types of self-educational activities, considering their perceived importance, influence, efficacy, modernity, and dynamism.
{"title":"PSYCHOSEMANTIC ANALYSIS OF STUDENTS' ATTITUDES TOWARDS DIFFERENT TYPES OF SELF-EDUCATIONAL ACTIVITIES","authors":"I. Martyniuk","doi":"10.31108/1.2023.9.3.4","DOIUrl":"https://doi.org/10.31108/1.2023.9.3.4","url":null,"abstract":"The article presents the results of a study on the attitude of student youth towards various types of self-educational activities. The research employed theoretical methods such as the analysis of scientific sources, data generalization, substantiation of types of self-educational activities among student youth, and formulation of conclusions. Empirical methods included a written survey using the psychosemantic analysis method to assess the attitude of student youth towards self-educational activities. The results were further analyzed using descriptive statistics and the Mann-Whitney U-test for mathematical data processing. The research findings provide insights into the attitude of student youth towards five types of self-educational activities, considering their assessment, level of engagement, and quality of implementation. Specifically, the study examines the attitude towards the following types of self-education activities: reading scientific literature related to the subject, searching for information on the Internet, participating in trainings and seminars, engaging in webinars and online courses, and watching video materials. The assessment of these types of activities encompasses their perceived importance for professional development, influence, efficacy, modernity, and dynamism. The study also analyzes the level of engagement in implementing these self-educational activities, including the awareness of knowledge, regularity of implementation, and level of interest. Additionally, the quality of implementation is assessed based on the degree of independence in organizing such activities and the presence of challenges during implementation. The findings indicate that student youth hold a generally positive attitude towards all types of self-educational activities, considering their perceived importance, influence, efficacy, modernity, and dynamism.","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87032310","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}
Relevance: The ongoing war within Ukrainian territory and the increasing prevalence of crisis phenomena in socio-political and economic processes have a significant impact on the mental well-being of individuals. Children, in particular, are experiencing heightened levels of stress due to complex social circumstances and events. The psychological effects of war on Ukrainian children, such as fear of death, concern for loved ones, and anxiety, are expected to leave lasting imprints and manifest in their adult lives. However, stress is a complex phenomenon, and its consequences are unpredictable. It may dissipate over time or give rise to various debilitating conditions such as trauma, post-traumatic stress disorder, nervous breakdowns, other neurotic and mental disorders, depression, and even suicidal ideation. Professional psychological support from specialists can help address this issue and prevent potential negative consequences in the future. Objective: This study aims to review contemporary domestic and international theoretical and methodological foundations related to stress resistance in adolescent children, provide primary prevention strategies to mitigate stress among adolescent students, and foster constructive coping skills in challenging situations. Results: Through an analysis of existing theoretical and analytical studies, this work describes modern approaches to stress and stress resistance in adolescent children. It presents the findings from the psychodiagnostic phase, which explores the manifestation of stress in adolescent children. Additionally, it discusses the specificities of psychologists' work in enhancing stress resistance among adolescents. A program titled "Enhancing the Level of Stress Resistance in Adolescents" was developed to cultivate constructive coping skills among teenagers in challenging situations, particularly those occurring in military contexts. Moreover, recommendations are provided to parents for promoting stress resistance in their teenage children. Conclusions: Stress in children is a natural phenomenon, much like stress experienced by adults. It can dissipate naturally or lead to anxiety, nervous breakdowns, apathy, depression, and other related conditions. Stress resistance is a combination of personal qualities that enable individuals to withstand stressful situations, thereby avoiding negative consequences for their well-being and their environment. The components of stress resistance include psychophysiological qualities, motivation, emotional and volitional aspects, self-awareness, and intellectual capacity. Factors that trigger stress in teenagers were identified. The findings from stress assessment suggest that emotional stress is prevalent among teenagers; however, those who possess internal psychological resources or the ability to transform stressful situations into constructive search activities demonstrate greater resilience to stress. The developed and tested program for enhancing stress
