Emotional Self-awareness Research Articles

Why did he say that? Teaching physicians-in-training how to recognize hidden emotions in end-of-life prognosis conversations: an autoethnography

Background: Intuitively accessible via WhyDidHeSayThat.com, this article begins with two unconscionable end-of-life prognosis-related quotes from best-selling physician-author, Atul Gawande, and an unnamed doctor, asking: “Why did he say that?” The article then proceeds to answer this question by showing how physicians’ most common end-of-life communication blunders are rooted in their unexplored emotions. Healthcare’s only widespread conversation analysis training focused on examining the role of hidden emotions in influencing the flow of conversation is found in Spiritual Care’s “Verbatim” education modules. While the need for physicians’ emotional self-awareness for improved end-of-life communication has been identified in the literature, no one has explored how this need might be met by custom-tailoring Spiritual Care’s “Verbatim” education modules for physicians-in-training. Methods: This article utilizes the qualitative research method of autoethnography to grant physicians access to the content and power of Spiritual Care’s “Verbatim” education modules for conversation analysis and emotional intelligence. Results: Using a profound personal example from the author’s firsthand experience of the suggested training tool, the “Verbatim” module is shown to grant revelatory self-knowledge and invaluable emotional intelligence. The same model then illuminates the physician cases. Conclusion: Spiritual Care’s “Verbatim” education modules address universal issues of clinical communication and emotional self-awareness that are applicable to physician-patient/family conversations surrounding end-of-life decision-making. Customizing these conversation analysis modules for physicians-in-training may help to address physicians’ emotionally-triggered conversational miscues in end-of-life prognosis communication. Existing programs for complementary end-of-life communication training are noted, and it is claimed that a combination of each of these models, together with the proposed module, may be ideal. It is also admitted that no form of education or training can ensure ethical communication. Therefore the ultimate solution is to supplement communication training with real-time, third-party support and accountability. This can be achieved by the "Doctor Body Cam" intervention protocol, accessible via DoctorBodyCam.com.

Variations in Demonstrated Emotional Intelligence: Trainee to Experienced Faculty Member.

To identify differences in emotional intelligence (EI)-related competencies between fellows and faculty in a cohort of pediatric critical care physicians. Single-center, cross-sectional observation study. Seventy-two-bed multidisciplinary pediatric critical care unit at a quaternary children's hospital (Children's Hospital of Philadelphia, Philadelphia, PA). Forty-seven critical care physicians, including 19 fellows and 28 faculty members, were assessed. A multidisciplinary team of 83 physicians, nurses, and nurse practitioners contributed to the assessments. None. A multirater EI assessment tool (Emotional and Social Competency Inventory 360) was used to measure EI competencies of participating physicians across 12 core competencies. Utilizing a priori scoring definitions, physician EI competencies were classified as strengths or areas for growth. Results were stratified based on provider experience, generating comparisons between fellow and faculty cohorts. Ninety-four percent (177/188) of distributed assessments were completed. Fellow strengths were identified as organization awareness, achievement orientation, and teamwork; areas for growth were influence and emotional self-awareness. Compared with fellows, faculty members demonstrated additional strengths in the domains of adaptability, emotional self-control, coach and mentor, positive outlook, inspirational leadership, and influence. This study provides the first characterization of EI competencies among trainees and faculty members using a validated multirater assessment tool. The descriptions of physician EI, based on years of experience, are an important piece of the foundation for future explorations into the advancement of physician EI and effective leadership.

Evaluation Correlations between Emotional Intelligence Subscales and Adherence to Health Protocols during the COVID-19 Pandemic

Introduction: To mitigate the spread of COVID-19 infection, health protocols have been recommended but some people ignore them. Emotional intelligence is a set of skills that help people to cope with the demands of the environment. The Purpose of this study was to examine the relationship between emotional intelligence subscales and adhere to health protocols during Covid-19 pandemic. Method: This cross-sectional study was advertised on social media. 341 participants completed the self-reported questionnaires through the online link. Analysis was performed to assess the kind of association by SPSS. Results: Results indicated that females, older individuals, and somewhat those with higher education levels had more adherences to the healthcare protocols. Also, some EQ subscales (e.g., Social Responsibility, Reality Testing, Flexibility, and Emotional Self-Awareness) were significantly correlated with attitude toward healthcare protocols. Conclusion: These results emphasize the possible important of emotional intelligence subscales on adherence to health protocols.

