Components Of Psychological Readiness Research Articles

ДОСЛІДЖЕННЯ ВПЛИВУ ПСИХОЛОГІЧНОГО ЗДОРОВ’Я ПЕДАГОГА НА ПСИХОЛОГІЧНУ ГОТОВНІСТЬ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

The article is devoted to establishing the regularities of the impact of a teacher's psychological health on his/her readiness for creative professional activity. The author identifies the structure of psychological health and the psychological readiness of teachers for professional activity. Psychological health is defined as a multi-level formation that represents a harmonious state of the individual, based on the balance between the spiritual, social, intellectual, emotional, volitional and bodily substructures of the personality, as well as harmony between the individual and the world. The structure of psychological health is represented by a hierarchy of spiritual-semantic, social, mental and psychosomatic components. The psychological readiness of a teacher is a psychological quality based on the unity of pedagogical motivation and pedagogical abilities. The components of psychological readiness are: value-motivational, moral-communicative, creative-cognitive and emotional-volitional. The article describes the features of the state of psychological health and psychological readiness of modern teachers of the New Ukrainian School (NUS). The study revealed that 70% of the NUS teachers have a high level of psychological readiness for creative pedagogical activity. However, 17% of them have a low level of psychological health. Using the methods of mathematical statistics, the author established the patterns of the impact of the state of psychological health of teachers on their readiness for professional creativity. The results of this survey pointed to the following: the higher the level of psychological health of a person, the more pronounced his/her psychological readiness for pedagogical activity; the lower the level of psychological health, the less capable the teacher is of professional and pedagogical creativity. An important factor of development in a teacher’s psychological readiness is the flexibility of thinking and a positive emotional state. The researcher has experimentally proved that the psychological health of a teacher is the basis for the effectiveness of his/her professional activity.

DEVELOPMENT OF READINESS OF FUTURE TEACHERS TO WORK IN CONDITION OF INCLUSIVE EDUCATION

The relevance of this topic lies in the fact that the development of inclusive education is inextricably linked with the training of teaching staff, prepared to work with "special" children. The aim of the study is to develop professionally important qualities in future teachers. To achieve the goal, the level of knowledge of the problem of the development of students' readiness to work in inclusive education and the level of development of the components of the readiness of future teachers to work with children with special educational needs were revealed, the effectiveness of an experimental model of the process of preparing future teachers to work in inclusive education was tested. A psychological and pedagogical experiment was conducted with ascertaining, formative and control stages. Diagnostics of the level of formation of the components of psychological readiness using the methodology "Diagnostics of the readiness of teachers to work with children with disabilities" at the ascertaining stage showed that students did not have any ideas about the patterns of development characteristic of children with OVZ on the specifics of organizing pedagogical support for special children in the system of inclusive education. In order to increase the level of development of inclusive readiness of students, a formative experiment was carried out, for which a special course of practice-oriented classes (12 lectures and practical sessions) was developed, aimed at a deep study of the patterns of development of children in conditions of inclusion and the organization of pedagogical support for special children. Repeated diagnostics showed a positive dynamic of students’ readiness for a number of indicators: the formation of ideas about the conditions that must be observed when teaching and raising children with disabilities, forms of organizing inclusive education and upbringing of children in inclusive education. The results obtained allow us to conclude that the experimental model of the process of preparing future teachers for work in inclusive education is effective and it is recommended to introduce it into practice.

Specificity of psychological readiness for changes and psychological resilience in the employees of the State Criminal-Executive Service of Ukraine

