Level Of Communicative Competence Research Articles

The significance of digital technologies in fostering the development of communicative competence among the prospective doctors

Future doctors are expected to possess a high level of professional skills, as reflected by their acquisition of proficient communication competence. The purpose of the article is to determine the role of digital technologies in the formation of communicative competence of prospective doctors. The objective was attained through the use of observation, analysis and weight coefficient, efficiency coefficient, Spearman's correlation coefficient. It was established that the development of communicative competence skills primarily allows to ensure the relevant orientation to the communication conditions (1.6) as well as informativity (1.53). To cultivate the communication proficiencies of prospective medical professionals, the authors developed corresponding approaches that included the use of digital technologies. The study of theoretical material involved the use of the SlideDog application; conducting practical classes via Medvoice Platform. The formation of professional competence involved the role-playing of relevant situations, based on the materials of the Pediatric Dentistry Academy, CARE-NExT-PG. After determining the level of students’ communication skills development in Group 1 (40.2) and Group 2 (40.1), it was established that they attained a high level. The development of communication skills contributed to the formation of students’ communication and social skills, as well as skills of abstract thinking and statistical information processing. The practical significance of the study lies in the elaboration of effective approaches to the development of prospective doctors’ communication skills drawing on the use of digital technologies. Research perspectives may be linked to the comparison of the level of communicative competence among medical students across various academic levels.

Evaluation of Clinical Communication in Pharmacy Undergraduates in Brazil: A Multicentric Study

ObjectiveTo assess the clinical communication characteristics of pharmacy undergraduates, estimate differences in this specific competency, and produce recommendations for further education and training. MethodsAnalysis of communication competence between 110 pharmacy students in the last graduation year from each of the 5 Brazilian regions and a simulated patient with complaints of mild allergic rhinitis passive of resolution with non-prescription medicines. The simulated appointment was recorded, and the video was analyzed using the 2 main elements: biomedical/task-focused and socio-emotional exchange of the Roter Interaction Analysis System. ResultsThe total of utterances/speech from the pharmacist to the patient was 183.4; there was a statistically significant difference according to the Brazilian region. In the consultation, the frequency with which pharmacy students returned to the segment was evaluated, with a total mean clinical history segment 2 of mean 5.60; in segment 4, which is the counseling phase, an average of 4.80. In the task codes and the socio-emotional codes, there was a statistically significant difference between the codes when compared by region. We compare by sex because it is said that women talk more than men. There was a statistically significant difference in socio-emotional code and biomedical/focused and task being higher for women. ConclusionThe level of communication competence of students should be that desired for graduation, in all regions. There seems to be a difference between training and level of competence. Considering gender, although the consultation time is similar, it appears that the quality of communication is higher for women.

The Predictive Ability of Communicative Competence of Peer Acceptance among the Twelfth-grade Students in the State of Kuwait

This study aimed to identify the level of communicative competence and peer acceptance, and the relationship between the communicative competence and peer acceptance, and whether there were differences in the relationship between the variables attributed to sex between the twelfth-grade students amounted to (25215) students for the academic year 2020/2021. The sample of the study consisted of (608) males and female's students. They were selected through the convenience sampling method. The correlational descriptive methodology was applied in this study. Two tools were also used commensurate with the study and its objectives. Tools were the communicative competence and peer acceptance scale. Results showed that the level of communicative competence was high with a mean of (3.83), and the level of peer acceptance was also high with a mean of (4.18), Results also showed that there was a statistically significance positive relationship at the significance level (0.05) between communicative competence and peer acceptance, where the value of correlation coefficient was (0.61). The results also showed that the communicative competence has explained (37%) of the variation in peer acceptance as predicted by peer acceptance, and there were statistically significant differences at the level of (0.05) in the relationship between the communicative competence and peer acceptance in favor of males.

ФОРМИРОВАНИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ В ПРОЦЕССЕ ОБУЧЕНИЯ БУРЯТСКОМУ ЯЗЫКУ КАК ВТОРОМУ

This article is devoted to the problem and solution of the communicative competence formation of younger schoolchildren in the process of teaching Buryat as a second language. Communicative competence doesn’t appear out of nowhere, it is formed. The basis of its formation is the experience of human communication. In order to confirm the scientific validity of the theoretical propositions put forward by us, the article theoretically substantiates and develops a system of exercises based on the principle of a communicative approach. A set of exercises for teaching dialogic or monologue speech, used in Buryat language lessons, are aimed to ensure that the child passes through the actions committed by a literary hero, learns to believe, make friends, love, analyze various life situations. This approach ensures the development of the student's speech, teaches to engage in dialogical disputes about the transformation of literary heroes, gives an excellent opportunity for the development of monologue speech. The actions that a student takes while performing an exercise can be conditionally divided into three groups: truly communicative or verbal, conditionally communicative or conditionally verbal, and constructive or linguistic. The purpose of these exercises is the consistent assimilation of lexical material in the process of forming skills, abilities, ultimately, communicative competence. The developed system of exercises is focused not only on improving and further developing the level of communicative competence, but also on developing the creative potential of students, their creative abilities.

Communication competence of future early childhood teachers - a report on a study in Poland

ObjectivesCommunication competence of future early childhood teachers - a report on a study in polandMaterial and methodsThe research was based on a quantitative paradigm. To determine the level of communication competence we used the Self-assessment of Communication Competence Scale (SPCC), stress was examined with the Perceived Stress Scale (PSS), and dispositional optimism was tested with the Life Orientation Test (LOT-R).ResultsThe analyses showed that prospective early childhood teachers obtained average scores in communication competence. At the same time, they reported high levels of stress and low levels of dispositional optimism. In addition, stress levels correlated negatively with all dimensions of communication competence, meaning that the higher the stress level, the lower the level of communication competence in all the measured dimensions. In contrast, dispositional optimism correlated positively with all dimensions of communication competence, indicating that all dimensions of communication competence increased as dispositional optimism increased.ConclusionsBased on the analyses, we suggest enriching education programs for early childhood teachers with issues related to communication competence, coping with public speaking, and preventive activities related to stress management.

Pragma-professional communicative competence of IT students in the Kazakhstani context

Relevance. The relevance of the work is due to a high degree of interest in terms of achieving effective communication in the education of IT professionals for the purpose of active pragma-professional and communicative intercultural integration and digitalization of the world through the involvement of modern information technology. Purpose. The purpose of this article is a comprehensive study of all parameters: social, psychological, linguistic, affecting the communicative competence of the student involved in the IT-industry, the development of linguocognitive mechanisms that contribute to the effectiveness of the dialogue in small and large groups (teams) on the example of the Kazakh experience. Methodology. The methodological basis was a theoretical, comparative and sociometric study of the main tasks, principles, rules of competent conduct of interpersonal and intercultural dialogue, the study of pragmatic aspects of building personality with a high level of communicative competence and practical application of knowledge in the course of training. Results. This article analyzes the key aspects of the IT-sphere development in Kazakhstan in terms of modern conditions of digitalization of professional activity of specialists, considered the main aspects of the influence of the level of communicative competence on the results of work in this industry, shows the main methods of formation of pragma-professional competence on the example of foreign language training, communication in internal and external teams and increasing the staff potential, competitive in the international labor market. Conclusions. The materials presented in this article can be used in the study of IT-communication on the example of other state mechanisms for implementing a communication strategy to improve the effective and comfortable work of employees, the development of planned methods related to improving the communicative competence of students and employees of information technology, the study of the specific organization of work in advanced IT companies, primarily from the perspective of the communicative aspect.

When politics meets dating: how moral concern, utopianism, and communication competence predict willingness to date across the political divide

Political orientations are increasingly relevant to romantic relationships. Self-categorization theory suggests that individuals prefer partners with the same political views. However, few studies have identified the factors associated with willingness to date or not to date across the political divide. Using survey data from 416 single participants from Hong Kong, the study found that older, female, and participants who were politically neutral or yellow were less willing to date across the political divide. Furthermore, a greater belief in politics–morality equivalence (i.e. regarding people from the opposite political camp as morally different from themselves) was associated with less willingness to date across the divide; this association was more negative among people with higher communication competence. At the same time, among people with a higher level of communication competence, utopianism (i.e. believing ideal worlds may exist) was positively associated with such willingness. The results demonstrate that communication competence has a paradoxical influence on willingness to date across the political divide, which challenges the assumption that communication can bridge the divide between people who hold different views.