Not the Master of Your Volitional Mind? The Roles of the Right Medial Prefrontal Cortex and Personality Traits in Unconscious Introjections Versus Self-Chosen Goals.

Humans are unconditionally confronted with social expectations and norms, up to a degree that they, or some of them, have a hard time recognizing what they actually want. This renders them susceptible for introjection, that is, to unwittingly or “unconsciously” mistake social expectations for self-chosen goals. Such introjections compromise an individual’s autonomy and mental health and have been shown to be more prevalent in individuals with rumination tendencies and low emotional self-awareness. In this brain imaging study, we draw on a source memory task and found that introjections, as indicated by imposed tasks that are falsely recognized as self-chosen, involved the bilateral medial prefrontal cortex (MPFC) and the dorsal anterior cingulate cortex (ACC). Notably, reduced right MPFC activation within this condition correlated with trait scores of ruminations and reduced emotional self-awareness, but also introversion. Moreover, correct recognition of tasks as self-chosen involved the right MPFC. Accordingly, the right MPFC may play a role in supporting the maintenance of psychological autonomy and counteract introjection, which individuals with certain personality traits seem to be prone to. This research has significant implications for the study of mechanisms underlying autonomous motivation, goal and norm internalization, decision-making, persuasion, education, and clinical conditions such as depression and burnout.

Self-Reported Practices and Emotions in Prescribing Opioids for Chronic Noncancer Pain: A Cross-Sectional Study of German Physicians.

Background: The pressure on physicians when a patient seeks pain relief and their own desire to be self-effective may lead to the prescription of strong opioids for chronic noncancer pain (CNCP). This study, via physician self-reporting, aims to identify and measure (i) physician adherence to national opioid prescribing guidelines and (ii) physician emotions when a patient seeks a dosage increase of the opioid. Methods: Within a cross-sectional survey—conducted as part of a randomized controlled online intervention trial (ERONA)—600 German physicians were queried on their opioid prescribing behavior (choice and formulation of opioid, indications) for CNCP patients and their emotions to a case vignette describing a patient seeking an opioid dosage increase without signs of objective deterioration. Results: The prescription of strong opioids in this study was not always in accordance with current guidelines. When presented with a scenario in which a patient sought to have their opioid dose increased, some physicians reported negative feelings, such as either pressure (25%), helplessness (25%), anger (23%) or a combination. The risk of non-guideline-compliant prescribing behavior using the example of ultrafast-acting fentanyl for CNCP was increased when negative emotions were present (OR: 1.7; 95%-CI: 1.2–2.6; p = 0.007) or when sublingual buprenorphine was prescribed (OR: 15.4; 95%-CI: 10.1–23.3; p < 0.001). Conclusions: Physicians’ emotional self-awareness represents the first step to identify such direct reactions to patient requests and to ensure a responsible, guideline-based opioid prescription approach for the long-term well-being of the patient.

Emotional Intelligence Scale for Male Nursing Students and Its Latent Regression on Gender and Background Variables.

This study aimed to develop an emotional intelligence (EI) scale for male nursing students and investigate its associations with gender, age, religious beliefs, and father’s and mother’s education level. We recruited 384 male nursing students in Taiwan to construct an EI scale comprising 16 items with four factors: recognizing the emotions of others, emotional self-awareness, self-emotional expression, and self-emotional management. The scale had factor loadings of 0.64−0.80. The reliability coefficients for the subscales ranged from 0.80 to 0.84, while that for the total scale was 0.93. We also recruited 402 female nursing students for comparison. Latent multiple regression of the EI factors showed that male students had higher self-emotional expression but lower self-emotional management than females. Age was negatively associated with self-emotional management for both genders. Religious beliefs were negatively associated with emotional self-awareness in male students, and with recognizing the emotions of others in females. Father’s and mother’s education had no association with EI in male students; however, father’s education was positively associated with all EI factors in females, and mother’s education was negatively associated with recognizing the emotions of others and self-emotional expression. These results provide insight into male nursing students’ EI and the background variables influencing EI.