{"title":"PSYCHOLOGICAL FEATURES OF ENHANCING STRESS RESISTANCE LEVELS IN ADOLESCENT CHILDREN DURING TIMES OF WAR","authors":"L. Tereshchenko, I. Tolkunova","doi":"10.31108/1.2023.9.3.3","DOIUrl":"https://doi.org/10.31108/1.2023.9.3.3","url":null,"abstract":"Relevance: The ongoing war within Ukrainian territory and the increasing prevalence of crisis phenomena in socio-political and economic processes have a significant impact on the mental well-being of individuals. Children, in particular, are experiencing heightened levels of stress due to complex social circumstances and events. The psychological effects of war on Ukrainian children, such as fear of death, concern for loved ones, and anxiety, are expected to leave lasting imprints and manifest in their adult lives. However, stress is a complex phenomenon, and its consequences are unpredictable. It may dissipate over time or give rise to various debilitating conditions such as trauma, post-traumatic stress disorder, nervous breakdowns, other neurotic and mental disorders, depression, and even suicidal ideation. Professional psychological support from specialists can help address this issue and prevent potential negative consequences in the future. Objective: This study aims to review contemporary domestic and international theoretical and methodological foundations related to stress resistance in adolescent children, provide primary prevention strategies to mitigate stress among adolescent students, and foster constructive coping skills in challenging situations. Results: Through an analysis of existing theoretical and analytical studies, this work describes modern approaches to stress and stress resistance in adolescent children. It presents the findings from the psychodiagnostic phase, which explores the manifestation of stress in adolescent children. Additionally, it discusses the specificities of psychologists' work in enhancing stress resistance among adolescents. A program titled \"Enhancing the Level of Stress Resistance in Adolescents\" was developed to cultivate constructive coping skills among teenagers in challenging situations, particularly those occurring in military contexts. Moreover, recommendations are provided to parents for promoting stress resistance in their teenage children. Conclusions: Stress in children is a natural phenomenon, much like stress experienced by adults. It can dissipate naturally or lead to anxiety, nervous breakdowns, apathy, depression, and other related conditions. Stress resistance is a combination of personal qualities that enable individuals to withstand stressful situations, thereby avoiding negative consequences for their well-being and their environment. The components of stress resistance include psychophysiological qualities, motivation, emotional and volitional aspects, self-awareness, and intellectual capacity. Factors that trigger stress in teenagers were identified. The findings from stress assessment suggest that emotional stress is prevalent among teenagers; however, those who possess internal psychological resources or the ability to transform stressful situations into constructive search activities demonstrate greater resilience to stress. The developed and tested program for enhancing stress","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82865121","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 aims to present the conceptual framework of social estrangement development and provide an empirical study on the characteristics of social estrangement among individuals who have experienced a traumatic event. The occurrence of social estrangement is examined, and the main factors and characteristics contributing to its manifestation are identified. The empirical study utilized four questionnaires: the questionnaire of interpersonal relations by V. Schutz, the questionnaire of subjective estrangement, the diagnosis of personality direction by B. Bass, and the test-questionnaire of the level of subjective control by J. Rotter. The study involved the participation of 30 individuals residing in a war zone and 30 individuals living in Cherkasy. The research focused on understanding the impact of a traumatic event on the manifestation of social estrangement. The findings of the study revealed that the level of social estrangement among individuals residing in a war zone is significantly influenced by the traumatic event they experienced, and it is found to be higher when compared to the control group. Individuals who have gone through a traumatic event demonstrate a strong desire to strengthen their social connections; however, they also tend to avoid reminders of the event, resulting in a distancing effect from other people. Moreover, the research indicated that the surveyed subjects from both groups predominantly employed productive coping strategies over unproductive ones. This highlights the importance of accurate assessment of the victims' condition and the subsequent implementation of psychological and psychotherapeutic interventions to address the consequences of the experienced psychotraumatic events. The study emphasizes the critical role played by psychological specialists in evaluating and understanding the condition of the victims. It underscores the significance of conducting further psychological and psychotherapeutic work to help individuals cope with the aftermath of these traumatic events.
