Behavior In Stressful Situations Research Articles

ЭКСПЕРИМЕНТАЛЬНАЯ МЕТОДИКА САМОИДЕН-ТИФИКАЦИИ ХАРАКТЕРОЛОГИЧЕСКИХ ТИПОВ

This article discusses an experimental method of self-identification of characterological types, which is a high-potential diagnostic tool for educational psychologists. The use of this technique allows to significantly reduce the time required for diagnostics and, consequently, to pay more attention directly to the counseling and correctional-developmental process. In modern psychological science the study of characterological features and their connection with human behavior is one of the key directions in the field of psycho-diagnostics. Characterological type is a complex of psychological traits that influence people's behavior and their interaction with others. Understanding of the characterological type allows predict-ing emotional reactions, communication styles and scripted forms of behavior in stressful situations, which, in turn, allows the school psychologist to effectively conduct corrective-developmental activities and individual counseling of all participants of the educational process. The experimental technique of self-identification of characterological can significantly optimize the diagnostic process and improve the quality of counseling and corrective-developmental work. Further research in this direction will make it possible to im-prove the methodology and expand its application in the education-al sphere.

The Relationship of Functional Roles and their Psychological Predictors in Solving Motor Tasks in Joint Mental Activity

Introduction. Modern society demands from young professionals non-standard ways of solving various tasks in a team. Despite the high interest in the problem of joint thinking, there is an insufficient number of comprehensive studies of psychological predictors involved in the formation of functional roles of participants in joint mental activity. Purpose. Analysis of the relationship between functional roles and their psychological predictors in solving motor tasks in joint mental activity.Materials and methods. The study involved 208 people: they are students of humanities and technical specialties of the Southern Federal University aged 17 to 21 years. The task groups consisted of four subjects. For the solution, a motor task was used under the conditional name “Blocks”. To collect the data, the following methods were used: Kettell’s 16-factor personality questionnaire; a method for determining coping behavior in stressful situations; the “Personality orientation” method; Ehlers’ motivation for avoiding failures; Ehlers’ motivation for success; SELF-assessment; diagnosis of verbal creativity; heuristic competence test; a questionnaire for determining action control; the questionnaire “Methodology of assessment by participants of subgroups of partners from the point of view of their performance of functions of selforganization of joint mental activity”. The Pearson correlation coefficient is applied.Results. The generation function is the least pronounced, which indicates a weak activity of carriers of this functional role in solving a motor-type problem. The function of semantic transmission is most pronounced, which indicates a focus on coordinating the goals of participants in mental activity to achieve a common result in solving a motor task, rather than on putting forward new hypotheses.Discussion. Analyzing the distribution of roles, their functional content, it becomes possible to directly see the implementation of the features of mental activity carried out jointly, to assess the structure of intellectual activity of cognitive interaction of group members, to better understand the procedural features of joint mental activity. The interrelation of the personal characteristics of the participants in solving problems with the functional role distribution in joint thinking is emphasized, as well as the need for a comprehensive study of the acceptance and embodiment of roles by group members.

Coping Behavior of Primary School Teachers with various professional experience

The article provides an analysis of the coping behavior of primary school teachers with different professional experience: up to 5 years, 5-15, 16-25 years and more than 25 years. The questionnaires ‟Strategies for overcoming stressful situations” by S. Hobfall and ‟Coping behavior in stressful situations” by N Endler – J. Parker were used as research methods. It is claimed that the coping behavior of elementary school teachers is characterized by high indicators of constructiveness, interconnectedness of prosocial strategies. Concerning the structure of coping behavior groups of teachers differ in preferences for coping strategies with minimal differences. It was revealed that in the group of young teachers, the frequency of using the strategy of cautious actions decreases with an increase in experience, after 5 years the desire to seek social support increases, teachers with experience from 16 to 25 years have a decrease in the desire to enter into social contacts and the orientation of coping to problem solving. Teachers with more than 25 years of experience implement pro-social strategies for seeking social support, combined with a low level of anti-social actions. The low level of emotionally-oriented coping in all groups, along with the high stressfulness of the activity of a primary school teacher, indicates a certain deficit in the self-regulation of emotional states.