Identifying psychological features of robots that encourage and discourage trust

Trust is a significant predictor of humans' willingness to engage with robots. What increases – and decreases – human-robot trust? In contrast with research that has focused on robots' physical features and gestures, the present study examined psychological features. We operationalized trust as the willingness to make oneself vulnerable to potential exploitation. Participants (N = 811) played two rounds of an online Repeated Prisoner's Dilemma game against a robotic or human counterpart. The counterpart was randomly varied to display high versus low levels of four theoretically derived dimensions of humanness: Values, Autonomy, Social Connection, and Self-Aware Emotions. Varying the robotic counterpart's expressed commitment to Values from low to high increased participants' likelihood of choosing the cooperative option. In contrast, varying the robot's Self-Aware Emotions from low to high increased participants' likelihood of choosing the competitive option. These data suggest that imbuing a robot with a commitment to moral principles fosters higher trust that the robot will not choose the exploitative option, whereas imbuing a robot with a high level of emotional self-awareness hinders this type of trust. This work represents a starting point for the development of a more comprehensive model of the psychology of human-robot trust.

Is the leadership performance of public service executive managers related to their emotional intelligence?

Orientation: Growing evidence indicates a positive relationship between emotional intelligence (EI) and leadership performance. However, in non-Western public service contexts, scholarship on the nature of this bivariate relationship trails behind.Research purpose: Using the behavioural EI model, this study examined the relationships between EI competencies and leadership performance of executive managers in the South African public service.Motivation for the study: A significant bivariate relationship using the behavioural EI model implies empirical significance and practical implications for policy and leadership development in the public service.Research approach/design and method: The multi-rater Emotional and Social Competence Inventory (ESCI) measured EI competencies of 35 executive managers rated by 230 respondents. Multi-source nominations from 371 respondents measured leadership performance. Five study hypotheses were tested using Spearman’s rank correlation coefficients and analysis of variance.Main findings: The results indicated significant positive correlations between leadership performance and all four EI clusters of competencies: self-awareness, self-management, social awareness and relationship management. Of the 12 EI competencies, adaptability, inspirational leadership, emotional self-awareness and positive outlook displayed the strongest correlations. Also, a significant negative relationship between the managers’ competency gap and (self-other agreement) their performance was observed.Practical/managerial implications: The results have implications for management and leadership development and recruitment in the public service.Contribution/value-add: Using the behavioural method, this quantitative study validated the positive relationship between EI and leadership performance in the South African public service.

Meta-mood knowledge moderates the relationship between neuroticism and depression but not between neuroticism and anxiety in a sample of nonclinical adolescents

Research shows a strong link between neuroticism and internalizing psychopathology, such as depression and anxiety. However, it is unclear to what extent meta-mood knowledge (i.e., attention to emotion and emotional clarity) plays a role as a moderator in this relationship. To investigate this, we collected data on meta-mood knowledge, personality traits, depression, and anxiety in a sample of adolescents (N = 244; 53.7% girls) aged 12 to 18 years (M = 14.6, SD = 1.7) from Catalonia, Spain. Regarding the relationship between neuroticism and depression, results showed that emotional clarity buffered this relationship. Although attention to emotion did not, the joint moderating effect of attention to emotion and emotional clarity was significant. The results on the four different combinations of attention to emotion and emotional clarity showed that the relationship between neuroticism and depression was strongest for high attention and low clarity, less strong for low attention and low clarity, and even lower for high attention and high clarity. And importantly, these similar patterns of association disappeared at low attention and high clarity. In contrast to the relationship between neuroticism and depression, we found no statistically significant moderating effects for the relationship between neuroticism and anxiety. Based on these results, we argue the importance of examining individual differences in emotion-based cognition and understanding when the benefits of emotional clarity are associated with fewer disadvantages of excessive attention. These results provide preliminary evidence that the combination of low attention and high clarity may be an adaptive version of emotional self-awareness in relation to neuroticism and depression.