Transformational Games as a Tool for Developing Students' Effective Communication Skills

Purpose of the study. The skill of effective communication is not only the most important component in the activities of a qualified specialist, but also makes everyday communication more trusting, less aggressive and dependent. This is confirmed by the research of domestic and foreign scientists, business coach programs, and the practical work of coaching and consulting specialists. The purpose of our work is a theoretical and experimental study of the use of transformational games as a tool for developing students' effective communication skills. The article examines the skill of effective communication of students according to various criteria. The results of the application of the program for the development of effective communication skills of students using transformational games are shown. Methods. The methodology of «Diagnostics of communicative tolerance» by V. V. Boyko is designed to determine to what extent people are able to show tolerance to other people in business and interpersonal communication. The test «Communicative skills» of Mikhelson L. in the modification of Gilbukh Y.Z. we used to determine the level of communicative competence and the quality of formation of basic communicative skills. To study the ability to showempathy, the «Emotional Response Scale» technique is used (A. Mehrabyan, modification by N. Epstein). In the formative part of our work, we used transformational negotiation games «The Red Rose Effect. The best techniques of persuasion» and «Say NO». Results. it was revealed that a significant number of students have difficulties in managing emotions that negatively affect interpersonal communication. Testing showed that the majority of students have an average level of general communicative tolerance. Students use aggressive (oppressive behavior) and dependent (insecure behavior) positions in communication. A significant number of students demonstrate a low level of response with feelings, which makes it difficult to contact people around them. Conclusion. Thus, purposeful work is needed to develop students' communication skills. For this purpose, we have developed a program for developing students' effective communication skills using transformational games, the effectiveness of which has been proven in practice and statistically.

Communication and creativity of managers in the context of effective management in organizations in the Republic of North Macedonia

Abstract The increased awareness of the key role of effective management for the success of modern organizations in conditions of globalization has led to numerous questions about the mechanisms that determine the variability of this significant phenomenon. The purpose of this paper is to understand the factors that influence the process of effective management, with a focus on communication skills. This paper investigated the influence of communication skills among managers on effective management in organizations in the Republic of North Macedonia. The paper has a theoretical and empirical character, and the research is oriented towards determining the connection between the communication competencies of managers and management styles. The findings confirm that communication competences are a prerequisite for effective management that includes leadership, and that managers with different levels of communication competence will prefer different management styles. The findings suggest significant links between the three-dimensional integrated management model that is theoretically and operationally defined as a combination of transformational, transactional and liberal management styles with the communication model. These findings speak about the importance of communication skills, which increase with the level of a managerial position where transformational management styles dominate and confirmed the assumption that good and creative communication plays an important role in effective management and becomes crucial in today’s world at all organizational levels.

DEVELOPING PROFESSIONAL SKILLS OF FUTURE TEACHERS OF ENGLISH IN MIXED-ABILITY GROUPS

The ultimate goal of pedagogical education is to prepare specialists who possess a sufficient level of professional competence and are able to teach successfully at school. To achieve this goal, it should be taken into account that students in one academic group may differ in a number of characteristics, such as their cultural and social background, motivation, learner styles, level of academic performance in different subjects, etc. The study aims to set out guidelines for developing professional skills of future teachers of English while working in mixed-ability groups.
 The analysis of students’ academic performance in the courses of methodology and General English leads to the conclusion that the levels of professional skills in one academic group may differ considerably from student to student and that the acquisition of these skills is in many cases affected by students’ level of language command, but the impact in question is not limited to this factor.
 The study also outlines the particularities of teaching methodology in comparison with teaching English to ordinary learners. In the process of teaching methodology, it is recommended; 1) to consider students’ level of communicative competence; 2) to identify the reasons for the discrepancy between students’ levels of communicative and professional skills and to take these data into account while developing the course; 3) to use differentiated instruction explicitly; 4) to adapt the process and product of teaching (but not the content) to the students’ needs; 5) to delegate responsibility for differentiation to students; 6) to use all modes of interaction (whole-class activities, individual work, work in homogeneous and heterogeneous groups). Following these guidelines by methodology teachers may increase the chances for pre-service teachers of English to acquire all the professional skills stated in the educational program by the end of Year 4.
 Further research in this field involves: 1) developing the algorithm of teacher actions in planning and using differentiated instruction while teaching the course of methodology to pre-service teachers of English; 2) working out a set of activities for teaching the course of methodology to pre-service teachers of English and verifying the effectiveness of these activities via conducting a pedagogical intervention.