ACTUAL ISSUES OF TRAINING OF FUTURE WORKERS OF THE SOCIAL SPHERE FOR SELF-PRESERVATION IN PROFESSIONAL ACTIVITIES IN MODERN CONDITIONS

The article presents a theoretical analysis of some modern problems of professional training of future workers in the social sphere for self-preservation in the period of martial law. According to the purpose of the research, the need to clarify and expand the meaning of the concept of "self-preservation", which is traditionally associated with a natural instinct, special behavior in stressful situations, has been identified. Manifestations of self-preservation of future workers in the social sphere are noted, including: self-knowledge, awareness of emotions, moods, feelings, self-acceptance; analysis and adequate assessment of one's condition; understanding of one's capabilities, abilities (mainly physical, intellectual, mental); self-control and stress resistance; self-motivation, overcoming internal barriers to achieve the goal; critical thinking in various situations, the ability to quickly find a way out, generate new ideas; predict emotional and professional burnout, as the need to preserve one's own mental health while performing official duties. Based on the analysis of domestic scientific psychological and pedagogical sources, the problem of the lack of targeted and substantiated research on the formation of self-preservation skills in future workers of the social sphere, which would take into account current events on the territory of Ukraine and the needs of citizens for help, support and protection, who suffered from military aggression, was revealed from the Russian Federation, were forced to evacuate to safe places, were subjected to mental and moral pressure. The article reveals the peculiarities of volunteering as a way of practical implementation of self-preservation of future specialists during the period of martial law. During the study, the need to modernize the existing system of professional training of future workers in the social sphere for self-preservation and work in martial law conditions was revealed. Modern educational and professional programs do not foresee the need for the formation of skills for self-preservation, do not contain special disciplines, and therefore cannot provide high-quality training of highly qualified specialists. In addition, it has been proven that the professional activity of future workers in the social sphere is closely related to health (physical, mental, social, spiritual), therefore, in the process of obtaining higher education, one should strive for awareness of the internal connections between health and self-preservation.

Investigation of the influence of the locus of control, self-esteem and self-esteem on the behavior of students

The purpose of our study is to study the infl uence of locus control on the behavior of students of railway technical schools and to study the possible intermediary role of self-esteem and self-esteem of students. A total of 220 fi rst-year students and 210 fourth-year students completed the USC personality questionnaire, the Rosenberg Self-esteem Self-esteem scale, and the Coping Behavior in Stressful Situations questionnaire.The analysis showed that the external locus of control, reduced self-esteem and self-esteem suggests a violent emotional reaction to situations. At the same time, students with an internal locus of control and adequate sel f-esteem have a behavior strategy aimed at rational problem solving without being distracted by emotions. These results show that it is necessary to pay closer attention to the formation of the internal locus of control among students of railway technical schools, as this is directly related to their future professional activities.

Attitude to the Stressful Situation of Secondary School Teachers Working with Children with Mental Retardation

The article presents a study of the peculiarities of the attitude to a stressful situation among secondary school teachers working with children with mental retardation. Based on the analysis of scientific works of domestic and foreign authors, the concepts of stress, stressful situation and strategies of behavior in stressful situations are analyzed. An empirical study was conducted on the test of self-assessment of stress resistance by S. Cohen and G. Willianson and the method “Indicator of coping strategiesˮ by D. Amirkhan. The authors conclude that teachers with a high level of stress tolerance working with children with ASD possess constructive strategies of behavior in stressful situations, choosing a strategy of “problem resolutionˮ, use a strategy of avoiding problems to a lesser extent, and at the same time turn to the search for social support. Teachers with a low level of stress tolerance possess destructive strategies of behavior in stressful situations, choosing the strategy of “avoiding problemsˮ, to a lesser extent use the strategy of solving problems, and just as often turn to the search for social support.