{"title":"CHARACTERISTICS OF SOCIAL ESTRANGEMENT OF PERSONS WHO SURVIVED A TRAUMATIC EVENT","authors":"Vitaliy Popov, O. Serhiyenko","doi":"10.31108/1.2023.9.3.1","DOIUrl":"https://doi.org/10.31108/1.2023.9.3.1","url":null,"abstract":"This article aims to present the conceptual framework of social estrangement development and provide an empirical study on the characteristics of social estrangement among individuals who have experienced a traumatic event. The occurrence of social estrangement is examined, and the main factors and characteristics contributing to its manifestation are identified. The empirical study utilized four questionnaires: the questionnaire of interpersonal relations by V. Schutz, the questionnaire of subjective estrangement, the diagnosis of personality direction by B. Bass, and the test-questionnaire of the level of subjective control by J. Rotter. The study involved the participation of 30 individuals residing in a war zone and 30 individuals living in Cherkasy. The research focused on understanding the impact of a traumatic event on the manifestation of social estrangement. The findings of the study revealed that the level of social estrangement among individuals residing in a war zone is significantly influenced by the traumatic event they experienced, and it is found to be higher when compared to the control group. Individuals who have gone through a traumatic event demonstrate a strong desire to strengthen their social connections; however, they also tend to avoid reminders of the event, resulting in a distancing effect from other people. Moreover, the research indicated that the surveyed subjects from both groups predominantly employed productive coping strategies over unproductive ones. This highlights the importance of accurate assessment of the victims' condition and the subsequent implementation of psychological and psychotherapeutic interventions to address the consequences of the experienced psychotraumatic events. The study emphasizes the critical role played by psychological specialists in evaluating and understanding the condition of the victims. It underscores the significance of conducting further psychological and psychotherapeutic work to help individuals cope with the aftermath of these traumatic events.","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":"148 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87684930","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 delves into the challenges associated with the economic socialization of young students in contemporary Ukrainian society. It asserts that the shift towards a new paradigm of economic development, accompanied by profound changes in belief systems, orientations, and mentalities, necessitates early involvement of children in economic activities. Primary economic education is deemed a vital factor in economic socialization as it significantly influences a child's attitudes towards material and spiritual values, contributing to the overall formation of their personality. In the present stage of societal reforms and development, it is crucial to foster a level of economic knowledge that enables students to comprehend economic interrelationships not only in theory but also in practical applications. Recognizing the importance of cultivating an economic culture within individuals and society, the article emphasizes the need for humanization and humanitarianization of education to facilitate comprehensive personal development. A key aspect of this process is increasing the number of hours dedicated to teaching social subjects, including economics. The article underscores the significance of economic education amidst global socio-political and economic transformations and its relevance in enabling successful socialization of individuals within the new economic realities of Ukrainian society. As part of the broader socialization process and the formation of economic culture, researchers and practitioners emphasize the preparation of students for entrepreneurial activities. Three levels of preparation for entrepreneurial engagement are identified, encompassing worldview, advanced training in economic disciplines, and the development of personal entrepreneurial qualities, such as mobility and adaptability in dynamic market conditions. The article highlights the critical issue of preparing students for advanced professional education, which can be accomplished through specialized training programs such as "Small business accounting manager" and "Small business manager with the basics of information technologies" (two years of study). To facilitate effective learning, a combination of lectures, workshops, seminars, discussions, and the simulation of diverse economic situations is recommended.
{"title":"CONTEMPORARY CHALLENGES IN THE ECONOMIC SOCIALIZATION OF STUDENT YOUTH","authors":"I. Zubiashvili, T. Melnychuk","doi":"10.31108/1.2023.9.2.2","DOIUrl":"https://doi.org/10.31108/1.2023.9.2.2","url":null,"abstract":"The article delves into the challenges associated with the economic socialization of young students in contemporary Ukrainian society. It asserts that the shift towards a new paradigm of economic development, accompanied by profound changes in belief systems, orientations, and mentalities, necessitates early involvement of children in economic activities. Primary economic education is deemed a vital factor in economic socialization as it significantly influences a child's attitudes towards material and spiritual values, contributing to the overall formation of their personality. In the present stage of societal reforms and development, it is crucial to foster a level of economic knowledge that enables students to comprehend economic interrelationships not only in theory but also in practical applications. Recognizing the importance of cultivating an economic culture within individuals and society, the article emphasizes the need for humanization and humanitarianization of education to facilitate comprehensive personal development. A key aspect of this process is increasing the number of hours dedicated