Mechanisms Of Self-development Research Articles

Features of creative self-development of adolescents with intellectual disabilities by means of theatrical art

Importance. The problem of creative self-development of adolescents with disabilities is very relevant, since the social adaptation of such adolescents implies the complexity of interaction with others, is characterized by an unformed skills of self-knowledge, self-organization, self-regulation, and other mechanisms of self-development. In particular, the creative self-development of adolescents with intellectual disabilities is associated with the development of thinking, motor skills, and communicative functions. This is possible through amateur theater as a form of social and pedagogical work with young people with disabilities. The purpose of the study is to determine the role and pedagogical possibilities of amateur theatrical art as a means of creative self–development of adolescents with disabilities, taking into account the specifics of adolescents with intellectual disability (mental retardation).Research Methods. In the course of the research, such theoretical methods as generalization, comparison, etc. were used, domestic psychological and pedagogical works in the field of theater pedagogy were studied, empirical methods were used – understanding the experience of working with participants of the psychotherapeutic theater “We”.Results and Discussion. It is revealed and substantiated that amateur theater is a means of creative development and self-development of a personality, that is, an environment where activities aimed at the personal development of adolescents with disabilities can be fully realized on the basis of the existing personal potential in accordance with the norms of morality and cultural context accepted in society. The pedagogical possibilities of theatrical art, realized in specific forms of work (trainings, sketches, effective analysis of a play, staged work, etc.) and used at various stages of organizational and creative activity of an amateur theater group, contribute to the development of appropriate skills of self-knowledge and self-organization, thinking, and communicative abilities of adolescents with intellectual disabilities (mental retardation).Conclusions. The application of the research results contributes to the development of new methods and means of pedagogical work with young people with disabilities, the formation of an effective creative environment for their creative self-development and social adaptation.

RETROSPECTIVE PHENOMENON OF PHILOSOPHY OF EDUCATION AT THE CURRENT STAGE OF DEVELOPMEN

The modern era has posed radically new important problems for education and philosophical principles, the philosophy of education is considered the most effective theoretical basis for changes in the field of education which creates conditions for the most complete realization of the spiritual potential of a person. The retrospection of the phenomenon of education and its separation from philosophy, the stages of formation of its conceptual and categorical apparatus and the formation of its institutional forms are traced. The main directions of development of the philosophy of education in the world and in Ukraine are analyzed. The position of reviewing the fundamental principles of the university and university education, which consists in the transformation of the entire system of higher education and its adaptation to the realities of today, is very relevant today. Different approaches and views on the system of modern university transformation, the ambivalent nature of modern higher education and the retrospection of the phenomenon of the philosophy of education at the current stage of development are analyzed. Changes in the philosophy of the functioning of the educational system, ideological reorientations, reproduction of the humanistic nature, which contribute to the transition of higher education educational processes into sustainable innovative trends, have been clarified. The article examines the philosophy of education in the general system of university knowledge in connection with pedagogical theory and practice. Also, the methodology of changing the world's values and goals in the interests of the sustainable development of Ukrainian society and the harmonious development of the individual and the further transformation of a modern university is especially relevant in today's globalized world. Education has always been an objectively necessary condition for the formation of a personality developed in professional, spiritual and general cultural directions. Undoubtedly, any person is characterized by the ability for self-development, self-education, but his life definition, professional, civil and moral formation in different historical eras has its own characteristics, largely due to changes in the education system. In our opinion, the theoretical basis of such changes in education as a complex system of civilizational values has always been and continues to be the philosophy of education, since it lays down the mechanism of self-development and maximizes the inner spiritual potential of every person.

Творческое саморазвитие подростков с ограниченными возможностями здоровья: категориальный анализ

Exploring the creative self-development of personality as a psychological and pedagogical issue the authors analyze the concepts of “development”, “self-development” and “creativity”. The age patterns of adolescents are considered. In adolescence, the transition from childhood to adulthood is associated with a serious restructuring of the psyche, breaking old, established forms of relationships with people, changing living conditions and activities. Issue of creative self-development of adolescents with disabilities is the problem of lacking proper interaction with others, which entails the lack in formation of self-knowledge skills, self-organization, self-regulation, and other mechanisms of self-development. Along with pedagogical tasks involving the creation of conditions for the development of creative activity of adolescents with disabilities, it is important to solve the priority task – the education of a whole understanding personality capable of an adequate assessment of their actions and successful adaptation in the surrounding space. The results obtained are applicable in conducting further research on the selection of tools for the creative self-development of adolescents with disabilities by means of theatrical art.