Vērtību aspekts kvalitatīvas izglītības nodrošināšanai

Values guide the cultural, economic and educational spheres, shaping the collective knowledge of society that is passed from one generation to the next. Values are sustainable, motivating and influence people's emotional state and behaviour in stressful situations. Values acquisition can also be defined as the learning of values that takes place in the family, in society and in school. Values education is carried out in a scientific, systematic, planned and targeted manner. It aims at translating acquired/learned values into real-life actions of the individual. A constructivist approach to values education is becoming relevant, based on the active development of an individual's moral understanding, processes of social interaction and moral discourse. The values acquired by a person are the result of his or her active action and life experience. The choice of a profession is also strongly influenced by the values that a person holds, both personal and societal values. Personal development, material values, contribution to the common good of society, pleasure and satisfaction may have different meanings for different individuals. Creativity, reducing tensions and stress, and taking responsibility have become relevant values in the 21st century labour market. However, an individual's views and values in the context of their chosen profession may also change in the face of difficulties. Pro-social values that contribute to the common good of society as a whole therefore become important. Values underpin decision-making in all areas of private and public life. The influence of education on the process of values formation in society is considerable. However, the adoption of values is also influenced by the challenges that have become topical today, including environmental, economic and social challenges, which include the consequences of global warming and climate change, the regular and unpredictable emergence from comfort zones, human competition with the opportunities offered by modern technology, migration, urbanisation, and increasing social and cultural diversity. In the 21st century, humanity is also confronted with epidemic and security challenges. Therefore, reasoning, scientific explanations, discussions on dilemmas with moral implications, and decision-making in real-life situations become important in value education. Competency-based curriculum change implies that education is an ecosystem with multiple stakeholders: students, teachers, school leaders, parents, community representatives, etc. Values acceptance is also the outcome of a learning process based on the principles of constructivism and social constructivism, fostering knowledge and understanding of values through reflection and contemplation of own behaviour and the behaviour of others' and actions, gaining deeper knowledge, insight and understanding of oneself, others and society as a whole.

Impacting employees' and managers' mental health skills using a workplace-adapted mindfulness-based intervention.

BackgroundDuring the past decades, the mental health of the population has been declining. Mindfulness-based stress reduction (MBSR) has been found effective in enhancing well-being along with reducing perceived stress and symptoms of anxiety and depression. Mindfulness-based interventions (MBIs) in the workplace have shown promising results relating to the mental health of employees and managers. However, the research field of organizational-level MBIs being offered to entire companies is still nascent. Practicing mindfulness may affect skills related to good mental health. Thus, the objective of this study was to investigate the impact of an organizational-level MBI on the mental health skills of employees and managers.MethodsThis qualitative study was part of a quasi-experimental multi-method study. Four small and medium-sized private enterprises with a total of 368 employees and managers were included. The intervention contained: 1. An obligatory introductory session on mental health and mindfulness, 2. Voluntary participation in a 10-week live online workplace-adapted MBSR course, and 3. A workshop for selected employee representatives and managers on further implementation of mindfulness in the organization. A total of 27 focus group interviews including 76 respondents were conducted pre- and post-intervention. Verbatim transcription was performed. Data was analyzed using inductive qualitative content analysis.ResultsThrough analysis, four pre-intervention categories emerged: 1. Bodily sensations and awareness in stressful situations, 2. Reactive and passive behavior during stressful situations, 3. Differences in perception as a stressor, 4. Self-criticism and low ability to practice self-care. Six post-intervention categories were identified: 1. Enhanced ability to be aware in the present moment, 2. Increased acknowledgement of how others may view things differently from oneself, 3. Increased kindness to oneself and being able to practice self-care, 4. Moving from reactive to responsive behavior in stressful situations, 5. Mindfulness as an accelerator for an ongoing personal process and 6. Practicing mindfulness – setting time aside or being mindful in everyday life.ConclusionThis study indicates that it is possible to enhance employees’ and managers’ mental health skills using an organizational-level MBI. Enhanced awareness in the present moment transcended through post-intervention categories, facilitating increased self-kindness and responsive behavior in stressful situations.