The work focuses on the study of psychological readiness for change and psychological resilience among employees of the State Criminal-Executive Service of Ukraine. It is shown that in the conditions of reforming, readiness for changes is a psychological condition for successful professional activity and personal self-realization of the staff of the criminal executive service. The content of the concept of “psychological readiness” and “psychological readiness for change” is disclosed, the purposefulness of the study of psychological resilience as one of the factors of psychological readiness for change is substantiated. The purpose of the study was to identify the features of the functioning of psychological readiness for changes in the context of psychological resilience of employees of the State Criminal-Executive Service of Ukraine.
 The PCRS (Change Personal Readiness Survey) method created by A. Rolnic, S. Heather, M. Gold, C. Hull (translation and adaptation by N. A. Bazhanova and G. L. Bardier) and questionnaire of human resilience (O. O. Rylska) were applied to solve empirical problems. The subjects were employees of the State Criminal-Executive Service of Ukraine, who were divided into groups according to the level of psychological readiness for change. The first group consisted of subjects with a high level of readiness for change, the second – with a low level.
 The scientific novelty of the research is determined by the fact that, for the first time, the features of psychological resilience in workers of the Criminal Executive Service of Ukraine in the context of psychological readiness for changes were established. It was found that the employees of the Criminal-Executive Service with a high level of psychological readiness for change are distinguished by the greater severity of psychological resilience components, such as adaptation and self-development. It is proved that the groups of employees of the Criminal-Executive Service with different levels of psychological readiness for change show differences in the structure of interrelationships between the components of psychological readiness for change and the components of psychological resilience. In both groups, the growth of psychological resilience on the whole is accompanied by a facilitation of psychological readiness for change. At the same time, in the group with high level of psychological readiness for change, there are almost twice as many interconnections between these phenomena, which indicate a more active interaction between them in this group, in contrast to the low-level group in which this interaction is rather limited. The obtained results allow us to conclude that the subjects with different levels of psychological readiness for change demonstrate differences both in the indicators of psychological resilience and in the structure of interrelations between the components of psychological readiness for change and psychological resilience. Less pronouncedness of a number of components of psychological readiness for change and a certain deficiency of its interaction with psychological resilience can hinder both the successful professional activity of low-level group and their optimal functioning in the personality’s sense. The results obtained in the study can be used to develop programs for psychological support of the professional activities of the staff of the Criminal-Executive Service at the stage of its reformation.

Specificity of psychological readiness for changes and personality’s maturity of the employees of the state criminal and executive service

The work focuses on the study of psychological readiness for changes and personality’s maturity among the employees of the State Criminal and Executive Service of Ukraine. It is shown that readiness for changes in the reforming conditions is a psychological condition for successful professional activity and personal self-realization of the staff of the criminal and executive service. The content of the concepts of “psychological readiness” and “psychological readiness for changes” is revealed; the purposefulness of the study of personality’s maturity as one of the factors of psychological readiness for changes is substantiated. The purpose of the study was to identify the features of the functioning of psychological readiness for changes in the context of personal maturity of the employees of the State Criminal and Executive Service of Ukraine.
 The PCRS (Personal Changes Readiness Survey) method created by A. Rolnic, S. Heather, M. Gold, C. Hull (translation and adaptation by N. A. Bazhanova and G. L. Bardier) and the questionnaire of personal maturity (O. S. Shtepa) were applied to solve empirical problems. The subjects were employees of the State Criminal and Executive Service of Ukraine, who were divided into groups according to the level of psychological readiness for changes. The first group consisted of subjects with a high level of readiness for changes, the second – with a low level.
 The scientific novelty of the research is determined by the fact that the author established, for the first time, the features of psychological readiness for changes of the employees of the Criminal and Executive Service of Ukraine in the context of personal maturity. It was found out that the employees of the Criminal and Executive Service with a high level of psychological readiness for changes are distinguished by the greater severity of its components, such as responsibility, depth of experience, tolerance, autonomy, self-acceptance and synergy. It was proved that the groups of the employees of the Criminal and Executive Service with different levels of psychological readiness for changes show differences in the structure of interrelationships between the components of psychological readiness for changes and the components of personal maturity. In both groups, the growth of personality maturity is accompanied by a facilitation of psychological readiness for changes. At the same time, there were almost twice as many interconnections between these phenomena in the group with high level of psychological readiness for changes, which indicated an active interaction between them in this group, in contrast to the low-level group, where this interaction was rather limited. The obtained results allow us to conclude that the subjects with different levels of psychological readiness for changes demonstrate differences both in the indicators of personal maturity and in the structure of interrelations between the components of psychological readiness for changes and personal maturity. Less distinct manifestation of a number of components of psychological readiness for changes and a certain deficiency of its interaction with personality maturity can hinder both the successful professional activity of low-level group and their optimal functioning in the personality’s sense. The results obtained in the study can be used to develop programs for psychological support of the professional activities of the staff of the Criminal and Executive Service at the stage of its reformation.

