Psychological Peculiarities Research Articles

Structure of individual-psychological features of enterprises with different level of personal reliability

The article is devoted to research of psychological structure of personal reliability of subjects of entrepreneurial activity. 
 The purpose of the article: to highlight and substantiate the results of empirical research of the psychological structure of personal reliability of business entities.
 Objectives of the study: to provide data of correlation, factor analysis of individual and psychological characteristics of entrepreneurs, which determine the level of personal reliability of subjects of entrepreneurship and on the basis of the results to offer a typology of personal reliability of entrepreneurs.
 The problem of ensuring the reliability of business entities should be solved primarily through the study of those personal structures that ensure the stability and optimal level of personality-functional and performance indicators of entrepreneurs at different levels of socio-cultural space. Personality reliability of subjects of entrepreneurial activity includes moral and legal and pro-social, humanistic-oriented values ​​that correspond to the ethics of their chosen professional activities and provide for the recognition of social significance and personal responsibility for the results of entrepreneurial activity.
 The structure of individual psychological peculiarities of subjects of entrepreneurial activity with different levels of personal reliability is determined. The results of correlation, factor analysis of individual psychological peculiarities of entrepreneurs, which determine the level of personal reliability of subjects of entrepreneurial activity, are presented. A typology of personal reliability (axiological, proactive, pro-social, praxeological, synergetic, innovative) is proposed.

Implementation of the optimization program for the development of social expectations of personality (Illustrated by an example of the project «Leader’s School»)

The article presents the full cycle from development and implementation to the complete coverage and analysis of the results of the program of optimization of the development and psychocorrection of social expectations of personality, by an example of the project «Leader’s School» for the first time. A retrospective and comparative analysis of the project implementation experience is presented. The essence of stages of program development is revealed, psychological content parameters of social expectations of personality are investigated. A considerable amount of psychological content parameters, related to the motivational structure of the personality, sense of life orientations, subject control and exspectometric features has been analyzed. The program has been implemented, which has contributed to the positive dynamic changes in cognitive and behavioral readiness for the intended course of events, which in turn allowed the participants of the project group to be able to assess the future perspective, comprehend the content and organizational peculiarities of future professional activity, «take on the role of future work», which made adjustments to social expectations of the subjects, and affected the design of the expected future model. It was assumed that a significant proportion of students turned out to be unprepared to rapidly change their status, which was reflected on the level of social psychological peculiarities of the expected attitude of the individual towards participants in interpersonal interaction (Tp=16,00; Tn=44,00; p≥0,05). It is established that the process of formation of emotional readiness requires long-term external interventions.
 The author’s position is that the developed program for optimization of development and psychocorrection of social expectations of personality has become an effective, guided tool for solving a number of important social economic problems of the present, which lie in the sphere of interaction «institution of higher education – professional activity».

THE PRINCIPLES OF NON-VIOLENT COMMUNICATION AS THE BASIS OF INTERACTION IN A CO-DEPENDENT FAMILY

The article is devoted to the principles of non-violent communication, which are the basis of social interaction in a co-dependent family. The availability of psychological violence forms in such families is reinforced by another psychological peculiarity — the co-dependence. The co-dependence can be characterized as self-destructive behavior, which is based on psychological violence and the noncompliance of the upbringing and family interaction principles. The content of the principles of non-violent communication in social work with co-dependent families is to learn of effective communication co-dependent, that is the basis of harmonious interaction in the family. The peculiarity of the implementation the principles of non-violent communication is the development of several communicative skills: a) verbal expression of co-dependent family members feelings; b) the ability to hear and understand another; c) to identify the needs of co-dependent in social interaction. In the activity of a social worker with co-dependent families, a four-stage model of the teaching the principles of non-violent communication is used, which can be conditionally defined on the following signs: the description of the conflict situation, the expression of feelings by each member of the family, the verbalization of the spouses needs, the formulation of the request to satisfy the family members needs. The principles of non-violent communication help to overcome the problem of gender violence, to find a way for both women and men to realize themselves in the family as parents and individuals at the same time, not referring to unconstructive and discriminative forms of communication. The methodical recommendations which allow to realize the principles of non-violent communication in the work of a social worker with co-dependent families are given. The teaching the principles of non-violent communication will promote harmonization of family relations, the correction and the prevention of psychological violence in co-dependent families, the education of independent person with an active self-expressed position and conscious behavior.