Forming communicative competence in future specialists of the socio-economic sphere

This article explores the cultural tendencies of verbal etiquette among future professionals in the socio-economic field in the context of postmodern society during their professional training. The aim of the article is to investigate the formation peculiarities of communicative competence in education seekers of socio-economic professions regarding the development of speech culture related to the problem of verbal etiquette in postmodern society. The components of communicative competence in future professionals of the socio-economic field include subjective, praxeological, and gnoseological aspects, which are interdependent and contribute to the development of communicative interaction in their professional activities. The research was conducted within the educational process of higher education institutions, employing identical measurement techniques, time, and duration of training, which allowed for diagnosing the level of communicative competence of future professionals in the socio-economic field according to the criteria of speech culture. Communicative competence of future professionals in the socio-economic field is defined as the integration of scientific knowledge, intellectual and practical skills and abilities, virtual literacy in interpersonal interaction, competence in overcoming communication barriers, general culture, and personal qualities of education seekers capable of solving life-creative tasks.

THE STATE OF FORMATION OF PSYCHOLOGICAL INDICATORS OF COMMUNICATIVE COMPETENCE OF FUTURE SPECIALISTS IN FOREIGN ECONOMIC ACTIVITY

The article discusses the topic of communicative competence of future specialists in foreign economic activity. The components of the communicative competence of a future specialist in foreign economic activity were determined, and the following were included: communicative skills, the ability to overcome communicative barriers, the ability to reflect and improve oneself in order to overcome intercultural obstacles. The psychodiagnostic tools for determining the level of development of the components of the communicative competence of a foreign economic activity specialist have been specified: KOS-2 (communicative and organizational tendencies), the ―Emotional barriers in interpersonal communication‖ method, the method of diagnosing the level of reflexivity, the―Meaning-life orientations‖ test. As a result of the empirical research, it was determined that only 8 % of respondents have a high level of communicative competence of future specialists in foreign economic activity, the majority of respondents demonstrated an average level of communicative competence development (64 %), a low level of communicative competence was determined in 28 % of respondents.

МІЖОСОБИСТІСНЕ СПІЛКУВАННЯ ВИКЛАДАЧІВ ПРИ ВИКЛАДАННІ ІНОЗЕМНИХ МОВ ЯК ЛІНГВІСТИЧНИЙ ОБІГ КОМУНІКАТИВНИМ ПІДХОДОМ

On the basis of the conducted research, it was established that the teaching of foreign languages and its success are determined by the level of communicative competence of teachers. Mastering communication as a linguistic circuit of a communicative approach allows you to avoid conflicts, improve your art of communicative behavior, correctly express your thoughts, defend your position, which contributes to social success, maximum self-realization. It is noted that a high level of social and intercultural mobility encourages people to communicate more often. Communication is one of the necessary and important conditions for the development and formation of society and any individual activity. Often "communication" is equated with "verbal interaction", but these concepts differ from each other. Attention is drawn to the fact that in the process of pedagogical activity, teachers of foreign languages should take into account various aspects of communication, its features, but in order to become a master of foreign language communication, it is necessary to have qualities that are important for interpersonal relations. The list of qualities that should be a kind of reference point for teachers in communication is considered: what to strive for, what traits to educate, cultivate not only in oneself, but also in students. It was determined that the formation of highly qualified teachers of foreign languages is possible under the conditions of formed interpersonal communication, which depends on individual characteristics, pedagogical experience, professional competence, which involves a combination of knowledge from the methodology of teaching foreign languages, linguistics, sociology, psychology, cultural studies, etc. In other words, each teacher is characterized by his own communication, which is unique and unrepeatable. Several functions performed by communication in today's information-rich society are noted. The views of scientists on the problem of communication were analyzed and conclusions were drawn.