UPDATE OF SCIENTIFIC AND METHODOLOGICAL APPROACHES TO THE CONSTRUCTION OF A MULTI-CRITERIAL SYSTEM OF ADMINISTRATION OF THE ACTIVITIES OF ENTERPRISESSTAKEHOLDERS OF CONSTRUCTION PROJECTS

The theoretical and methodological foundations of the construction of organizational and management tools for the administration of the operational activities of the enterprise are considered, the purpose and types of asset management are defined, and examples of the methodology for diagnosing the state of a construction enterprise in conditions of a financial crisis are given. The types of threats specific to construction enterprises have been determined. The formation of a system of effective measures to counteract possible negative effects and timely response to them is aimed at ensuring the maximum opportunities for realizing the economic interests of enterprises, as well as ensuring a sufficient level of their stability, in particular with regard to external threats. Timely response of construction industry enterprises to changes in the external environment, counteracting negative influence from the outside, development of effective tools should take into account a wide range of factors of the socio-economic development of the country, as well as industry and regional specifics, based on a certain sufficient level of technological maturity. It is substantiated that the theory of anticipatory economic development does not pretend to be universal, but, first of all, emphasizes the specific features of unique economic phenomena and processes of a breakthrough nature in the multidimensional space of socio-economic, political, general civilizational and other problematic factors of the economic development of states. It is proved that the theory and the model of anticipatory economic development offer, respectively, theoretical explanations and practical ways of adapting to the conditions of the functioning of countries in various competitive positions in the world economy, which are determined by distinct economic, technological and political advantages, as well as general civilizational prerequisites for their formation, in conditions of complication mechanisms of self-development of economic systems, expectations of a paradigmatic ontological and anthropological shift as a result of the convergence of technologies. The article describes the aspects of solving the current scientific and applied task of developing a formalized toolkit and practical recommendations for structuring, diagnosing the state, transformations and successful administration of assets of construction enterprises in accordance with the requirements of social - responsible management and the company's development trajectory.

Modern trade relations between the Republic of South Ossetia and Russian regions: Features, trends, barriers, risks

Touches upon the foreign economic interactions of the partially recognized states - the Republic of South Ossetia. The development of states that have arisen, as a rule, as a result of armed conflicts, and are designated in world practice through variousterms (unrecognized states, secessions, de facto states, etc.), has a constant scientific interest. In recent years, research has been updated in the search for factors and mechanisms of self-development of such states, which does not imply absolute economic and social isolation, therefore, one of the mechanisms is external relations and trade interactions. The purpose of this study is to substantiate the features, trends, barriers and risks of export-import relations of the republic with the regions of the Russian Federation. The study was conducted using methods of empirical analysis of statistical data, as well as normative and cartographic analysis and presentation of results. The main sources of analytical information were the site data ru-stat.com. The period of the analysis is January 2013 - January 2022. The analysis revealed the current features and trends of trade relations between Russia and South Ossetia, including the transition of the customs authorities of South Ossetia to the standards of the Eurasian Economic Union; an increase in import volumes and tax revenues from it. There are three types of barriers to increasing imports to Russia - transport and logistics, institutional, and structural. The emergence of certain risks of the foreign trade relations with Russia is not excluded, in particular, the occurrence of pandemics like COVID-19, exchange rate fluctuations of the Russian currency, sanctions pressure. In general, the republic has long-term trade relations with Russian regions, primarily in terms of imports. Nevertheless, the Government of the Republic faces the strategic task of strengthening and increasing trade interactions.