О психологических особенностях экстремистов и террористов: общее и специфическое

О психологических особенностях экстремистов и террористов: общее и специфическое

Автор и герой в произведении И.С. Шмелева Лето Господне (статья вторая)

The author and the hero in the work of I.S. Shmelyov Summer of the Lord (article two) The second article devoted to the problem of the hero and the author in the novel by I. Shmelyov Summer of the Lord analyzes peculiarity of autobiographic character of the literature work. Interrelation of the author and the hero as cognized and cognizing orthodox living of the merchant Shmelyovs family creates peculiar two-layered character of narration. Shmelyov combines portrayal of peculiarities of child psychology of perception of the world with his authorial interpretation as a certain idyll. In the novel chronotopos of creative space of Zamoskvorechie with the past time of Czarist-era Russia is realized.

КОММУНИКАТИВНЫЕ И ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ РАЗВИТИЯ ЯЗЫКОВОГО ЭГО В СОВРЕМЕННЫХ ОБРАЗОВАТЕЛЬНЫХ УСЛОВИЯХ

The aim of the article is to analyze the stable connection between the notion “language ego” and the ability to learn a foreign language effectively. Ideas are realized and various methods on the formation and all-round development of the trainees’ “language ego” phenomenon in the practice of teaching foreign languages are examined. A brief review of scientific research in the field of the “language ego” phenomenon is given. The rules for the regulation of subjects’ speech interaction are considered both from linguistic and psychological points of view. The cognitive aspect makes it possible to approach the study of “language ego” in a new way, to reveal its communicative and psychological peculiarities, and to consider it on the basis of a wide range of the phenomena accompanying educational process and speech activity.

FORMATION OF PSYCHOLOGICAL COMPETENCY OF AVIAFACTIVERS IN CONDITIONS OF INFLUENCE

This article deals with the peculiarities of the formation of psychological competence of aviation specialists in conditions of continuing education. It is indicated in the importance of forming the psychological competence of the aviation specialist, which is a system integral entity that manifests itself at different levels of the psychological reality of a person, in the internal plan - in self-regulation, and in the external plan - in activity and interaction and can be realized in conditions of continuous education, which is a priority the branch of educational systems of developed countries, noting that the continuity of education is a strategic reference point for the development of society. It is proved that psychological competence contributes to an adequate assessment of their own abilities, abilities, levels of aspirations, psychological peculiarities; selecting the most effective behavioral options in a particular situation; regulating their own emotional states, overcoming critical life situations. With regard to the factors and limitations of improving their own psychological competence, 43.4% of respondents of aviation specialists noted the absence of obstacles to improving their own psychological competence. Other factors hindering the development of competence were mostly external: overloaded with functional responsibilities (56.6%), lack of professional psychological training (39.6%), state of health (28.3%), lack of positions a psychologist in the organization (23,9%), a time limit (20,1%).

Psychological peculiarities of perfectionism of scientific and pedagogical staff of the higher school

A perfectionism of scientific and pedagogical staff of high school is one of the topical. An access to the Bologna Process and to the European educational research environment demands from teachers of high school new requirements. These factors demand an achievement of new heights, a desire to be the best, an obtaining success by focusing on avoiding failure. In the investigation of perfectionism of teachers of high school participated 1068 persons. “The Big Three Perfectionism Scale” of M. Smith, D.Saklofske, J. Stoeber, S.Sherry was used in investigation. In the article, four main approaches to perfectionism are described: as a need for self-improvement, as a mindset of personality, as a style of life, as a personal trait. It is shown that teachers of high school know well about the perfectionism and they define it as a pursuance of ideal; a pursuance of doing everything in the best way; a belief that an ideal can and should be achieved; a desire for self-improvement and improvement of other people; as a human disease, in which everything should be perfect. Due to “The Big Three Perfectionism Scale”, a significant number of teachers of high school has average and high levels of perfectionism of personality. According to the results of ANOVA, it is established that the level of "self-oriented perfectionism" depends on gender and the presence and number of children; "self-critical perfectionism", "entitlement" and "hypercriticism" depends on age and gender of respondents; "concern over mistakes" depends on gender and marital status; "narcissistic perfectionism" and "other oriented perfectionism" depends on age, gender and marital status of respondents. The author describes such characteristics of professional activity, which provoke the perfectionism of personality of high school teachers: openness, activity and dynamism, adaptability, communicability, creativity, professional competence, independence, professional mobility, job satisfaction etc.