СПЕЦИФІКА ПСИХОЛОГІЧНОЇ ГОТОВНОСТІ ДО ЗМІН ТА ОСОБИСТІСНОЇ КОМПЕТЕНТНОСТІ У ПРАЦІВНИКІВ ДЕРЖАВНОЇ КРИМІНАЛЬНО-ВИКОНАВЧОЇ СЛУЖБИ УКРАЇНИ

The article presents the results of a study of the specifics of psychological readiness to change and personal competence, as well as the relationships between them, among employees of the State Criminal - Executive Service of Ukraine. The relevance of studying this phenomenon in the context of professional activities of employees of the penitentiary service in the context of its reform is substantiated. The content of the concept of “psychological readiness for change” is disclosed and its significance within the framework of the formation of competence is indicated. The PCRS (Change Personal Readiness Survey) method created by A. Rolnic, S. Heather, M. Gold, C. Hull (translation and adaptation by N. A. Bazhanova and G. L. Bardier) and the general questionnaire of the general competence (O.S. Shtepa). were applied to solve empirical problems. The subjects were employees of the State Criminal - Executive Service of Ukraine, who were divided into groups according to the level of psychological readiness for change. The first group consisted of subjects with a high level of readiness for change, the second - with a low level. Based on a correlation analysis, it is proved that groups of employees of the Criminal - Executive Service with different levels of psychological readiness for change demonstrate differences in the structure of the relationship between the components of psychological readiness for change and the components of personal competence. It was established that the representatives of these groups differ both in the content of the identified significant interrelations, and in the number of significant interrelations of different modalities. In the group of employees of the Criminal - Executive Service with a high level of readiness for change, there are twenty-two significant relationships, all are positive, whereas in the group of employees of the Criminal - Executive Service with a low level of readiness for change, only eleven significant correlations are found, six of which have a positive and five is negative. This indicates that, in general, in the first group, along with the improvement of personal competence, there is an increase in psychological readiness for change, while these phenomena are actively interacting with each other. In the second group, this interaction has a limited and contradictory nature, which can act as a destructive factor in the functioning of both psychological readiness for changes and personal competence. The prospect of further work is to continue research in the chosen direction and to study the relationship of psychological readiness to change with a wider range of personality variables, in particular, such as psychological resource and personal maturity. This will allow not only to improve the scientific understanding of the psychological content of the phenomenon of psychological readiness for change, but also to obtain empirical results that will become the basis for developing programs of psychological support for the professional activities of the staff of the Criminal - Executive Service at the stage of its reform.

FEATURES OF READINESS FOR SCHOOL OF SENIOR PRESCHOOLERS WITH HEARING AND SPEECH DISORDERS IN THE CONTEXT OF THEIR SOCIAL ADAPTATION

The article considers the essence of psychological readiness for school in the context of social adaptation of children with hearing and speech impairment. The components of psychological readiness (motivational, intellectual, personal) are determined. Described, relying on the work of prominent researchers, the features of each component of the psychological readiness of children with hearing and speech impairment. Conducted a confirmatory experiment to determine the level of psychological readiness of children of the senior preschool age with hearing impairments in school discovered low rates. In particular, the not formed position of schoolchild, insufficient of motivational and intellectual readiness, there is a predominance of game motivation, which necessitates corrective work with this category of children.

INVESTIGATION OF THE MOTIVATIONAL COMPONENT OF THE MODEL OF STUDENTS’ PSYCHOLOGICAL READINESS FOR FAMILY LIFE

The article analyzes theoretical sources on the problem of youth’s readiness for family life. The stages of youth’s readiness for marriage, presented in the works of T.V. Andreeva, V.A. Sysenko, I.V. Grebennikova, components of psychological readiness in the works of I.Yu. Zudilina are discussed. The results of an empirical study that reveals the assumption of the existence of a relationship between psychological readiness and the motivation of choosing a partner are presented.