ФОРМУВАННЯ ЦІННІСНОГО СТАВЛЕННЯ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ У ПРОЦЕСІ ФАХОВОЇ ПІДГОТОВКИ

The article deals with the problem of forming the value attitude of future socionomic specialists to their professional activity in the process of professional training. The purpose of the article is to define the phenomenon of “the value attitude of future specialists in the socionomic sphere to their professional activity”, to present new aspects of its formation in the educational process of higher education and the results obtained. The objectives of the study are as follows: 1) to analyze the theoretical foundations of the scientific understanding of the essence of the value attitude to the professional activity; 2) to substantiate the structure of the value attitude of future specialists in the socio-economic sphere to their professional activity; 3) to identify the directions of forming the value attitude of future specialists in the socio-economic sphere to their professional activity in the process of professional training; 4) to experimentally test the effectiveness of the identified directions of forming the value attitude of future specialists in the socioeconomic sphere to their professional activity in the process of professional training. The value attitude to the professional activity is considered as a component of the value-content sphere of the personality of the future specialists in the socio-economic sphere, which positively reflects their system of values of professional knowledge. The structure of the value attitude of future socionomic specialists to their professional activity is presented in the unity of cognitive-evaluative, motivational, activity-transformative and reflective components. In accordance with the identified components, indicators and levels of their formation (stable communicative-reflective, situational profession-oriented, and inert subject practical ones) are determined. We consider the process of forming the value attitude of future specialists in the socio-economic sphere to their professional activity in the process of professional training as a process whose main directions include identifying professionally oriented information from the content; modeling students’ own value judgments; ensuring the cognitive activity of students and forming the skills of independent cognitive activity; actualization of personal values of students; active involvement of students in research work; inclusion of students in various practical activities. The study was conducted in 2020–2022 at Alfred Nobel University. 97 future bachelors in psychology and social work were involved (EG1 – 35, EG2 – 32, KG – 30). The following research methods were used: questionnaires, modified diagnostic methods of A. Rean; the method of involving students in life situations by systematically changing the conditions of the same task; methods of modeling professional situations in solving communicative and reflective tasks; and analysis of written tasks. The experimental study confirmed that the presented variety of directions, means of forming the value attitude of future specialists in the socio-economic sphere to their professional activity allows students to “launch” internal mechanisms of self-development, self-realization and self-improvement in various types of professional activities, as well as realize the need for personal restructuring and their own responsibility for the quality of professional growth.

UKRAINIAN-POLISH PARTNERSHIP IN THE FIELD OF EDUCATION: ACADEMIC DISCOURSE

The Ukrainian-Polish partnership is characterized as a priority of internationalization in the field of modern education and science, as a factor in the progress of pedagogical science based on the constructive interaction of Ukrainian and Polish educational institutions and scientific institutions. It has been proven that the Ukrainian-Polish partnership enables the formation and development of the values of scientific activity in the educational and scientific space, academic culture, and the establishment of priority academic traditions in the European discourse. The experience of pedagogical and educational partnership of two European countries in the system of interaction “pedagogical college – university – scientific institution” is presented through the prism of long-term creative, scientific, educational, research cooperation. The results of the Ukrainian-Polish partnership within the scope of educational institutions of different regions of Ukraine and scientific institutions under the auspices of the National Academy of Pedagogical Sciences of Ukraine are summarized. The most important achievements in the progress of the Ukrainian-Polish partnership, the results of professional communication of scientists and teachers are characterized, which is confirmed by the holding of Ukrainian-Polish / Polish-Ukrainian forums in cooperation with Polish research and educational institutions. At the current stage of development and intensive self-development of pedagogical science, which is based on the processes of integration and differentiation, the emergence of new branches of pedagogical knowledge, pedagogical subdisciplines (comparative pedagogy, labor pedagogy, adult pedagogy, social pedagogy, media pedagogy, etc.) is being intensified. At the same time, pedagogy remains integral, since pedagogical subdisciplines develop in the context of a single object of study, united by basic general pedagogical concepts. It is promising to study the factors and mechanisms of selfdevelopment of pedagogy as a science based on an interdisciplinary approach, the problem of professional training and teacher activity in an interdisciplinary space. Solving these problems requires joint creative efforts and fruitful scientific research of Ukrainian and Polish scientists.

