Psychological Competence Research Articles

Pedagogical culture of parents: challenges and ways of formation

The article considers the formation of parents’ pedagogical culture as an important factor in the development of general secondary education which ensures the quality of educational services. The analysis of the scientific and pedagogical literature, researches of the UNICEF and the National Children’s Hotline shows that the issue of forming parents’ pedagogical culture gains ground. According to the theory of generations, participants of the educational process belong to different age groups and there is a need to clarify the issue concerning how to establish their joint interaction to ensure the quality of education. Under such conditions, child’s parents must be pedagogically literate, be able to organise and implement effective family education, joint activities together with an educational institution to create an atmosphere of trust and mutual respect, where there is no violence or discrimination. The educational resource for parents is directly dependent on the level of their pedagogical culture formation as one of the components of their family life. Under parents’ pedagogical culture, we understand a system of pedagogical knowledge, pedagogical and psychological competence, which are aimed at the upbringing and development of a child. Moral, communicative, didactic, physical, aesthetic components; environmental culture and culture of thinking; speech, work, and moves are the components of parents’ pedagogical culture which are to be considered. The formation of parents’ pedagogical culture can be carried out by motivational, semantic and constructive components and is aimed at parents’ awareness of the need for pedagogical knowledge, their readiness to be an active participant in the education and upbringing process of the child. In the process of forming parents’ pedagogical culture, the teacher must constantly improve the skills of positive pedagogical communication, the validity of parents’ pedagogical position; introduce active forms of their learning; use the principles of partnership pedagogy and teamwork.

Advances of cardiac state-inducing prototype and design of GUI to anatomize cardiac signal for ascertaining psychological working competence

Cardiac dynamism changes with the various intellectual activities which affect the brain's performance indirectly. Electrocardiogram (ECG) signal displays the variation of cardiac dynamism that has been analyzed in this work to extract the psychological competence of the young students. A cardiac state-inducing prototype and MATLAB based graphical-user interface (GUI) have been developed, implemented, and vindicated for cardiac data acquisition and processing respectively. Comprehensive investigations on linear, non-linear, statistical, and time-frequency analysis of cardiac signal as well as on their parameters have been carried out in order to ascertain the psychological competence of the students. Continuity of contours defining the location of R-waves in scalogram plot, appearances of sharp peaks at brainstorming state in three-dimensional spectrogram plot, and the dominance of sympathetic nervous system (SNS) and parasympathetic nervous system (PNS) activity for balancing autonomic nervous system (ANS) in parameters like standard deviation of NN intervals, stress index, power, and index of centralization are the key factors have been anatomized for a final appraisal. The trustworthiness of the ascertaining approach has been validated by further analysis of the GUI's report and the evaluated individuals' scores in the mathematical test

The Mediating Effect of Early Childhood Teacher’s Job Stress on the Relationship Between Grit and Burnout

본 연구는 유아교사의 그릿과 심리적 소진간의 관계에서 직무스트레스의 역할을 살펴보고, 유아교사가 스트레스나 소진과 같은 부정적인 경험으로 인하여 좌절하기 보다는 심리적 역량을 극복하여 교사로서 더 성장해 갈 수 있는 방안을 모색하고자 수행되었다. 이를 위하여 유아교사 223명을 대상으로 설문조사를 실시하여 SPSS 24.0 프로그램으로 그릿과 심리적 소진간의 관계에서 직무스트레스의 매개효과를 분석하였다. 그 결과에 따르면 첫째, 유아교사의 그릿은 보통 이상 수준을 보였으나, 심리적 소진과 직무스트레스는 보통 보다 낮은 수준으로 인식하는 것으로 나타났다. 둘째, 유아교사의 그릿, 심리적 소진, 직무스트레스 간의 상관관계에서 그릿과 심리적 소진, 직무스트레스 간에는 유의한 부적상관이 나타났으며, 심리적 소진과 직무스트레스간에는 유의한 정적상관이 나타냈다. 셋째, 유아교사의 그릿과 심리적 소진과의 관계에서 직무스트레스는 부분매개효과가 있었다. 그릿은 스트레스를 낮추는 심리적 자원의 역할을 하며 나아가 유아교사의 심리적 소진을 줄이는데 효과적임을 의미한다.The purpose of this study was to investigate the role of job stress in the relationship between grit and burnout. This study was conducted to find ways for early childhood teachers to grow as teachers by overcoming psychological competencies rather than being frustrated by negative experiences such as stress and burnout. For this purpose, the mediating effect of job stress on the relationship between grit and burnout of the early childhood teachers was verified using the SPSS 24.0 program based on a survey of 223 early childhood teachers. The results of analysis are as follows: Frist, grit were higher than average, but passive burnout and job stress was lower than average. Second, There was a statistically significant negative correlation between grit, burnout and job stress, and a statistically positive correlation between burnout and job stress. Third, job stress had a partial mediation effect on the relationship between grit and burnout of early childhood teachers. This suggests that efforts to reduce stress and strengthen grit are necessary to reduce burnout of early childhood teachers.