The phenomenon of psychological adaptation to the professional activities of doctors

Disorders of adaptation of young doctors and students to their the professional activities.The study was designed to develop a system of psychological adjustment and psychoprophylactic support during professional training based on a systematic approach to the study of the mechanisms of formation of psychological adaptation to the professional activities of doctors.It was conducted comprehensive examination of 405 interns and of 615 last year's students of medical universities in Ukraine. 211 interns had adaptation disorders. The data demonstrated individual and personal, social and psychological factors, mechanisms and conditions of psychological adaptation to medical work.The necessary components of psychological readiness for independent productive activities on the basis of high value professional identity, a positive attitude to the profession, perception of the patient as a personality in a certain psychological state, choice of interpersonal relationships and the use of ethical and deontological knowledge and skills at different stages of treatment process.The results showed that females have a higher level of disorders of adaptation to professional activity, compared with males. High level of disadaptation, which requires using of emergency measures was founded at 9.2% of men and 12.5% women; moderate level of desadaptation, which requires mandatory intervention of psychologists, conducting rehabilitation programs - 10.3% men, 14.0% women; mild level of desadaptation, in which the useful work of advisory experts - 36.2% and 42.1% respectively.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Psychological readiness of heads of vocational technical schools to educational services’ marketing: components and conditions of development

The article deals with actual problem of psychological science – development of psychological readiness of heads of vocational technical schools to educational services’ marketing. The components of psychological readiness of heads to educational services’ marketing are determined. The conditions of development of readiness of heads to educational services’ marketing and its approbation in a post-graduate education are defined

Контроль параметрів уваги у баскетболістів на етапі попередньої базової підготовки

Purpose: to determine the parameters of attention of basketball players aged 13–14 years old before and after the exercises of various kinds. Material and Methods: the study involved 3 teams of basketball players aged 13–14 years old from training groups. The total number of investigated people is 50. The study was carried out on the basis of Sports Children and Youth Olympic school № 5 in Dnepropetrovsk. We used the methods of theoretical analysis and synthesis of the literature, the method of analysis of documentary materials, pedagogical supervision, psychological testing, pulsometry, methods of mathematical statistics.The following techniques were used to determine the parameters of attention: «Mixed up line», proofreading test with Landoldt rings, proofreading test with letters. Results: during our research there was defined the predominantly low level of attention of basketball players at the stage of preliminary basic preparation. It was found out the specific nature of the load influences the decrease of the parameters in a greater degree, especially concentration, switching, and stability decline, the number of errors increases. Conclusions: on the basis of studies arises the necessity to improve monitoring systems in the Sports Children and Youth schools with usage of tests to determine the components of psychological readiness

FORMATION OF PSYCHOLOGICAL READINESS FOR READING FOREIGN SCIENCE TEXTS

The article deals with an extremely important problem of teaching technical department students to work with science texts in foreign language. The main areas of researches devoted to reading psychology problems and psychological readiness are examined. In the introduction the author justifies the importance of foreign languages learning in formation of technical department students and the role of the teacher in their motivation to read science texts and to overcome cognitive difficulties during reading. As scientists frequently use a specific, mathematical language, with symbols and formulas that are difficult to ground in everyday experience and that often require extreme precision a teacher must learn students to be ready for these difficulties and to overcome them. The author gives proof of creating of practical course that would improve reading and comprehension skills. It is also very important to take into account such individual psychological features as multiple intelligence, learning style of each student and so on. The components of psychological readiness of students to work with foreign science texts that influence their comprehension are described. The author presents the objective of the Foreign Language for Specific Purposes lessons, aimed at creating a psychological readiness of students to the work with foreign science literature; knowledge, skills and experience that should be formed and developped on these lessons. They predicted the results of testing these FLSP lessons.

Characteristic of different components development of psychological readiness to professional activities for students with somatic disorders

The paper presents the main results of empirical studies aimed at determining characteristics of psychological readiness to professional activities for students with somatic defects. The study involves 238 students, 96 of them have different physical disabilities. 10 questionnaires and techniques were applied. Results are presented according to an eight-component structure of psychological readiness to professional activities proposed by the authors. The study results are presented in comparison with healthy students’ results as well as in terms of certain indexes dynamics during university learning for various components of psychological readiness. The obtained results can become a basis for psychological activities aimed at such readiness formation.