Institutional Mechanisms of Self-Development of the Partially Recognized Republic

The most topical issues in the social sciences of the existence and further development of unrecognized and partially recognized states are considered. Based on the content analysis, a qualitative and quantitative assessment of documents for planning and implementing the strategic development of states was carried out. The dependence of the formation and functioning of the institutional mechanism of socio-economic development of the partially recognized state - the Republic of South Ossetia on the legal framework of its key partner state - the Russian Federation is shown. The mechanisms of self-development of a partially recognized state are presented, considered in the context of the dependence theory. The results of the study can be used in assessing the dynamics and trends of the socio-economic development of the Republic of South Ossetia.

DYNAMICS OF SELF-RELATIONSHIP OF STUDENTS-PSYCHOLOGISTS IN THE PROCESS OF PROFFESIONALIZATION

This article examines the problem of self-relationship of students-psychologists in the process of professionalization, on the basis of correlation and factor analysis is compared two groups of subjects of junior and senior courses with varying degrees of involvement in the professional activities of a psychologist, analyzes the causes and possible results of changes in self-relationship. The article established the following patterns: motivational and semantic mechanisms of self-development assume the impact on the personality of the future specialist through a change in the meaning of activity. Depending on the level of self-fulfillment of the individual, the appropriate dynamic semantic systems were allocated at different stages of the training. External negative motivation, as professionalization begins to correlate more strongly with both self-esteem and global self-relationship. This is a consequence of the abandonment of externally asked forms of activity in favor of the growth of self-determinized motivational tendencies. The role of external evaluation does not decrease, but the tolerance for being in a highly competitive environment increases. Negative external assessments activate the desire to confirm the level of global self-relationship. Factor analysis allowed us to identify an integral complex of "primary professionalization" that combines high resistance to external negative effects on self-esteem, high conceit, as well as professionally important for the psychologist traits of sensitivity and propensity to carefully analyze behavior. The impact on the formation of a professional psychologist during the course of training can be distinguished by how objectively they are, or perceived subjectively significant for students as controlling, informing or amotivating, how much weight their contribution to the formation of internal motivation of the individual. In particular, the study found that changes in self-relationship at different stages of professionalization lead to the development of sensitivity as a factor of empathy, a number of qualities become self-determinized depending on the degree of importance for the future profession.

The main components of the mechanism of state regulation of sustainable development of the fuel and energy complex of Ukraine

The main components of the mechanism of state regulation of sustainable development of the fuel and energy complex of Ukraine

Основные направления экономического развития региона через призму влияния пандемии коронавируса

The COVID-19 coronavirus pandemic has brought about a new economic reality, to which every economic entity must adapt, regardless of the scale: within a region, a country, or the whole world. The article examines the regional economic mechanism in the context of the pandemic in the context of the interaction of the market mechanism of self-development and the control influence of the regional authorities. The destabilization of the economic situation in the regions as a result of the pandemic and related restrictions poses the problem of revising the main directions of regional policy To achieve the set goals and objectives, the general methods of empirical and theoretical research were used: analysis, synthesis, induction, deduction, generalization, description. Three spheres play a key role in the economy of Pavlodar region: industry, trade and transport. Just how to remain positive dynamics in terms of industrial production and maintained the services will depend on the development of the region, the main indicators which are discussed in this article through the prism of the events in the context of the pandemic. The necessary health measures taken in response to the pandemic have led to a severe reduction in mobility and are accompanied by high economic costs. The quarantine measures have had a direct impact on businesses, especially microbusinesses. To support this sector, tax incentives were provided, lending was expanded, and measures were taken to further facilitate the business environment. The article reflects only a small list of issues that required changes in the economic mechanism in the context of the pandemic and the introduction of restrictive measures, as well as the strengthening of the influence of external control on the economy. At the same time, the state as whole and individual regions, taking into account their potential and the actual situation in the economy, need to find an optimal balance between the prohibitions and restrictions imposed to ensure the safety of human health and the preservation of the economy in a functional mode, work and income of employees. This problem of finding a balance between prohibitive and permissive measures requires further analysis. At the same time, the state needs to develop and apply tools of a systematic nature, focused on the long term.