Music Therapy in US Corrections

Although the United States has the highest incarceration rate in the world and music therapy has existed in U.S. correctional facilities for almost a century, little is known about music therapists who provide services to people who are incarcerated. Exploration in this area is important as it could help inform clinical practice, music therapy curriculum, and potentially influence policy in the treatment of inmates. This study explores the philosophy, practices, and protocols of music therapists working in the U.S. corrections system. Board-certified music therapists ( N = 542) completed an online survey in which they indicated their reasons for working or not working in corrections. Participants who worked in corrections (n = 52) answered additional questions about their religious beliefs and political affiliation, music therapy practices in corrections, and protocols at their facility related to provision of music therapy services. The results of this survey revealed differences in demographic variables for music therapists who worked in prisons, who were significantly more likely to be men, χ2 (1) = 6.57, p = .015, or under-represented racial minorities, χ2 (1) = 5.82, p = .021, than music therapists who did not work in prisons, who were representative of music therapists in the U.S. (almost 90% white women). The majority of respondents who worked in corrections reported they were Democrats and more than half reported that their religious and/or spiritual views did not influence their decision to work in corrections. Music therapists most frequently addressed emotional awareness, impulse control, and self-awareness through music listening, discussion, and playing instruments. We discuss results in the context of current efforts to improve rehabilitation and treatment services within the U.S. correctional system.

Papà, mi leggi?

As elsewhere, in Italy girls read more than boys, and mothers read more to their children than fathers, despite growing evidence on the impact of fathers’ reading on children’s linguistic, cognitive and relational skills, as well as on fathers themselves for parent-child bonding, and to enhance fathers’ empathy and emotional self-awareness. There is also evidence that both fathers and mothers may spend more time reading to girls than to boys who can be more restive physically and less attentive. Reading tends to be viewed as a feminine domain. The authors recommend promoting reading by fathers, as well as mothers, for the father-child relationship, increasing fathers’ self confidence in their parenting skills, and for the child’s cognitive and psycho-social development. Overcoming the stereotype that reading is mainly a female activity and promoting caring masculinities that help to prevent domestic violence are also important.

Time Management Behaviors and Emotional Intelligence in Head Nurses in Emergency and Intensive Care Units.

Time management is of particular importance in nursing. One of the most effective variables associated with time management is emotional intelligence (EI). This study assessed the relationship between time management and EI and the level of EI and time management skills in head nurses in emergency and intensive care units. A cross-sectional study was conducted on all head nurses in the emergency and intensive care units of nine educational hospitals at Isfahan University of Medical Sciences in Iran in 2015 using Bradberry-Greaves' EI and Macan's Time Management Questionnaires. Participants' total time management score was (104.15 ± 6.98); total EI score was (128 ± 15.80). There was no significant relationship between overall EI and time management skills. There was a significant relationship between age and the emotional self-awareness dimension of EI (p = .027) and the mechanics dimension of time management (p = .037), and between work experience and overall time management skills (p = .049) and the mechanics dimension of time management (p = .038). Specific EI and time management skills may help head nurses to cope with the challenges they face, which may improve the quality of nursing care. Nursing leaders should consider the importance of time management and EI in increasing motivation and satisfaction of nursing staff and improving quality of care.