Theoretical and empirical analysis of the problem of resilience and stress resistance in pedagogical activity

It is well known that pedagogical professional activity is characterized by excessive stress. First of all, this is due to the high level of responsibility of the teacher. This profession has a low social status, as a result of which employees of educational institutions constantly feel social insecurity. These factors significantly affect the neuro-mental stability of teachers and cause chronic stress.
 The purpose of the article is to theoretically and empirically investigate the psychological features of resilience in in teachers, to determine the competencies and characteristics of personality that will help teachers to becomeresilience to stressors they constantly face in their work, while maintaining efficiency and effectiveness in performing professional responsibilities. Domestic and foreign approaches to the definition of resilience have been analyzed in the article. Resilience is defined as person’s stability to the effects of stressful events and factors, while maintaining the ability to recover and the desire to develop and grow as a professional. The issue of psychological features of resilience and stress resistance in accordance with the specifics of the teacher's activity has been revealed.An empirical research of the levels of resilience and stress resistance of teachers and students-future teachers has been conducted using psychodiagnostic techniques: «Brief Resilience Scale» by B. Smith and «Stress Resistance Test» by Yu. Shcherbatykh. The research has showed mostly low and medium levels of resilience in both teachers and future teachers. Both samples had an average level of general indicator of stress resistance, but the scale «Destructive ways to overcome stress» among students-future teachers showed a high level, indicating a lack of skills in effective behavior in stressful situations. Empirical data have been processed and analyzed using methods of mathematical statistics (Pearson's correlation coefficient). As a result, a correlation has been established between the scales of the method «Stress Resistance Test» by Yu. Shcherbatykh: psychosomatics and increased reaction to circumstances; psychosomatics and the tendency to complicate things. The inverse correlation has been defined between resilience and the Psychosomatics scale.

Изучение мотивации кандидатов для поступления на службу и сотрудников, изъявивших желание на прохождение службы в конкретных подразделениях системы МВД России

The article examines the to study the motivation of candidates for service in the internal affairs bodies and employees of the Ministry of Internal 
 Affairs of Russia who are transferred to other positions in the internal affairs bodies using psychological diagnostic methods. The purpose of the article is to develop proposals for the use of some psychodiagnostic techniques aimed at improving the methodology for studying the motivation of the personality of candidates for service in the internal affairs bodies and employees of the Ministry of Internal Affairs of Russia. The paper analyzes foreign and domestic approaches to personal motivation, examines some studies on this issue carried out in the system of the Ministry of Internal Affairs of Russia. The article presents the results of a pilot study, including an analysis of the materials of psychodiagnostics of employees of internal affairs agencies using the methods of "Integral job satisfaction", "The method of paired assessments", "Coping behavior in stressful situations" (S. Norman, D.F. Endler, D.A. James, M.I. Parker; an adaptation version of T.A. Kryukova). The test results were processed using the SPSS for Windows statistical package.

The perception of stress, behavior in stressful situations and mental health of bank employees within a German-Ukrainian comparative study.

The banking sector is a branch of the global labor market that is increasingly facing stress. This can have some negative effects on mental and physical health. The aim of the study was to examine the management of stress and the assessment of mental health in 2 European countries. The sample comprised 90 (52%) German and 83 (48%) Ukrainian bank employees (BA) (N = 173). To achieve the aim of the study, the following questionnaires were used: the Differential Stress Inventory (DSI), the Inventory for Personality Diagnosis in Situations (IPS) and the 12-item General Health Questionnaire (GHQ-12). The participants were examined in regard to nationality. Age, gender, senior position and DSI types were considered as covariates. There were some significant national differences. The senior position, gender and age alone had little or no influence on the results. In stress management, the German sample showed unfavorable values of DSI and IPS categories. Significantly more German bank employees (10%) were overstressed (DSI type II) compared to Ukrainian ones (3%). Significant differences in stress trigger, stress manifestation and stress stabilization of DSI, and in almost all IPS categories, were found between the bank employees of both countries. More specifically, 20% of the German sample and only 8.8% of the Ukrainian sample reported impaired mental health. Bank employees from Germany and Ukraine differed in their perception of stress and behavior in stressful situations, based on the DSI and IPS results; the Germans were shown to perform worse. This is reflected in the higher level of mental health impairment among the Germans, which is demonstrated by the GHQ-12 results. However, there is a need for workplace health promotion and preventive programs for both samples. Int J Occup Med Environ Health. 2022;35(1):81-94.