ПСИХОЛОГІЧНИЙ ЗМІСТ ФЕНОМЕНА РЕФЛЕКСІЇ ЯК ВЛАСТИВОСТІ, ПРОЦЕСУ, СТАНУ

Introduction. The article presents a theoretical analysis of the concept of reflection and related concepts in the context of psychological knowledge. The historical aspect of the study of reflection in psychology is considered, the scientific literature on the problem of research is analyzed, and the variety of forms of reflection and approaches to its consideration is shown. The article substantiates the significance of the position on the possibility and necessity of studying reflection not only as a mental property that has an individual measure of expression, but also as a process and state.Purpose. Investigate the psychological meaning of the concept of reflection as a property, process and state.Methods. Review and analytical research of scientific sources, synthesis and introspection.Originality. The relevance of the research is due to the unprecedented complexity of the phenomenon of reflection, the presence of a large number of approaches to its study, which is expressed in the absence of a unified system of classification of forms, types and levels of organization of reflexive activity, which reflect its various aspects.Reflection plays an important role not only in the professional sphere, but also in many other areas of human activity, contributing to the formation of a holistic vision of reality, which includes the subject himself. It is reflection that allows us to make the processes of cognition, self-knowledge and life-creation more purposeful and qualitative.Conclusion. The specificity of reflection as a subject's ability lies in its focus not on the external world, but on the very way of its cognition, which makes it possible to realize and regulate life activity and creates the prospect of a fundamentally new type of interaction with reality, given not directly, but in the forms of thinking.Reflection is a kind of cognitive activity of the subject, although it is directed at himself. Fixing the connection with the cognitive sphere requires time, effort, and certain abilities. However, it is reflection that allows us to make the processes of cognition, self-knowledge, existence and life-creation of a person more purposeful and qualitative, and expands the ability to externally influence the development of the individual and form his internal mechanism of self-development. Today we can talk about the intensive development of reflexive movement, which significantly expands the traditional ideas about certain psychological patterns, but also has a General scientific and even ideological significance. It is already possible to conduct a sufficiently differentiated analysis of methodological orientations, various approaches with independent theoretical, methodological and experimental developments, and most importantly, to qualify the nature of the interaction of these orientations as synchronizing. Such a wide range of research in this area is due to the fact that reflexive processes are included in the regulation of almost all spheres of human activity. The latter shows the importance of studying this basic, fundamental property.

The endogenous development of pastoral society: an anthropological case study in East Ujimqin Banner in Inner Mongolia

Through empirical research on the social development of pastoral society in the East Ujimqin Banner, this study puts forward that within the government’s “passive development” discourse, local herders would prefer to consciously practice “active development”. This method both respects local culture and traditions, and triggers a shift from exogenous to endogenous development. My study shows that only by cultivating the self-development mechanism of ethnic minorities and the initiative to participate in development can we realize the social development of pastoral areas. The survival practices constructed by the local society according to its traditional mechanisms are not only connected with the external market and the state as modes of production, but also enable the local society’s modes of livelihood to be maintained and the traditional social culture to continue amid the continuous transformation taking place under the impact of pastoral modernization.

Соціальний механізм саморозвитку системи оздоровчо-рекреаційної рухової активності населення України в умовах циркулярної економіки

Соціальний механізм саморозвитку системи оздоровчо-рекреаційної рухової активності населення України в умовах циркулярної економіки