Mindful Parenting and Parent Technology Use: Examining the Intersections and Outlining Future Research Directions

Popular media attention and scientific research in both mindful parenting and technology use in the context of parenting has expanded in the 21st century; however, these two streams of research have largely evolved separately from one another. Thus, in this conceptual paper, we integrate the research on mindful parenting with that on parents’ technology use and parenting to examine how parent technology use may impact or be linked with aspects of mindful parenting. Mindful parenting theory outlines five key components: listening with full attention, self-regulation in the parent–child relationship, emotional awareness of self and child, nonjudgmental acceptance of self and child, and compassion for self and child. Parent technology use, in particular the use of mobile devices, has the potential to impact all five elements of mindful parenting. However, the relationship between mindful parenting and technology is complex, and there can be both positive and negative implications of parent technology use on mindful parenting. On the positive side, technology use might help parents regulate their emotions; access support; and develop more empathy, acceptance, and compassion for themselves and their children. Yet, parent technology use also has the potential to create distractions and disrupt parent–child interactions, which may make it more difficult for parents to listen with full attention, maintain awareness of their own and their child’s emotions, and calmly respond to child behaviors with intentionality. Technology use may also create more opportunities for social comparisons and judgement, making it more difficult for parents to accept their children nonjudgmentally and have compassion for their children as they are. Future research is needed to understand the conditions under which technology use can hinder or promote mindful parenting and how interventions can promote mindful parenting skills and a positive uses of technology.

THE ROLE OF LEADERS’ EMOTIONAL FLEXIBILITY IN BANKS MANAGEMENT

.Abstract. The article considers the essence of the concept of «emotional flexibility» and identifies its main elements and role in implementing management functions in banking institutions, particularly in decision-making. First, we substantiated the necessity of developing emotional flexibility to strengthen the functions performed by the leader. We established that the degree of development of this experience depends on how much the leader can act in a situation of uncertainty, quickly adapt to change, and find new opportunities and ways to make decisions. After all, in banking management, management decisions are pretty risky and challenging to predict because the financial sector is quite sensitive to socio-economic and political factors. Second, we characterized the mental models that guide any human activity. We consider the term «emotional flexibility of the leader» as a set of skills based on the ability to perceive their own emotions, label and understand them, and then consciously move forward. It also means recognizing stress and getting out of it, deciding how to act according to personal values and goals. Thus, we considered the categories that are the basis for the formation of emotional flexibility, namely: emotional self-awareness, the ability to manage emotions, the ability to control emotions, empathy, establishing and maintaining relationships effectively. We found that the developed emotional flexibility is inherent in leaders who can understand and direct their feelings, quickly identify subordinates’ emotions, and maintain effective social communication. Finally, we focused on the benefits of the developed emotional flexibility of the head of enterprises, institutions, organizations.The emotional flexibility of the leader lies in his conscious readiness to implement the emotional competencies necessary for the effective implementation of professional activities and solving social problems. This will contribute to professional development and personal development, the actualization of adaptive abilities, preservation of health and prevention of «professional burnout», harmonious functioning in society, life achievements. Constantly increasing the importance of the human factor requires additional research in emotional flexibility as another source of improving the efficiency and effectiveness of banking institutions.Keywords: emotional flexibility; emotional intelligence; human factor; leader; manager; management; banking management; decision making. JEL Classіfіcatіon G41 Formulas: 1; fig.: 3; tabl.: 1; bibl.: 31.

Cognitive-affective responses to online positive-psychological interventions: The effects of optimistic, grateful, and self-compassionate writing.

Growing evidence suggests that online positive-psychological interventions effectively increase well-being, and a wealth of evidence describes cognitive-affective responses to such interventions. Few studies, however, have directly compared responses across popular exercises such as the best-possible-self intervention, the gratitude letter, or self-compassionate writing. In addition, current evidence is ambiguous regarding the effects of potential moderator variables such as trait gratitude and emotional self-awareness. To address these issues, we randomized 432 German adults to perform either optimism, gratitude, self-compassion, or control writing interventions in an online setting. Participants reported trait gratitude and trait emotional self-awareness before the interventions, as well as momentary optimism, gratitude, self-compassion, positive affect, and current thoughts immediately after the interventions. Results indicate higher momentary optimism after the best-possible-self intervention and higher momentary gratitude after the gratitude letter than after the control task. There were no differences when comparing the best-possible-self intervention with the gratitude letter. Both interventions increased the number of positive self-relevant thoughts. The self-compassion condition showed no effects. Moderation analysis results indicate that neither emotional self-awareness nor trait gratitude moderated the intervention effects. Future studies should compare responses across different positive-psychological interventions using more comprehensive exercises to ensure larger effects.