CONTEMPORARY INFORMATION ENVIRONMENT AND HUMAN ECOLOGY: PSYCHOLOGICAL ASPECTS

Introduction. The information environment of the society as an integral part of a human habitat is a factor of his health and must comply with safety requirements. As a result of the development of communication technologies on the basis of computer devices and the Internet, there have been significant changes in the information environment of the society and its impact on people. The study of the negative impact of the contemporary information environment on a human cannot be limited to physical and psychophysiological factors. A semantic component of the information itself is significant. Information environment has a negative impact on the cognitive and emotional sphere of his psyche. The object of information influence is the personality. The objective of the paper is to study the formation of the contemporary information and communication environment of the society, the trends in its development, to define its main components and psychological peculiarities. Material and methods. The method of investigation is a comparative analysis of the views of various authors and their theoretical generalization. Results. Based on the analysis of publications, a current understanding of the information and communication environment of the society is presented. The formation of the information environment is connected with the development of technologies and tools for fixing, preserving and transferring social experience. Six stages of the development of the means of the information transferring and preservation in the society are selected. Global informatization of the environment leads to the changes in people’s lives and activities. The picture of the human world, his worldview, his way of life are exposed to the effects of the information traffic. The risk factor is the deterioration of the human adaptation to new conditions. The changes within the individual do not keep up with the rapid changes in technology. Conclusion. In the context of the new information and communication reality the importance of the problems of human ecology was shown to increase. The information environment of a society as an object of the study can be considered in the following aspects: a) as a human habitat; b) as a means of information human activities; c) as a system of communications, including interpersonal ones; d) as an information infrastructure that provides storage, access and use of information arrays.

ОСОБЛИВОСТІ ФОРМУВАННЯ ПСИХОЛОГІЧНИХ ЗАХИСНИХ МЕХАНІЗМІВ У СИТУАЦІЯХ СПІЛКУВАННЯ В ДІТЕЙ ПІДЛІТКОВОГО ВІКУ

On the basis of theoretical research the relevance of the problem of psychological protection for the personality’s communicative development is proved, the conceptual and categorical apparatus of the research is described, the approaches to the analysis of psychological protective mechanisms are presented, the basic functions of psychological defense, its variants and mechanisms are defined. During the pilot study, teenage children with problems on communication were identified and their psychological protective mechanisms in communication situations were experimentally investigated. There are scientifically proved and differentiated the psychological peculiarities of the formation of teenagers’ protective mechanisms without any problems in communication, and pupils with difficulties in the intercourse. The adaptive strategies of children with different peculiarities of communicative development are described, and the success of interpersonal interaction depends on their possession. It has been proved that the most expressive psychological protections of teenagers without any communication problems were the following: projection, rationalization and negation. The least expressive mechanisms were the compensation and hypercompensation. It has been found that the psychological protections of teenagers with communication problems have a different nature: these schoolchildren more often use communication mechanisms of regression, negation, substitution and displacement. At the same time, the least expressive, like the previous group, are the compensation and hypercompensation processes. On the basis of the experimental research, the main directions of the effective psychological protection formation of teenagers with communicative problems in development are determined. The system of phased psychological influence on teenagers with communication difficulties is described. The conducted study made it possible to draw conclusions about the need for an expanded and structured study of psychological protective mechanisms, since they are the basis for the formation of effective communicative behavior of teenagers. It has been established that providing necessary changes in the field of communication would create the basis for the formation of skills of successful social adaptation in the system of communicative interaction.

The psychological genesis of the female-teacher’s vital space

The dissertation is devoted to defining genesis, psychological peculiarities, factors and regularities of potentials for the constitution of a female-teacher’s vital space as a dynamic integral entity. Conceptualized the creative creation of woman in the system of living space determination, which is considered as the integral formation of interaction of nonpersonal, personal, interpersonal, activity and daily measurements of women's life activity, which corresponds to the non-reflexive-reflexive continuum of personality potential. Measurement of everyday life (non-reflexive level) as the dynamics in the sphere of reflexive activity (personal, professional fields) outlines the limits of the living space of a person as a subject. 
 The constitution of the vital space of a woman-teacher is considered as a derivative of the deep, physiological, anatomical and sociocultural ability of a woman to create (creation of life), in close interdependence of actual gender stereotypes, childbirth, creation of a family, professional (active) implementation and self-realization. The genesis of constituting a woman's living space is regarded as a process of life-creation, transcendence, overcoming the limit of their own possibilities, of existential elevation over passivity and the chance of its existence. The semantics of the concept of "world-creation essence of a woman" is determined by metatheoretical analysis of philosophical, psychological, theological, and historical studies on the problem of women's ability to create. A model for constituting the living space of a woman is created, taking into account the depth-psychological determination, archetype-role integrity and activity mediation. 
 The vital space of a woman-teacher and deepened the idea of the sovereignty of the living space as a form of subjectivity, personal activity, manifested in the ability of man to control, to establish his psychological space are presented. The theoretical significance of the results of the study is based on the experimental verification of the idea of a harmonious combination of Anima and Animus as a source of creative energy for a woman-teacher in constituting a living space; in the conceptualization of the category "the living space of a woman-teacher" in connection with the architectural determination of the functions of personal creativity (world creation), which embodies a meaningful for the individual the measurement of the primary doping of the truths, the constitution of which is provided by the transcendental subjectivity. 
 It is stated that the predominance of androgyny in women as the most productive and harmonious state for the realization of their potential in all spheres of their life-giving activity. However, high levels of anxiety, internal conflict, rigidity of the psyche and behavior are destructive factors that offset the creative potential of the individual and his ability to create his or her living space. For the first time, it has been determined that the women of the scientific and pedagogical sphere of activity are dominated by the androgenic type of gender identity. For the first time, it has been experimentally proved the need to update the masculine qualities of the woman's personality androgynous type to reduce the level of anxiety, conflict, rigidity and increase the creative potential of the subject; determined levels of creativity, anxiety, conflict, rigidity / lability among female teachers depending on the presence or absence of children, marital status (married, unmarried, divorced, widow), age periodization and place of residence and work (rural schools, city schools, university). The interdependence of the constitution of female-teacher’s vital space in connection with the peculiarities of the formation of professional self-consciousness is determined. 
 The psychological model of the optimal harmonious living space of a woman is constructed. The three-factor structure of the constitution of the living space of a woman, presented by the following factors: "expansive creative activity", "manipulative-regressive femininity", "projective-anxiety control", is developed. The conceptual model of the creative creation of a woman is realized. The regularities and tendencies of the ability to constitution a woman's own living space in the conditions of purposeful psychological influence on the model of genetic-oriented psychotherapy are revealed.

THE PSYCHOLOGICAL PECULARITIES OF WORK — FAMILY AND FAMILY — WORK CONFLICTS IN OPHTHALMOLOGICAL MEDICS

In the article the current issue of work-family imbalance in medical staff of all levels in ophthalmological cliniсs in the context of the reform of the Ukrainian health care system. The purpose of the paper is to identify the psychological peculiarities of the work-family and family-work conflicts and their impact on work satisfaction. 127 medics were studied, of which 99 were representatives of junior and secondary medical personnel, and 82 were doctors. The Ukrainian version of Work-Family Conflict and Family-Work Conflict Scales and Job Satisfaction Scale were used. It is shown that in all subsamples the level of expressiveness of the work-family conflict is higher than the level of expressiveness of the family-work conflict. But the level of conflicts in these areas is below average. This indicates that the representatives of the subsamples are not inclined to consider the factors of the family and professional environment as critical mutual obstacles. The bayesian approach to linear regression were used. It is shown that for female doctors the «work-family» and «family-work» conflicts do not affect their feeling of job satisfaction, while for other categories of medics, this effect is small or moderate negative. Perspectives of further research in this direction are outlined.