THE INFLUENCE OF THE LEVEL OF EMOTIONAL INTELLIGENCE ON THE RESILIENCE OF THE INDIVIDUAL IN THE CONDITIONS OF MARTIAL LAW

The period of adaptation to the new conditions that was cause by the challenges of today is quite difficult for the emotional state of the individual. That is explaining by the sudden occurrence of some new internal conflicts, due to unstable views on life and a sharp change in axiological orientations, an increase in the size of amygdala, also due to a constant presence in danger and change in permanent ways of thinking and existence. Polydirection, suddenness, stressogenicity of crises in the state of war affects defense mechanisms, emotional sphere, vitality and adaptability of the individual. Resilience is one of the most important traits and an important factor in growth, recovery, and preservation of mental health in the process of overcoming life’s challenges and critical situations. The article examines the main concepts related to the topic we are researching, substantiates the importance of individual resilience and the influence of the level of emotional intelligence on it, the development of which we consider as a necessary condition of vitality, life fulfillment, psychological stability, successful building of interpersonal relationships and overcoming various types of difficulties. In particular, we defined the main concepts, indicated their interrelationship, and demonstrated the peculiarities of practical application in the martial law conditions. By revealing the chosen topic, we managed to combine the understanding of intelligence, emotional intelligence and stress resistance of the individual in the conditions of martial law. This helped to determine the adaptive characteristics of individuals in crisis situations, their ability to respond to the conditions of today and to form their own resilience and resilience, taking into account difficult life circumstances. In particular, we determined that people are not born with a ready-made set of qualities, knowledge and skills, which are necessary to stay in stressful conditions, which today caused by war. The only way to develop one’s own resilience and vitality is self-education, working on stress resistance, developing one’s own emotional intelligence, analyzing one’s own behavior in stressful situations and retaining experience that helps overcome difficulties in difficult life conditions.

Analysis of stress factors in medical university students based on the international classification of functioning and the use of “Restorative” herbal blend for their psychocorrection

A survey of medical university students was conducted (20 people, 45% worked with patients with coronavirus infection). We studied stress factors and the psychological effectiveness of the course medication intake of the "Restorative" herbal blend (oregano grass, thyme grass, blackberry leaf, echinacea leaf). The reception period is 20 days. The available stress factors were evaluated by a developed questionnaire, in which scaling was performed in the paradigm of the International Classification of Functioning. The psychological state before and after taking the herbal blend was assessed using the methods "Coping behavior in stressful situations", "Taylor's scale of anxiety manifestations", "Emotional burnout" by V. Boyko. The most significant challenges for respondents are caused by prolonged and intense psychoemotional loads, violations of the work and rest regime. After taking the herbal blend, mental resources increase, anxiety and depression decrease. The subjects begin to deal with stress productively, and not emotionally reacting. The emotional deficit, saving of mental resources, inadequate response to adverse factors are reduced, which indicates the general strengthening effect of the "Restorative" herbal blend not only on the body as a whole, but also on mental processes.