Structural model of self-defeating behaviors based on the basic psychological needs, moral identity and emotional self-awareness of young girls

Aim: The aim of this study was to determine the fit of structural model of self-defeating behaviors based on basic psychological needs, moral identity and emotional self-awareness in young girls. Method: The present study was correlational and path analysis. The statistical population of the present study included all male and female graduate students of Tehran universities who were studying in the academic year of 2019-20, were selected by cluster sampling; And the Questionnaire of the Importance of Moral Identity for Self (Aquino and Reed, 2002), the Basic Psychological Needs Questionnaire (Guardia et al., 2000), the Academic Dishonesty Scale (Kabi et al., 1997), the Emotional Self-Awareness Questionnaire (Grant et al., 2002), The Cognitive and Self-Behavioral Scale (Cunningham, 2007) responded. Data were analyzed using structural equation modeling method by Amos software. Results: Findings showed that the structural model of self-defeating behaviors based on the basic psychological needs, moral identity and emotional self-awareness in young people has a good fit (RMSEA= 0.07, GFI= 0.90). There was a significant negative relationship between moral identity and self-defeating behaviors (P&lt;0.01, r= -0.20). Self-awareness has an indirect effect on self-defeating behavior mediated by guilt (P&lt;0.01). Conclusion: It can be concluded that the structural model of self-defeating behaviors based on the basic psychological needs, moral identity and emotional self-awareness in students has a good fit.

The effectiveness of mindfulness based cognitive therapy on emotional self-awareness, empathy and self-compassion in psychotherapy trainees

Aim: The present study was conducted with the aim of determining the effectiveness of cognitive therapy based on mindfulness on emotional self-awareness, empathy and self-compassion in psychotherapy trainees. Methods: It was a quasi-experimental research with a pre-test-post-test design with two experimental and control groups and a two-month follow-up. The statistical population of the research consisted of all female psychotherapist trainees in Tehran in 2021, who were selected by the available sampling method and randomly replaced in two groups of 15 people. Data collection was done with Rifi et al.'s emotional self-awareness questionnaire (2008), Mehrabian and Epstein's empathy questionnaire (1972), and Neff's self-compassion questionnaire (2003). For each of the experimental groups, a cognitive therapy intervention program based on Bowen and Marlatt (2011) was held in the form of weekly sessions. In addition to descriptive statistics, data analysis was performed with mixed analysis of variance and Bonferroni’s post hoc test. Results: The results showed that in the post-test period, between the average scores of empathy (P&lt;0.001), emotional awareness (P&lt;0.001), and self-compassion (P&lt;0.001) of the company group There is a statistically significant difference between the participants in the intervention sessions compared to the control group. The effectiveness of the two intervention methods was stable over time in the subjects of the experimental groups. Conclusion: Based on the results of the research, conducting psychological interventions for the preparation of psychotherapy trainees is very important and can be a basis for raising awareness and correctly applying these interventions in psychotherapy trainees.

The relationship between sexual function and emotional intelligence and its components based on fertility status in women referring to health centers in Yazd.

BACKGROUND:Sexual function is affected by many psychological factors and emotions. The impact of emotion management varies in different fertility situationsThis can affect women's sexual function. Therefore, the aim of this study was to investigate the relationship between sexual function and emotional intelligence and its components based on fertility status in women referring to health centers in Yazd.MATERIALS AND METHODS:The present study is a correlational study that was performed on 165 women with inclusion criteria and referred to 4 selected health centers in Yazd in 2017. The study tools include demographic questionnaire, Female Sexual Function Index sexual function, and Bar-On emotional intelligence. The fertility status of women in the present study included a history of infertility, number of children, and history of abortion. The analysis was performed using descriptive statistical methods and analytical tests with SPSS software version 18.RESULTS:The mean score of all components of emotional intelligence except the components of self-expression, independence, and emotional self-awareness and also the total score of emotional intelligence infertile people was significantly higher than infertile people (P < 0.05). Regarding the relationship between emotional intelligence and sexual function in terms of fertility variables, a significant correlation was observed between the mean scores of all components of emotional intelligence except interpersonal relationships, flexibility, responsibility, empathy, and self-expression with sexual performance score in fertile individuals.(P = 0.000).Conclusion:As a result, it is suggested that the institutions in charge of women's affairs try to increase emotional intelligence and improve women's sexual function by holding workshops and classes for women, especially in women with infertility, childlessness, and history of abortion.