ПРОФЕСІОГРАМА МАЙБУТНЬОГО ФАХІВЦЯ БОЙОВОГО ТА ОПЕРАТИВНОГО ЗАБЕЗПЕЧЕННЯ

The article deals with the study of professiogram of specialists of combat and operational support on the basis of analysis of the concept, structure, key characteristics and requirements for the professional activity of these specialists. Normative model of military specialty has different forms, but necessarily contains legally fixed in laws, orders, instructions, specifications of the characteristics. An expert model represents a cumulative view about military activity of competent experts. During the studies, the basic kinds of military-professional activity of specialists of combat and operational support are determined. This activity takes place in the combat and peaceful conditions. It is associated with extreme conditions, elements of risk to life and health, and it is aimed at protecting the Fatherland. The main features of the military-professional activity of these specialists are: devotion to the people, regulation of normative legal documents, responsibilities and the need for coordinated cooperation. It has been established that the quality of performance by future specialists of the combat and operational support of their professional duties, roles and responsibilities depends directly on a number of individual psychological peculiarities of these specialists, in particular professional motivation, professional thinking, emotional and volitional sphere and communicative abilities. The concept, structure and content of professional competence of future specialists of combat and operational support are substantiated. Based on the analysis of theoretical studies, we can state that the structure of professional competence of future combat and operational specialists is a combination of intellectual, professional and personal data of these professionals. Despite the fact that the training system of the future specialists of combat and operational support is quite effective, there is a system of practical training, which involves organizing the special exercises and trainings with the aim of working out the practical elements for their better mastering and improvement of the corresponding skills in the basic professional disciplines.

Personnalité et troubles somatiques

In the title of this text, by somatic disorders we mean those physical illnesses clearly related to a non-psychiatric medical field, frequently termed psychosomatic illnesses and somatoform disorders. For forty years, a trend of thought has focused with pertinence on the psychological peculiarities in patients with severe somatic diseases. Moreover, causality was often supposed in the regularly mentioned association between personality features and somatoform disorders. However, the revival of the study of the earlier field of relationships between mind and body by Briquet, Charcot, Janet and Freud in his first period has led to the reassessment of the meaning of these observations. This reexamination is marked out by several assertions. Two of them work as preliminaries to argumentation: 1. existential wounds may produce long-lasting personality alterations; 2. existential wounds may produce somatoform disorders. These phenomena have been rediscovered over the last few years among assaulted subjects as well as war veterans in whom a frequent occurrence of somatizations has been, in addition, closely linked to the incidence of behavior or personality disorders. Two theses then emerge: 1. somatic diseases may produce long-lasting personality alterations; 2. until now no premorbid personality univocally predisposing to somatic diseases could be found. Indeed, during the 1980s a growing body of negative results coming from retrospective and prospective studies as well as anatomical comparisons have accumulated upon the potential role of certain personality factors in the incidence of somatic illnesses. This dialectic leads to the connection of two corollary assertions: 1. “pensée opératoire” and “alexithymia” in patients with somatic diseases may represent only an effect of the announcement or chronicity of the organic disease; 2. the old “dissociative hysteria” with somatic manifestations finds its substratum in existential wounds and not in pre-trauma personality. Indeed, on the one hand, recent publications do not allow the assertion to be confirmed that alexithymia and “pensée opératoire” predispose to somatizations. On the other hand, personality disorders in subjects with “dissociative hysteria” as well as their somatoform symptoms appear mainly as an effect of an existential wound and express in fact the Janetian concept of “a drop in Psychological Tension”. Then, in spite of their differences, conversion and psychosomatic symptoms share the property of being a primitive response to existential wounds in which the subject cannot produce any appropriate psychic or behavioral response to his distress. Light is shed on these phenomena when put alongside the field of “fixed ideas” thought of by Pierre Janet as the recourse to archaic automatisms. Indeed, the experience which contradicts the vision of existence provokes an “unspeakable terror”. It is mentally unrepresented or represented in too slight a way. In such cases, no previous personality prevails, but the resulting personality often appears modified, including when the breakdown of vision of the existence results from the diagnosis of an illness or its protracted course.