Modelling the language education at multicultural university environment

Introduction. Subject of the article is relevant due to new educational trends caused by challenges of the time. The authors have repeatedly addressed the problems of communicative asymmetry and concretization of the content of teaching foreign language communication. The importance of the problem demands the necessity of further develop of theoretical and methodological aspects of teaching students foreign language communication in multicultural educational space.Purpose setting. The research is aimed at creating the universal model of teaching foreign spoken language in various spheres of communication. Creating of communication learning model in a multicultural university environment requires solving some conceptual and practical tasks.Methodology and methods of the study. Theoretical and empirical methods were used: comparative analysis of scientific literature on the research problem; generalization of pedagogical experience; diagnostic methods.Results. The result of the research is the development of invariant and variable components of the model of learning foreign language communication. The invariant part of the model includes the definite hierarchy of communicative skills. The author promotes a logically consistent scheme for the development of receptive and concretized expressive skills at each level of communicative competence. The variable part of the model is of vital significance. This is the content of training, which includes linguistic material and speech aids, subject matter, a corpus of diverse texts. The model involves samples of creative tasks in accordance with the stages of development of communicative skills, as well as methodological comments.Conclusion. Analyzing theory and pedagogical experience and actual practices author reveals perspectives of realization of the learning model that provides more flexible process and effective level of foreign language training of future specialists. The materials of research and the author»s learning model represented and by invariant and variable components can be used in the framework of academic work with the students of different directions of training. The results of the study may be applied in modernization of the language education at multicultural university.

Formation of professional communicative competence of medical profile specialists under conditions of complication of social-professional interactions

The article updates the problem of forming the professional communicative competence of medical profile specialists in the conditions of the complication of socio-professional interactions due to the deepening of social isolation caused by the COVID pandemic, the need to provide medical care in emergency situations (war, technological and environmental disasters, etc.). It is emphasized that the mentioned processes are accompanied by an increase in the risks of emotional burnout and conflict in the professional activities of medical profile specialist, the need to act quickly in extreme situations and make vital decisions, which increases the urgency of the issue of the readiness of professionals for effective, partly crisis communication, which in the medical field has be characterized by timeliness, accuracy, completeness and an unambiguous understanding of a specific medical situation. Modern approaches to the interpretation of the concept of «communicative competence» both as a universal concept and taking into account the specifics of the professional activity of medical profile specialists are analyzed. It was found that communicative competence is a system of knowledge, abilities and skills of an individual that ensure effective interpersonal interaction, and includes: speech, discursive, sociolinguistic, illocutionary, strategic, linguistic and intercultural competence. It is noted that the communicative competence of a medical profile specialist presupposes the formation of contact skills, readiness to collect and analyze information, plan and convey to the patient the essence of diagnostic and treatment procedures, completion of communication, structuring of a communicative act, the ability to use various communication mechanisms in order to ensure a therapeutic effect on the patient. It was concluded that a high level of communicative competence of medical professionals determines the effectiveness of providing medical services in general, promotes understanding between all subjects of the medical care process, increases the patient's trust in the medical professional, avoids unnecessary conflicts and delays in the treatment process, etc.

Using the CEFR for Improving Pre-service Teachers’ Communicative Competence

The study investigated the effects of implementing "the Common European Framework of Reference for Languages" "CEFR" in the English courses in a teacher education program at one Iraqi public university. An intensive 288-hour CEFR-informed program focusing on communicative language competence was designed. The data collection consists of two phases: pre-CEFR and post-CEFR implementations. A total of 150 fourth-year pre-service teachers participated in the study. The questionnaire was the only instrument used for the data collection, which consisted of two parts: the CEFR Self-Assessment Grid and Bachman and Palmer’s linguistic test. The CEFR Self-Assessment Grid was used to access participants self-assessments of their English proficiency. In addition, the linguistic test examines 13 criteria of language knowledge: language vocabulary, syntax, phonology/graphology (grammatical knowledge), knowledge of cohesion, rhetorical organization, conversational organization (textual knowledge), ideational knowledge, manipulative knowledge, instrumental knowledge, imaginative knowledge (functional knowledge), knowledge of dialects, registers, and idiomatic expressions. It was hypothesized that there would be an improvement in pre-service teachers' performance after the implementation of the CEFR as a teaching framework. All the participants took the pre-CEFR and post-CEFR tests to examine their English language competency. The questionnaire was used in pre- and post-tests. The pre-CEFR test results showed that a significant percentage of the participants did not have adequate proficiency to be an English teacher (CEFR A2 and B1). Consequently, a course was designed to enhance pre-service teachers' communicative competence level required for them to be effective teachers, which is considered the main goal of teaching and learning English in the Iraqi colleges of education. The results were estimated according to the CEFR self-assessment grid and Bachman and Plamer’s (1996) checklist. The results of the post-test proved that the pre-service teachers had made more progress in their language proficiency as a result of implementing the CEFR compared to their levels before.