Strategic directions of developing the professional competence of the manpower of the state border guard service of Ukraine

The Article substantiates the directions of developing the professional competence of the manpower of the State Border Guard Service of Ukraine, and discloses the structure of the professional and psychological (personal) competence of a border guard: basic, particular and special competencies. According to the author, the basic competence is a set of knowledge in the field of: individual-typological features (temperament, character, emotional-volitional regulation, personal style of activities, cognitive style, peculiarities of memory and professional thinking, etc.), and protective and blocking systems that prevent the effective self-development. The particular psychological competence is the personality characteristic and includes understanding: one’s own strengths and weaknesses in the field of the personal-professional development, necessary professional and important qualities, zones of the professional self-determination, and means of the professional self-realization. The special social and psychological competence is included in the process of the personality further professionalization and mastery of professional skills at higher levels.The profiles of the professional competence of positions in the State Border Guard Service of Ukraine, developed with the direct participation of the author, have been presented.It is substantiated that the service and fighting activity of a border guard is an example of the professional activity, which is carried out in specific and extreme conditions, often associated with danger to life, and incorporates solving various service and fighting tasks. Each service and fighting task has its own psychological peculiarities conditioned by its content, terms of execution, composition of participants, predictable consequences, etc.In the study of the service and fighting activity, it is necessary to determine psychological preconditions for its successful implementation. They, in their turn, form the scale of requirements to the professional competence of a border guard.

Modeling The Psychological Competence Of Higher Education Leaders (In The Example Of Mid-Level Management Staff)

This article discusses the modeling of psychological competence of higher education management staff. A number of political and social events taking place in the world community today show that the 21st century has been predicted to be a century of high information technologies and a sharp rise in intellectual level. It is precisely these details that require the reform of human relations, including in the field of management, the choice of subtle and unique ways of dealing with people of high intellectual level and influencing them effectively.

ДО ПИТАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ЮРИСТА

У статті здійснено аналіз основних підходів, у межах яких вивчається професійна компетентність юриста. Описано феномени «компетентність», «про­фесійна компетентність». На основі теоретико-методологічного аналізу наукової літератури узагальнено основні характеристики юридичної діяльності. Розглянуто психологічні особливості діяльності юриста, визначено систему особистісних якостей юриста, що зумовлюють ефективність професійної діяльності. Окреслено особливості формування професійної компетентності фахівця. Розглянуто компоненти особистості юриста, сукупність яких спрямо­вано на вдосконалення професійної діяльності. Зазначено, що професійна компетентність юриста характеризується сформованістю цілісного комплексу знань, умінь та навиків, психологічних якостей, професійних можливостей. Зазначено, що професійно-компетентна особистість – це особлива конкрети­зація категорії «особистість». Особистість фахівця являє собою систему певних психологічних властивостей та рис, які є необхідними для ефективного вико­нання професійної діяльності; професійно-компетентна особистість ха­рак­теризує людину як фахівця, котрий має достатні професійні знання, уміння, навички, професійну зацікавленість, професійний інтерес і здібності, професій­ний підхід та професійне ставлення до своєї праці й спроможний ефективно реалізовувати професійну діяльність та передбачати її наслідки; професійно-компетентна особистість володіє відповідними професійними знаннями та вміннями (які визначають результативність професійної діяльності), а також комплек­сом професійно важливих якостей (сукупність психологічних якостей осо­бисто­сті, що визначають успішність навчання та ефективне виконання про­фесійної діяльності), що в сукупності дають змогу людині реалізувати себе як професіонал. Запропоновано власне визначення професійної компетентності фахівця юридичної сфери діяльності, розкрито її структуру, де основними складовими компонентами є загальнокультурна компетентність; особистісно-мотиваційна компетентність; практично-діяльнісна компетентність; спеціальна; професійно-правова компетентність; персональна (особистісна) компетент­ність; комунікативна компетентність; психологічна компетентність; соціально-психологічна компетентність; соціальна-перцептивна компетентність; аутоком­пе­тентність.