Психологічні особливості юнацького віку та їх вплив на формування іншомовної комунікативної компетентності на заняттях з іноземної мови

Психологічні особливості юнацького віку та їх вплив на формування іншомовної комунікативної компетентності на заняттях з іноземної мови

Психологічні особливості розвитку моральної свідомості студентів

Психологічні особливості розвитку моральної свідомості студентів

PSYCHOLOGICAL BASIS OF MANAGERIAL CULTURE OF A TEACHER

The article deals with the problem of managerial culture and its influence on the educational activity of a teacher. The purpose of the article: to substantiate the psychological principles of the managerial culture of the person and their influence on the professional activity of the teacher. The tasks of the article: to substantiate the psychological principles of the managerial culture of the teacher and to identify the structure of the managerial qualities of the teacher. Methods used: scientific and theoretical analysis of literary sources - for revealing of psychological peculiarities of managerial culture; prognostic – with the purpose of designing the structure of managerial qualities; generalization – in order to formulate conclusions. The implementation of the competence paradigm in education imposes high requirements on the personal and leadership qualities of the teacher of the manager is noted. It is they who build a strategy for the development of an educational organization and create an emotional and psychological atmosphere in the team. Professionally significant characteristics of managerial qualities are characterized – concentration and distribution of attention, developed memory, flexibility and creativity of thinking, high predictive abilities, well-developed creative imagination. The structure of managerial qualities that are echoed with the professional functions of the teacher is analyzed: individual-personal (knowledge and understanding of oneself, self-confidence, active life position and aspiration for leadership, moral normality, reliability, sequence in actions, developed pedagogical I- concept.), organizational-managerial (orientation to the future and vision of the perspective, a sense of the situation and flexibility of behavior, the ability to create a team, the ability to organize the group on the decision of the task, the ability to control the results of the joint activity, to encourage for the activities and stimulate), perceptive leadership (the ability to penetrate the internal world of a child, to understand another subject of pedagogical influence without verbal information) socio-psychological (interpersonal susceptibility, the ability to understand the needs of other people, communicative competence, the ability to create conditions for self-realization of followers, justice, ability to represent and defend the interests of the group in external instances, take responsibility for group activities). It is concluded that increasing the professionalism of managerial competence of the teacher in modern is an important condition for the success of innovative processes in education. A modern teacher needs both knowledge and skills in designing educational processes, interpersonal communication, which take into account cognitive, emotional, behavioral and motivational factors.