Psychological effects of the course reception of multicomponent herbal blend "Antistress

The study of the effectiveness of the course intake of multicomponent herbal blend "Antistress" (rhizomes with roots of valerian officinalis, motherwort grass, hawthorn flowers, peppermint leaf, lemon balm leaf, herba hyperici) was conducted. The subjects were 20 students of a medical university, 45% of them worked with patients with coronavirus infection. The deadline for receiving the herbal blend is 20 days. The psychological state was assessed using the methods "Coping behavior in stressful situations", "Taylor Scale of anxiety manifestations", "Emotional burnout" by V. Boyko. After taking the herbal medicine, the overly emotional response to stress disappeared, anxiety decreased. Initially inflated indicators of emotional burnout have decreased to normal or close to normal: tension has decreased; forced resistance to adverse circumstances that have generally ceased to be perceived as such; emotional reserves that can be spent productively and with pleasure in professional activities have increased. In many respects, this result was obtained due to the combination of medicinal plants in the herbal blend: along with soothing and improving the functional state of the cardiovascular and nervous system components, herba hyperici, which is a natural antidepressant, was also included in the blend.

Strengths and limitations of humor in educational organization staff's coping with work stress

Introduction.Humor as an element of the organizational system is relatively little studied in psychology, although humor is an important organizational resource, the skillful use of which can be helpful for organization managers in coping with work stress and promoting staff's psychological well-being.Aim: to find out the productivity of educational organization staff's humor styles and to determine the conditions for optimizing humor management in educational organizations. Methods.The author's questionnaire «Stress in Educators' Work and Communication», assessement questionnaires: «Methods of Assessment of Levels and Types of Sense of Humor»(I.S. Dombrovska,), «Self-assessment of Stress Resistance», «Coping Behavior in Stressful Situations»(E. Heim), «Test of Viability»(Muddy), content analysis of visual humorous content of educational sites and Facebook groups. Spearman's correlation analysis was used for statistical data processing.Results.The author has found a moderate relationship between the educational organization staff's humor style and stress copying, which allows defining a humor style focused on others as productive. The educational organization staff's self-humor with a hint of self-deprecation and staffʼs ability to passively perceive humor, did not associate with staffʼs stress coping. It has been found that educational organization staff uses mostly unproductive humor styles to overcome stress.Conclusion. The obtained findings offer a good possibility of training managers for conscious use of humorous interactions to reduce staff's work stress, given different effectiveness of different humor styles.

ВПЛИВ СТРЕСУ НА ПРОФЕСІЙНУ ДІЯЛЬНІСТЬ ПРОФЕСОРСЬКО-ВИКЛАДАЦЬКОГО СКЛАДУ ТА УПРАВЛІННЯ СТРЕСОМ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

Subject under consideration in the article is the problem of stress in professional activity of academic staff. It has revealed modern scientific ideas about stress. The reasons, manifestations, consequences of professional stress of a university lecturer have been analyzed on the basis of applied sociological research conducted among the academic staff of National University of Life and Environmental Sciences of Ukraine. The article presents the research results of professional stress impact on professional activity of academic staff. It has been shown that the professional activity of a lecturer is accompanied by numerous stress factors that determine professional stress and have negative influence on his/her professional activity effectiveness. It has been noted that the violation of adaptive mechanisms, low stress resistance with prolonged chronic influence of stress factors, leads to a number of psychosomatic diseases. The strategies of overcoming behavior in stressful situations have been studied among the scientific and pedagogical staff of NULES of Ukraine. The features of overcoming professional stress among teachers with different stress levels have been revealed. Gender characteristics of higher school teachers have been established: a high susceptibility of women to stress, due to their expressiveness, the desire for success in professional career and in personal life, as well as a high frequency of stress development among young teachers, since they have to gain credibility with students. It has been identified that professional stress among teachers with working experience is mainly due to numerous educational reforms and toughening requirements. The importance of stress resistance has been noted, which is associated with innate qualities, but can be strengthened by competent planning and administration responsibilities, the creation of a comfortable working environment by the heads of the faculties and departments, the work of psychologists and the lecturers themselves.