The Role of Self-Regulation in the Development of Psychological Competence in Students of Psychology

The research featured relationship between self-regulation and psychological competence of future specialists. The study involved an analysis of theoretical approaches to this problem in domestic and foreign psychology. Psychological competence presupposes developed psychological knowledge and communicative abilities and skills, as well as a stable system of self-regulation that allows for effective management of one's behavior during professional interaction. The author established the features of psychological and communicative competences in students, as well as such regulatory qualities as self-regulation, self-control, and self-efficacy. The research revealed statistically significant relationships between the level of development of psychological and communicative competences and the characteristics of regulatory qualities. A cluster analysis showed three groups of students with different levels of communicative competence and regulatory qualities. The regulatory and communicative components of psychological competence appeared closely interrelated. Self-regulation, self-control, self-efficacy, and communicative skills of future psychologists were the instrumental basis for the development of psychological competence. A well-developed self-regulation helped students understand and control their behavioral reactions. It enabled them to carry out conscious and focused interaction with people in problematic professional situations, as well as contributed to the development of psychological competence during vocational training.

Shaping Social and Psychological Competencies or Intervening in a Crisis? Sociotherapists\u2019 Experiences of Helping Adolescents in Poland

Sociotherapists’ experiences of helping adolescents within the framework of sociotherapy were examined. There were 12 participants involved (three males), who were active sociotherapists from big cities in Poland. They were aged 30–60 years, with at least 4 years’ experience in the profession. We applied a qualitative approach to obtain in-depth, socio-contextual descriptions of the sociotherapists’ experiences. Interviews activated by a narrative stimulus were conducted. Both inductive (inspired by thematic analysis and a categorical-content perspective in narrative analysis) and deductive (based on theory of basic narrative forms) content analytic approaches were used to identify key helping factors. Two general themes revealed different paths of arranging help for adolescents in sociotherapeutic groups: (1) shaping of psychological competencies; (2) intervening in crises, encompassing dramatic actions going beyond process-based group work. Sociotherapy providers should have appropriate specialisms and procedures to implement the necessary interventions, as they go beyond the scope of the group-work aspect of sociotherapy.

CLINICAL-PSYCHOLOGICAL COMPETENCE OF THE SPECIALIST IN THE PERFORMANCE OF FORENSIC-PSYCHOLOGICAL EXAMINATION

The article is dedicated to the importance by expert’s psychologist clinical and psychological competence, because its purpose is to identify the mental characteristics of a particular person and its behavior in the legally relevant circumstances during preliminary and pretrial investigation in criminal and civil cases. Forensic psychological examination establishes the presence or absence of pathological deviations in mental functioning of the subject person and their impact on the ability to display, reflect, and regulate incriminating activities, solves the question of the interaction of psychological and psychopathological factors, clinical mental health cases or borderline mental health options. Expert assessment needs to study the influence of parents or persons who replace them, on the mental state of children, personality traits of each parent, features of the child’s perception of the relationship between the parents, ways of solving their conflict situations, the influence of such situations on the formation of attitudes and values in the child. The degree of attachment of the child to the parents or persons who replace them, especially their mental development and age is taken into account. When any mental disorders are detected in a child or parent, it is carried out complex psychological and psychiatric examination to determine the ability of parents their functions, resolving the issue of cause and effect of family conflict. Research findings made by an expert psychologist in the form of an expert opinion are taken as a basis in court cases or investigative decisions are provided by an expert psychologist in the form of an expert opinion, which contains the plot of the case, dynamics data of child’s mental development, the conditions of education and training, individual psychological characteristics, which have arisen in different periods of life, progress and results of individual psychological examination at individual, the method used, interview data, retrospective psychological analysis of the questions posed. When conducting a re-examination, in the research part of the expert’s opinion it is necessary to indicate the reasons for the differences with the findings of previous examinations, if any such differences existed.

INFLUENCE OF ACMEOLOGICAL ABILITIES ON A PROFESSIONAL’S SELF-DEVELOPMENT

The article examines the concept of “acmeological abilities” in conjunction with the problem of an individual’s self-development. The whole set of an individual’s determinants influencing development of acmeological abilities is outlines. These abilities are considered in line with the main task of acmeology, namely, studying the objective laws, psychological mechanisms, conditions, and factors of a progressively developing mature personality. The performed review showed that problem of an individual’s abilities to self-development is not posed within the context of the psychological research on self-development itself. The productive and unproductive motivation for self-development is considered. The productive motivation for self-development is spiritually and creatively oriented. An individual having motivation is internally free, pay less attention to external developmental goals (success, career, money); his/her orientation on self-development is dictated mainly by the solution of creative, professional, spiritual tasks. Productive self-development is possible if not external, but internal developmental goals of a moral, spiritual character are achieved. The external developmental goals (professional, financial) are important but do not come at the first place. The efficiency of this motivation is manifested through achievement of better personality integration and integrity due to the harmonious conjugation of the individual’s internal and external life activities. The unproductive motivation for self-development is developed at neurotic, rigid behaviour (for example, perfectionism, achievement seeking). In these cases, an individual’s self-development is determined by solution of internal tasks; improved personal performances in a profession, won competitions, etc. This motivation is unproductive because the integrity of personality development is disrupted due to the compensatory nature of self-development under unproductive interactions with people around. The study identified the factors that contribute to or impede the implementation of acmeological abilities. The main factor stimulating an adult’s self-development is the need to solve complex professional and life problems that go beyond their actual and psychological competencies. The concept of “acmeological abilities” is correlated with the category of “auto-psychological competence”. &nbsp