METHODOLOGY FOR STUDYING THE PROBLEM OF WAR AND PEACE IN PERSONAL RELIGIOUS BELIEFS

Purpose. The main purpose of this paper is to consider the methodological peculiarities in the formation and interpretation of war and peace, in the context of the spiritual (irrational) rethinking by humanity and the nature of social phenomena, among which a special place is occupied by the political and legal phenomena of the modern world. This involves solving the following tasks: firstly, to reveal the meaning of modern approaches in understanding the features of religious fundamentalism, and, secondly, to reconstruct the dynamics of transformations in representations of war and peace, in the context of the spiritual practices of the present. Theoretical basis. The author's analysis is based on the systematic reconstruction of modern theoretical models of understanding religious fundamentalism and its connection with the subject of modern anthropological research. The resulted fact that the taxonomy of different types of religious fundamentalism includes more political, legal and economic markers does not provide an answer to the question of what the qualitative influence of the fundamentalist ideas is on the spiritual component of a person's life. Appealing to the problem of religious fundamentalism, in the context of rethinking the phenomena of war and peace, is associated with the actualization of these phenomena in the communicational, media and ideological spheres. That is why, in the context of this analysis, we take into account the main modern approaches in the provisions of religious traditions. These articulate the problems of threat to the global world in the context of actualization and return of the religious factor into the everyday life of a person, including through politics. Originality. The author proves that when analyzing the religious aspect in the reinterpretation of ideas about war and peace, it is necessary to consider, as a doctrinal component, certain types of religious belief doctrines, as well as the individual psychological peculiarities of man. These peculiarities, which are manifested in different types of beliefs, can be verified by the clues in the analysis of religious practices, which represent the meaningful components of the religious doctrine. Conclusions. The reasons for forming ideas about war and peace in theistic religions are a number of provisions related to the nature of the world and of man. They are the result of the manifestation of the act of the Supernatural Essence. In the tradition of rethinking the vocation of man in the context of fundamentalist discourse, these ideas acquire the status of spiritually determined and politically achievable goals. These are conceived in connection with the establishment of the Divine Plan, and they overcome the gap between the material world and the ideal world order.

Соціально-економічні аспекти креативного менеджменту

Досліджено соціальні аспекти креативного менеджменту з позицій платформи соціально-економічної парадигми національної економіки та побудови соціально орієнтованого суспільства, заснованого на знаннях. Зазначено, що креативний менеджмент є багатокомпонентним управлінським впливом, пов'язаним із процесами генерування і впровадження у соціально-економічний простір нових ідей, заснованих на постійно оновлюваному знанні. Показано, що завданням інституційної підтримки креативного менеджменту є сприяння розвитку високотехнологічних галузей та інтеграція національної економіки у світове науково-інноваційне співтовариство. Креативність керівника проявляється у творчому ставленні до справи, вмінні критично бачити проблему та формулювати нові задачі перед підлеглими. Доведено, що наявність антагоністичних умов вимагає поєднання жорсткості та гнучкості в управлінні, дотримання принципів "обмежувального фактора" для забезпечення конструктивного вирішення проблеми. Зазначено, що в етичному контексті завданням креативного менеджменту стає управління кумулятивним накопиченням технологічних перетворень та постійний моніторинг можливості їх позитивного, негативного (зокрема, і небажані технологічні, екологічні, інформаційно-правові ефекти) чи різновекторного впливу на безперервне оновлення вихідних умов для подальших трансформацій.

ПРОБЛЕМА ОСОБИСТІСНО-ПРОФЕСІЙНОГО СТАНОВЛЕННЯ МАЙБУТНЬОГО ЛІКАРЯ ТА ШЛЯХИ ЇЇ ВИРІШЕННЯ У ПРАКТИЦІ ВИЩОЇ МЕДИЧНОЇ ШКОЛИ

Стаття присвячена проблемі особистісно-професійного становлення майбутнього лікаря в процесі професійної підготовки. Зроблено припущення, що становлення майбутнього фахівця залежить від навчально-пізнавальної діяльності, яка охоплює не лише оволодіння системою знань, набуття вмінь та навичок, а й постійне самовдосконалення. Представлено аналіз етапів професійного становлення фахівців. Розкрита система професійних компетентностей лікаря. Проаналізовані психолого-педагогічні особливості професійного становлення майбутнього лікаря. Досліджено проблему формування особистості студента з точки зору підготовки майбутнього фахівця, розглянуті можливості практичної підготовки студентів-медиків до професійної діяльності. Закономірності професійного становлення майбутніх лікарів досліджено в умовах навчальної діяльності у вищому медичному навчальному закладі. Виділено кілька етапів особистісно-професійного становлення майбутнього лікаря у період професійної підготовки. Визначено особливості формування професійної компетентності майбутніх медиків на етапі професійного становлення. Зроблено висновки та визначені перспективи подальшого дослідження. 
 Ключові слова: професійне становлення, професійна компетентність, професіоналізм, професійна підготовка, особистість лікаря, вища медична школа.