The linguistic and communicative aspect of the professional communication of doctors

Implementation of the process of speaking is impossible without communication, that is, the sequence of transmission and reception of information. Approximately half of the doctor's working time is spent on meetings, telephone conversations, communication with patients and colleagues. The ability to speak is his professional duty. A doctor, who knows how to speak creates the impression of an expert in his field, inspires trust in patients, which is a guarantee of successful treatment results.
 A high level of development of professional communication skills will largely determine the effectiveness of a doctor's work, his ability to logically and reasonably express his opinions, establish relationships with colleagues, and create a positive social and psychological microclimate in the team. At the same time, mistakes made in professional communication can hinder the effective performance of a doctor's duties and negatively affect his career. The basis of conflicts that reduce the creative potential of medical personnel is a low level of communicative competence caused by the lack of knowledge about communication and the corresponding communicative skills.
 The main goal of this work is a comprehensive consideration of the linguistic and communicative aspect of the professional communication of doctors. The methods of work involve the study of the mentioned phenomenon of linguistic and communicative skills of doctors, systematization, and correction of the acquired knowledge.

ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ УЧНІВ: ПСИХОЛІНГВОДИДАКТИЧНИЙ АСПЕКТ

The article describes the psycholinguistic factors that are important for the formation of students' communicative competence, and substantiates their specific features and the need for implementation in the language education system. The features of the speech activity of a linguistic personality are considered. All types of speech activity form the basis of communication as a psycho-cognitive activity of generating one's own utterance and perceiving someone else's speech (text/discourse) in a particular communicative situation. The process of creating one's own utterance is analyzed, and the main stages of its generation are determined (pre-communicative, communicative, and post-communicative). The features of speech creation as an individual communicative act are explained, and models of speech activity related to the phased process of speech generation are analyzed. The article considers an analytical model of communication, consisting of three interconnected sides: communicative, interactive and perceptual. The substantiated process of communicative interaction occurs gradually and includes important stages of communication, which are realized in stages. Communicative skills are characterized as skills aimed at producing one's own speech and perceiving other people's speech within specific communicative situations; they are specified in accordance with the stages of speech generation. The process of speech perception by a communicator is described, which takes place in two phases (actual perception and understanding) by moving from a surface analysis to a deep one. It is found that various barriers (logical, linguistic, stylistic, phonetic) arise in the process of communication, and their features are determined. On the basis of the conceptual provisions of psycholinguistics, the methodological emphasis is determined, which will contribute to the improvement of language teaching in order to form a high level of communicative competence of the individual. The results of experimental studies are presented.

Raising student bilingualism through foreign language (English) teacher professional involvement

The bilingual process is widely observed among many people and many cultures. Out of the many different forms of bilingualism, the form of bilingualism that most often appears is the subsequent one, being the result of learning a second language in school settings. When developing this type of bilingualism, both the language competences of language teachers and the quality of their teaching talent are very important. In order to assess this type of interdependence, a study that focuses on the teachers’ skills and competences, on the one hand, and the impact L2 teachers have on students, on the other hand, was designed. The study involved 50 teachers and 100 students taught by them, all of them attending vocational secondary schools in southern Poland. All participants of the study (i.e. both the teachers and the students) were to answer six verification questions included in the Matura exam 2018. The results obtained during the research indicate the existence of an interdependence between the actual level of proficiency of foreign language (FL) teachers and the final evel of L2 proficiency presented by their students. Generally, the students led by language teachers with a higher overall level of communicative competence showed an overall better command of English in the survey.

Stroke prevention as a psychological problem

The article presents an overview of research into psychological factors of stroke. It was determined that the susceptibility to stroke is formed by the following psychological qualities: high emotionality, anxiety, intrapersonal conflict, tension, reduced stress resistance, difficulties in social and psychological adaptation. Two personality psychotypes (A and B )were noted, to which increased risk for stroke is attributed:1) extroverts, with a fast pace of reactions and emotional excitability, competitiveness, desire for achievements, conflict and a constant feeling of time pressure, impulsive, egocentric, situationally anxious; 2) introverts, emotionally unbalanced, with a changeable character and a tendency to low mood, anxious and prone to depression, insecure. Based on data analysis, it is emphasized the need to learn effective methods of overcoming stress and reducing anxiety, increasing the level of communicative competence and learning effective methods of overcoming conflicts, mastering methods of emotional self-regulation for stroke prevention. Psychological recommendations are proposed for implementation in the lifestyle of the general public for the prevention of psychosomatic diseases.