Technological Education and Engineering Pedagogy

Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.

The organization of monitoring of future teachers’ psychological and pedagogical training in establishments of professional and technical education

In the article there have been theoretically grounded the process of organizationof the monitoring of future teachers’ psychological and pedagogical training in establishments of professional and technical education which consists of five stages: 1 stage – goals and planning of the research; 2 stage – tool development; 3 stage – conducting the research; 4 stage – processing of results; 5 stage – analysis and interpretation of the research results. On the basis of the given components of psychological and pedagogical competence there have been defined three criteria: personal, content and procedural, evaluative and regulatory. Every criterion is a complex of some indexes which characterize the most important and necessary manifestations of components of the psychological and pedagogical competence of future teachers in establishments of professional and technical education. There have been taken the diagnostic tools which give an opportunity to evaluate the levels of formation of components of future teachers’ psychological and pedagogical competence in establishments of professional and technical education according to definite criteria. Diagnostic tools of the cognitive component consist of testing methods: J. Raven test, R. Amthauer test (personal criterion: accordance of psychophysiological peculiarities to professional requirements (mental process: fillings, perception, memory, thinking, imagination and attention)); method of test control, analysis of written and oral answers (content and procedural criterion: theoretical knowledge of academic field (flexibility, strength, understanding); questionnaire of meta-cognitive involvement in the activity (evaluative and regulatory criterion: meta-cognitive knowledge (subject’s knowledge about personal learning strategies), meta-cognitive evaluation (judgments about mental abilities and limitations, their need in a particular situations), meta-cognitive regulation (subject’smodification of thinking). There have been revealed the content of experimental implementation of the method of organizing the psychological and pedagogical training of professional and technical educational establishments’ future teachers (on the example of checking the level of formation of cognitive and meta-cognitive skills, abilities, knowledge and understanding, which have a place in mastering the peculiarities of the psychological and pedagogical activity) and there have been proved the validity and adequacy of the research tools and reliability of the results. The study addresses the problem of labor migration at the level of quality vocational education and training, in particular in the context of the acquisition of higher education qualifiers for personal and professional self-realization, career development throughout life

THE MEANS USED FOR PSYCHOLOGICAL INFLUENCE IN THE WORK OF SECONDARY SCHOOL HEADS

This article generalizes scientifically theoretical knowledge about professional specifics and psychological peculiarities of secondary school heads’ administrative work; presents psychological mechanisms that an administrator uses to influence the staff; discovers the essence of the notion of “psychological influence” and its role in management activities; discusses the performed theoretical and empiric investigation of the means of psychological influence as an inseparable part of administrator’s psychological competence. It shows the peculiarities of usage of manipulation, persuasion, suggestion and affection as the most effective and widely used means of psychological influence applied in secondary school heads’ management work. An effective management is not possible without the use of psychological mechanisms of influence. They are inseparable and the most important factors in the structure of administrative work. The problem of a manager’s influence on the staff is now very important, for management is an interaction between those who directs and those who are directed. That is why, it is evident that different forms of influence take place constantly during interactions. It is important that the influence should be conscious and purposeful. For the effective influence on the staff’s work, a contemporary manager should have a profound understanding of the psychological bases of management, be able to provide conditions that stimulate an effective collective work in an organization. The performed theoretic  and empiric investigation show that, regardless of the age, social status and education differences, the most effective means of psychological influence tend to be persuasion, suggestion, infection, commitment and requesting. There are a lot of different classifications of the means of psychological influence. In this article we presented our own model of classification of the means of psychological influence according to their aim and environment of their use. According to this model, we distinguished those the means of psychological influence that may be used at conflict situations, those that can be purposeful during public speeches, conferences, individual conversations, and those that help to make better psychological environment in an organisation. &nbsp