SOCIAL COMPETENCE STRUCTURE OF FUTURE SOCIONOMIC SPECIALISTS

Theoretical analysis of scientific theories and concepts is shown in the article, which allowed to determine the structure of social competence of intended socionomic specialists.The theories consideration of individual social development, the theory of social cognition, ideas of development of social intelligence and social literacy, gave grounds to determine one of the components of social competence. Justifying the active-communicative component of the social competence of the intended specialist of socionomic specialties, we rely on the theory of social interaction, scientific research on activity as a form of active interaction of a man with the outside world, on activity as a social way of being, a certain type of the attitude to the world. Determination of leading socially significant motives (self-realization of personal potential, social vocation, social significance sense of professional activity, self-expression and self-determination, possibility to express oneself in the system of social relations) and value orientations, which act as the driving force of personality development, identified the motivational and value component of the social competence structure. Consideration of reflection as a quality of personality, providing self-movement and self-discovering, the mechanism of self-development and self-expression of the person, in the course of which the subject becomes the object of his observation, reflection, analysis, self-discovering, allowed to distinguish the reflective component in the structure of social competence. Considering that the personal component of social competence is represented by a spectrum of stable characteristics of cognitive, communicative, emotional-volitional, intellectual, spiritual spheres of personality, it is specifically represented in the content of all these mentioned components. The definition of content components is based on the main goals of vocational education, the structural presentation of social and personal experiences, as well as the main activities.

ПСИХОЛОГІЧНІ РЕСУРСИ ОСОБИСТІСНОГО САМОРОЗВИТКУ ОСОБИСТОСТІ

Актуальність дослідження обумовлена нагальною потребою у вивчення ролі психологічних ресурсів у саморозвитку особистості. Мета дослідження – виявити зв'язок між психологічними ресурсами та саморозвитком особистості. Вибірка і методи дослідження. Вибірку досліджуваних склали 366 осіб. У дослідженні було застосовано 1) опитувальник психологічної ресурсності особистості О.С. Штепи; 2) опитувальник «Екзистенційні ресурси особистості» (І. В. Бринза, О. Ю. Рязанцева); 3) методика дослідження саморозвитку особистості С.Б. Кузікової та Б.О. Кузікова. Результати. У результаті факторного аналізу було визначено шість компонентів психологічних ресурсів: ресурси самовдосконалення у діяльності, екзистенційні ресурси, морально-етичні ресурси, альтруїстичні ресурси, ресурси асертивності та креативності. Виявлено низку кореляцій між психологічними ресурсами та особливостями саморозвитку особистості. Висновки. Саморозвиток є прагненням та здатністю особистості до самовдосконалення та саморелізації, спрямованість на Я-ідеальне, що забезпечується процесами самопізнання та самоствердження у соціумі. Отримана у дослідженні факторна структура психологічної ресурсності представлена шістьома компонентами: ресурси самовдосконалення у діяльності як вміння самореалізуватись та досягати успіху у професії, екзистенційні ресурси як здатність набувати людиною сенсу життя, ресурси асертивності як впевнена та відповідальна поведінка, морально-етичні та альтруїстичні ресурси як добропорядна поведінка та доброзичливе ставлення до інших, ресурси креативності як схильність до творчості та прагнення до мудрості у житті. Визначено статистично значущі зв’язки між ресурсами прагнення до самовдосконалення у діяльності та потребою у саморозвитку, умовами саморозвитку та механізмами саморозвитку. Визначено, що ресурси асертивності та ресурси креативності позитивно пов’язані з потребою у саморозвитку. Ресурси прагнення до самовдосконалення у діяльності та альтруїстичні ресурси передбачають високу міру розвитку суб’єктивної оцінки умов саморозвитку. Існують кореляції між ресурсами прагнення до самовдосконалення у діяльності, екзистенційними ресурсами, ресурсами асертивності та морально-етичними ресурсами з механізмами саморозвитку як функціональними засобами саморозвитку. Низка отриманих зв’язків доводить позитивну взаємообумовленість між психологічними ресурсами самовдосокналення, екзистенційної осмисленості життя, альтруїзму, морально-етичної поведінки та креативності та потребою у саморозвитку, високою оцінкою власних умов саморозвитку як сприятливих та оволодінням механізмами саморозвитку.

The evolution model of territories of advanced development based on the institutional-synergetic approach

Since 2015, for sustainable development of the territories and transfer of the country’s economy to the advanced development, the country has been creating territories of advanced socio-economic development. At present, the status of TASED residents is granted to companies with technologies of the II-IV technological paradigms. To attract companies to the territory of higher value-added production (production of V and VI technological paradigms), appropriate institutional conditions must be created, as these productions develop in an environment that seeks change, has a global scale, individualization of production and consumption, high frequency of implementation in the production of new products, etc. The article presents a model of TASED evolution in terms of institutional-synergetic approach, which intertwines the characteristics of the required institutional conditions and environmental parameters with the level of technological development of key enterprises of a special territory, which allows launching the mechanism of self-development.