to teaching social subjects, including economics. The article underscores the significance of economic education amidst global socio-political and economic transformations and its relevance in enabling successful socialization of individuals within the new economic realities of Ukrainian society. As part of the broader socialization process and the formation of economic culture, researchers and practitioners emphasize the preparation of students for entrepreneurial activities. Three levels of preparation for entrepreneurial engagement are identified, encompassing worldview, advanced training in economic disciplines, and the development of personal entrepreneurial qualities, such as mobility and adaptability in dynamic market conditions. The article highlights the critical issue of preparing students for advanced professional education, which can be accomplished through specialized training programs such as \"Small business accounting manager\" and \"Small business manager with the basics of information technologies\" (two years of study). To facilitate effective learning, a combination of lectures, workshops, seminars, discussions, and the simulation of diverse economic situations is recommended.","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75352142","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 scientific abstract explores the features of psychocorrection in preschool children exhibiting preneurotic symptoms in the context of war. By analyzing modern scientific trends and research conducted during times of acute stress and distress caused by war in Ukraine, the practical aspects of psychological and corrective work with preschool-aged children are considered and analyzed. Due to the ongoing war, both adults and children face daily life-and-death situations, which disrupt their psychological balance and subject them to cruel uncertainty. As a result, the psychological well-being of children is deeply affected, leading to a high incidence of neurotic states, including neuropsychological disorders, heightened anxiety, fear, lack of confidence, and excessive vulnerability, among others. It is observed that the emergence of neuroses in such situations is often preceded by preneurotic states, which later develop into neurotic reactions and disorders. Psychological correction is identified as a primary approach in working with children exhibiting preneurotic tendencies. Psychological correction refers to a form of psychological intervention aimed at creating optimal conditions for the child's psychological development and providing specialized psychological support. The abstract emphasizes that the most accessible types of psychological and corrective work with preschool children are behavioral, emotional, and cognitive methods. These approaches facilitate conflict resolution and help release tension on a subconscious level. Furthermore, the research highlights effective and modern approaches to psychological correction of preschool children in war conditions through various forms of art therapy. The abstract categorizes the following methods of art therapy as highly efficient and effective in modern psychological correction: isotherapy (therapeutic impact through art), fairy tale therapy (using fairy tales as a therapeutic tool), music therapy (utilizing music and choreographic movements), game therapy (organized game activities), doll therapy, and canister therapy, among others. Art therapy is described as a method of uncovering a child's concerns, relieving negative emotional states, and allowing them to identify their unconscious worries and overcome their destructive impacts through the natural state of play and art. Different forms of art therapy provide conditions for individuals to experience success in various activities, enabling them to tap into their psychic potential for stress management. The abstract concludes by highlighting the importance of further research and work in the field of psychocorrection for preschool children with preneurotic symptoms.
{"title":"PSYCHOCORRECTION IN PRESCHOOL CHILDREN WITH PRENEUROTIC SYMPTOMS DURING TIMES OF WAR: A COMPREHENSIVE ANALYSIS","authors":"Nadiy Fisina","doi":"10.31108/1.2023.9.2.4","DOIUrl":"https://doi.org/10.31108/1.2023.9.2.4","url":null,"abstract":"This scientific abstract explores the features of psychocorrection in preschool children exhibiting preneurotic symptoms in the context of war. By analyzing modern scientific trends and research conducted during times of acute stress and distress caused by war in Ukraine, the practical aspects of psychological and corrective work with preschool-aged children are considered and analyzed. Due to the ongoing war, both adults and children face daily life-and-death situations, which disrupt their psychological balance and subject them to cruel uncertainty. As a result, the psychological well-being of children is deeply affected, leading to a high incidence of neurotic states, including neuropsychological disorders, heightened anxiety, fear, lack of confidence, and excessive vulnerability, among others. It is observed that the emergence of neuroses in such situations is often preceded by preneurotic states, which later develop into neurotic reactions and disorders. Psychological correction is identified as a primary approach in working with children exhibiting preneurotic tendencies. Psychological correction refers to a form of psychological intervention aimed at creating optimal conditions for the child's psychological development and providing specialized psychological support. The abstract emphasizes that the most accessible types of psychological and corrective work with preschool children are behavioral, emotional, and cognitive methods. These approaches facilitate conflict resolution and help release tension on a subconscious level. Furthermore, the research highlights effective and modern approaches to psychological correction of preschool children in war conditions through various forms of art therapy. The abstract categorizes the following methods of art therapy as highly efficient and