STRESS RESISTANCE AND COPY STRATEGIES OF STUDENTS ’BEHAVIOR DURING THE EDUCATIONAL PROCESS IN HIGHER EDUCATION INSTITUTIONS

The article considers the main approaches to the problem of stress resistance of students in higher education institutions of Ukraine. It is determined that a number of scientists consider stress resistance as a property of the individual that determines its effective activity, and others as cognitively conditioned mechanisms for overcoming stress. It is noted that in psychological science there are other views on the stress resistance of the individual, but when studying the stress resistance of students in the educational process of higher education, it is advisable to use the above approaches. Studies suggest that most students have low levels of psychological stress, mental stress and medium, high levels of resilience. The main coping strategies of students’ behavior in stressful situations are “confrontational coping”, “avoidance”, “self-control” and “problem solving planning”.

Стрессовые ситуации и их преодоление.

The aim of the work was: To determine the methods of protection and behavior of the subject in stressful situations, for their effective overcoming.
 The following techniques were used in the work:
 1) Methodology for diagnosing psychological typologies.
 2) Research of individual coping strategies. E. Heim.
 3) Methodology "Coping - behavior in stressful situations".
 Results:
 According to the results of the first method, the defense mechanism - denial, prevails, and according to the third method, coping oriented towards avoidance prevails. Also, for all methods, the results about a low level of prevalence of emotions coincided. The subject does not resort to emotional defenses and behavior on rare occasions. He tries to rationally think about the situation and find a way out of it.
 Conclusions:
 The subject is expected to have a stronger understanding of his psychological defenses and self-control.
 Recommendations for skillfully managing your own emotions and behavior both in stressful situations and in more emotionally calm situations.
 You need to treat yourself, your body and soul with great respect and unconditional respect. And most importantly, love yourself. It is important to master the basics of self-regulation with the help of voluntary control of well-being and controlled harmonization of mood. Continue in the direction of comprehending the miracle of transformative creativity of conscious development. The choice in the systematic replenishment of energy always has a person who knows himself, his needs and ways to satisfy them.

Relationship between organizational and psychological characteristics of general secondary education institutions and headmasters' coping strategies

Introduction. The use of adequate stress-coping strategies by the headmasters of general secondary education institutions involves the study of these institutions' organizational and psychological characteristics that affect headmasters' choice of stress-coping strategies. Methods. The following instruments were used to collect and analyze data «How is your organization developing?» (V. Siegert, L. Lang, modification by L. Karamushka), «A Method of research into coping behavior in stressful situations» (S. Norman, D. Endler, D. James, M. Parker; adaptation by T. Krukova), and a passport-questionnaire. Aim: to analyze the relationship between organizational and psychological characteristics of general secondary education institutions and headmasters' stress-coping strategies. Results. Statistically significant relationships, both positive and negative, have been found between the organizational and psychological characteristics of general secondary education institutions and their headmasters' stress-coping strategies. It was shown that the higher the level of organizational development of general secondary education institutions, the more frequently their headmasters used such a coping strategy as social support seeking, but as the number of headmasters in one institution increased, the frequency of use of this coping strategy decreased. It was also shown that as the administrative status of the town/city where the general secondary education institution was located increased, the frequency of headmasters' use of such coping strategies as avoidance and distraction increased, too. Conclusions. The findings can be helpful in managing general secondary education institutions, in particular, in headmasters' choosing adequate stress-coping strategies.

Identifying the characteristics of the behavior of students and graduates of the “operation of railways” specialty in a stressful situation

The present study aims to identify the characteristics of behavior in stressful situations and the strategies for coping with stress demonstrated by students of the 1st and 4th years of the Faculty of Transport and Logistics Management of the specialty “Railroad Operation”, as well as by their graduates - Russian Railways OJSC employees performing functions related to train movement. The methods used in the study include a standardized method for multivariate coping measurement (Coping inventory for stressful situations, CISS). The results show that for the majority of students, the style of coping focused on solving the task or problem with more or less variation as we will see predominates. The practical importance of the study is found in the fact that the materials obtained in the course of it can be used in the development of programs specially adapted for the development of the students' coping resources. The acquired data also improve the understanding of the development of coping strategies in the ontogenesis process.