ТРЕНІНГОВА ПРОГРАМА СПРИЯННЯ САМОРЕАЛІЗАЦІЇ СТУДЕНТІВ У ІНТЕГРОВАНОМУ ОСВІТНЬОМУ СЕРЕДОВИЩІ

The article presents the training program (for personality-oriented training) developing psychological qualities and personal resources of students’ self-realization in the integrated educational environment: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The study purpose was to reveal the content of the training program promoting students’ self-realization in the integrated educational environment and the features of its implementation. The correlation analysis was used to identify links among the components of self-realization of students with disabilities and their personal characteristics – self-attitudes, life values and meanings, basic beliefs, psychological hardiness, time perspective, used coping strategies. The comprehensive empirical study involved 325 students with disabilities and 225 students without disabilities studying in integrated university groups (Kyiv). The targets for psychological influence and meaningful parts of the proposed training promoting self-realization were identified. The training program was a personality-oriented training and included a set of psychological techniques and methods promoting continuous personal growth, activating psychological mechanisms of self-development, self-improvement, self-activation and self-realization of potential capabilities. The training program was developed on the principles of humanistic and positive psychology; the proactive conceptual model of disability; the resource-oriented approach used in psychological counselling and psychotherapy; the concept of self-determined behaviour. The purpose of the proposed training program was to promote students’ self-realization via development of their psychological qualities and personal resources: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The training program was based on self-realization components selected by us and consisted of three meaningfully related parts: «I and my inner world» (psychological resources of personal self-realization) including three modules; «I and the Other» (social resources of personal self-realization) with two modules; «I am in the World and Life» (instrumental resources maintaining life quality and psychological well-being) with two modules. Approbation of the program has showed its high efficiency. The analysed components of students’ self-realization – psychological hardiness, self-attitude, self-acceptance, meaningful life goals, active coping – showed their significant growth, and as a consequence, improved students’ psychological well-being.

Саморазвитие молодежи в социокультурных условиях функционирования студенческого научного общества

We consider the process of self-development of student youth in the context of the functioning of student scientific society, which is a space for self-identification, self-determination and self-development of youth in the structure of civil society. The basic mechanisms of self-development are revealed: self-understanding, self-awareness, self-determination, self-government, self-improvement and self-realization. It is noted that they are all interconnected and interact with each other, their consistent implementation forms a kind of algorithm for moving to higher forms of self-improvement. The characteristic is given to the principles under which the social and cultural conditions for students’ self-development will be most vividly realized (subjectivity, motivational orientation of self-development, effectiveness of cultural activity, facilitation, focus, coherence, consistency and continuity in the content of the educational process, the connection of upbringing with life, the democracy of the upbringing system, interactivity, individualization, differentiation and tolerance of the education system, integrity and structure, variability and competitiveness of the activity of self-developing personality). Particular attention is paid to social and cultural activities, which are aimed at self-realization of the personality, self-development of personal spiritual and physical potential of students. Personal self-development connected with integration into the internal and external activities of the individual for self-designing and self-creation at the level of self-awareness, motivational, value and emotional spheres, behavior in accordance with the requirements of the social and normative space and the tasks of research, social organizational and social and cultural activities of student scientific society.

РЕФЛЕКСІЯ ЯК МЕХАНІЗМ ОСОБИСТІСНО-ПРОФЕСІЙНОГО СТАНОВЛЕННЯ МАЙБУТНІХ ВЧИТЕЛІВ

У статті аналізується значення рефлексії у процесі професійної підготовки та особистісно-професійного становлення майбутніх вчителів. Рефлексія розглядається як невід’ємний компонент професійної майстерності педагога та основний психологічний механізм ефективної педагогічної взаємодії. Підкреслено роль рефлексії як особливого психічного процесу у регуляції всіх компонентів діяльності вчителя – організаційного, комунікативного, конструктивного, гностичного, проектувального, які у своїй сукупності визначають ефективність виховних та розвивальних процесів педагогічної взаємодії.