effective in modern psychological correction: isotherapy (therapeutic impact through art), fairy tale therapy (using fairy tales as a therapeutic tool), music therapy (utilizing music and choreographic movements), game therapy (organized game activities), doll therapy, and canister therapy, among others. Art therapy is described as a method of uncovering a child's concerns, relieving negative emotional states, and allowing them to identify their unconscious worries and overcome their destructive impacts through the natural state of play and art. Different forms of art therapy provide conditions for individuals to experience success in various activities, enabling them to tap into their psychic potential for stress management. The abstract concludes by highlighting the importance of further research and work in the field of psychocorrection for preschool children with preneurotic symptoms.","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80409536","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 addresses the importance of implementing a comprehensive system of speech therapy interventions to support the development and stabilization of emotional states in children with speech disorders, particularly in the context of migrant families. The unique psychological needs of children from immigrant backgrounds with speech disorders are discussed, emphasizing the significance of psychological support provided to both the children and their families. This support encompasses psychological counseling, psychotherapeutic assistance, and speech therapy interventions. Within the framework of military psychological services, the implementation of various psychological techniques aimed at addressing speech therapy challenges in children holds significant importance, alongside organizational and legal aspects. Modern practical psychotherapy encompasses diverse directions and profiles, among which family psychotherapy, specifically systemic family psychotherapy, occupies a prominent position. In the context of children with speech disorders, this type of psychotherapy becomes particularly relevant, focusing on the whole family system. Professionals working with children aim to prevent and overcome speech disorders through various approaches. These include the development of visual-spatial concepts, attention stability, self-control, phonetic and lexical-grammatical exercises, promoting coherent speech, and addressing therapy of emotional states. Resources, encompassing internal and external variables, play a crucial role in maintaining psychological stability during stressful situations. These resources involve emotional, motivational-volitional, cognitive, and behavioral constructs that aid in adaptation. Psychotherapeutic techniques employed include psychoeducation, autogenic training (breathing exercises), trauma therapy elements (emotion processing, returning to the present moment), and concept-integrative methods (identifying strengths, focusing on resources, utilizing visualization techniques). Additional exercises such as grounding exercises, emotion exploration (utilizing emotion images), identifying sources of strength and support, relaxation exercises (such as psychogymnastics), and elements of music therapy are incorporated into psychological training.
{"title":"THE SYSTEM OF SPEECH THERAPY FOR DEVELOPMENT AND STABILIZATION OF EMOTIONAL STATES IN CHILDREN WITH SPEECH DISORDERS: A FOCUS ON MIGRANT FAMILIES","authors":"Kateryna Ostrovskaya, K. Saiko","doi":"10.31108/1.2023.9.2.3","DOIUrl":"https://doi.org/10.31108/1.2023.9.2.3","url":null,"abstract":"This article addresses the importance of implementing a comprehensive system of speech therapy interventions to support the development and stabilization of emotional states in children with speech disorders, particularly in the context of migrant families. The unique psychological needs of children from immigrant backgrounds with speech disorders are discussed, emphasizing the significance of psychological support provided to both the children and their families. This support encompasses psychological counseling, psychotherapeutic assistance, and speech therapy interventions. Within the framework of military psychological services, the implementation of various psychological techniques aimed at addressing speech therapy challenges in children holds significant importance, alongside organizational and legal aspects. Modern practical psychotherapy encompasses diverse directions and profiles, among which family psychotherapy, specifically systemic family psychotherapy, occupies a prominent position. In the context of children with speech disorders, this type of psychotherapy becomes particularly relevant, focusing on the whole family system. Professionals working with children aim to prevent and overcome speech disorders through various approaches. These include the development of visual-spatial concepts, attention stability, self-control, phonetic and lexical-grammatical exercises, promoting coherent speech, and addressing therapy of emotional states. Resources, encompassing internal and external variables, play a crucial role in maintaining psychological stability during stressful situations. These resources involve emotional, motivational-volitional, cognitive, and behavioral constructs that aid in adaptation. Psychotherapeutic techniques employed include psychoeducation, autogenic training (breathing exercises), trauma therapy elements (emotion processing, returning to the present moment), and concept-integrative methods (identifying strengths, focusing on resources, utilizing visualization techniques). Additional exercises such as grounding exercises, emotion exploration (utilizing emotion images), identifying sources of strength and support, relaxation exercises (such as psychogymnastics), and elements of music therapy are incorporated into psychological training.","PeriodicalId":36154,"journal":{"name":"Russian Psychological Journal","volume":"117 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81142054","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：