Psychological background of the leadership qualities formation in youth

Studying the background of successful leadership is one of the main applied problems of social and organizational psychology. For the formation of leadership qualities, it is important to have a favorable psychological climate around the individual, a sense of inner comfort, support of the immediate environment, adequate self-esteem, and a developed need-motivation sphere. A sensitive period for the leadership formation is early youth, when personal identity, worldview and value system are formed. The basis for the development of leadership qualities in youth is the development of personal qualities, namely: creating an image of the future and components of emotional intelligence. Objective. The research deals with the theoretical analysis of the leadership features, the clarification of the psychological conditions of its formation in the period of youth; experimental study of the manifestation of leadership qualities and their psychological conditions in youth. Methods. To achieve the set objective, we used a set of theoretical methods, such as: analysis and generalization of scientific information; the following empirical methods: observation; conversation; questionnaires “Do you have charisma?” (D. Konger); “Leadership potential” (D. Kotter); “Emotional intelligence” (R. Daft); “Creating the image of the future” (V. Hitt). The Pearson correlation method was used for statistical data processing. The research was conducted on the basis of the “School of Externs of Brovary Teaching and Educational Association of Brovary City Council, Kyiv region”, Brovary town. 30 respondents aged 17-18 took part in it. The results of the empirical study of psychological background of the leadership qualities formation of young men showed that young men have expressed leadership qualities (80%) and weakly expressed charisma (73.33%); a high level of emotional self-awareness (40%), emotional intelligence (26.67%) and self-possession (26.67%). The value of the correlation coefficient value between the indices of the level of charisma and indices of relationship management corresponds to strong correlation; between indices of leadership potential and criteria for realizing the image of the future (p≤0.01). We see the prospects for further research in the development and approval of the psychological training program for the formation of leadership qualities in youth.

EMPIRICAL STUDY OF FACTORS OF LONELINESS EXPERIENCE IN ADOLESCENCE

The purpose of the article is to present the results of the study of loneliness factors, in particular the factors of educational socialization, which influence the experience of loneliness in adolescence. The study involved 272 people aged 14–16 years (149 boys and 123 girls) and used «Differential questionnaire of loneliness» (E. Osin, D. Leontiev), «Test of vitality» (S. Muddy), the method of «Emotional self-awareness» (O. Vlasova, M. Berezyuk), Dembo-Rubinstein method, author's questionnaire. 58,1% of the studied adolescents are characterized by a low overall level of loneliness. In 38% of respondents this figure is average, and in 4% of adolescents – high. The inability to stay alone was indicated by 20,2% of respondents, 72,1% of adolescents have an average level of dependence on communication. The average level of ability to find a resource in solitude was found in 57% of adolescents, high inherent in 9,6% of subjects. 33,5% of subjects showed low development of positive loneliness. The study identified the following age characteristics of loneliness: at 14 years of age expressed a negative attitude towards loneliness, which becomes less pronounced at 15 years and continues to decline at 16 years; in 15–16 years the degree of acceptance of loneliness and solitude increases, the ability to constructive use of solitude develops. It is statistically established that there are relationships between indicators of adolescent loneliness and components of their educational socialization: educational (dissatisfaction with education, learning conditions and content of educational activities), interaction (dissatisfaction with relationships with friends and classmates, including the end of friendships), environmental (dissatisfaction with vacations, leisure) and psychological and educational (dissatisfaction with their own lifestyle in the absence of psychological assistance). It was also found that the experience of loneliness in adolescents is due to the influence of such individual differences as low levels of resilience, self-esteem, low levels of empathy, the ability to express emotions, taking responsibility for their own emotional experiences.