ТЕОРЕТИЧНІ АСПЕКТИ ФОРМУВАННЯ СТРЕСОСТІЙКОСТІ СТУДЕНТІВ ВНЗ ДО НЕГАТИВНИХ ЧИННИКІВ НАВКОЛИШНЬОГО СЕРЕДОВИЩА

The theoretical aspects of forming of university students' stress resistance to negative environmental factors are investigated in the article. Stress resistance in a university student is considered as an individual ability of an organism to maintain normal performance, to maintain a necessary degree of adaptation to the influence of extreme environmental factors and professional activity, such as maintaining the ability to social adaptation, maintaining meaningful interpersonal relationships, ensuring successful interpersonal relationships, preservation of adaptive capacity of working capacity, preservation of health. Main aspects of forming university students' stress resistance to negative environmental factors are social support, psychological competence of individual, personal, physical, informational, instrumental, material resources, methods of mental training, and methods of imitation modeling. Educational activity of a person in a university is connected with periodic (especially during a session), sometimes quite long and intensive influence (or expectation of influence) of extreme values of professional, social, environmental factors, which is accompanied by negative emotions, overstrain of physical and mental functions. The most characteristic mental condition that develops under the influence of these factors in a young person is psychological stress. External factors that contribute to the development of stress of a student include the assessment of a stressful situation, covering the objective, or external, and subjective, or internal, parameters of a stressful situation; coping strategies or coping behaviors; influence on personality of traumatic events and degree of processing of traumatic experience; social support; professional and personal experience; psychological preparation for activity in extreme conditions. Stress resistance as an integrative property of the individual person implies interaction with all structural characteristics of the psyche both during and after the action of stress factors. Modern students, who experiences significant intellectual and emotional stress, due to the high rate of educational activity, needs to process a large amount of information in the conditions of intensification of the educational process in a university, are prone to the development of stress-induced disorders, which are expressed in violation of mental and physiological levels. This is especially striking during the exam session, which, in fact is the peak period of the study activity, presenting a model of mental stress in which most of the adverse stressors are integrated. Among the factors of individual (ontogenetic) development of the human organism, the most important in the formation of resistance to stress is professional training and experience that they gain during overcoming stress. This experience is practically becoming a manifestation of person’s adaptation to stress, which enables a person to remain resilient in the implementation of various forms activities and to adequately regulate behavior in stressful situations. Accordingly, an important task of counteracting stress while studying at a university is the formation of students' resilience to the influence of stress factors and development of personality stress resistance. In accordance with the above, it is very important to develop students' adaptive abilities and to form their resistance to stressful factors, to educate them how to successfully deal with stressful situations. In view of this, an important condition for the formation of stress resistance is the orientation of the educational policy of universities in the field of quality of education to preserve and develop mental and physical health of students by forming and complying according to the requirements for organization of the educational process. At the same time, the priorities of the educational policy are enshrined in the official documents of the university and are given the status of binding for all participants of educational relations. The educational policy of any university should be oriented on creation of psychologically comfortable educational environment by increasing the competence of all subjects of the educational process, minimizing the stressful effects of the educational space by studying the stress factors, creating conditions of conflict-free interpersonal interaction, development of subjective mechanisms of students' stress resistance in a process of studying disciplines by means of equipping them with basic strategies of stress management. The prospects for further research we see in the detailed and comprehensives studing and development of psycho-corrective methods of overcoming distress conditions in the student's personality.

Features of Communicative Competence of Psychologist in the Field of Education

The problem of development and introduction of professional educational programs of psychologists training is urgent in the education system. The problem of the formation and development of the communicative competence of a psychologist in the field of secondary education is described. The emphasis is on the peculiarities of the communicative competence of psychologists. The Federal state educational standards of general education place high demands on the professional competencies of a modern psychologist. The standard defines the requirements for labor functions, education and work experience of a psychologist. The realities of the modern educational process are due to contradictions, which are in practice: the activity of a psychologist is reduced to maintaining various documentation, writing plans and reports, protocols, and etc., and to a lesser extent, to the direct interaction of the psychologist and participants in the educational process, that means fulfillment of the main labor functions.

The sociological research methods in practice of medical social work

The specificity of medical and social work as professional activity targeted to restoring, preserving and promoting population health determines related focus of research practice and interdisciplinary nature of research. In accordance with purpose of medical and social work, specificity of emerging research practice is related to the fact that comprehensive assistance in maintaining and promoting population health implies the presence in activities of social worker medical and social profile of psychological, pedagogical, legal, technological and research competence. The article also applies the concept of "professional social worker involved in the provision of medical and social assistance to the population." This concept has following meaning: these are citizens who work in the positions of "social worker" and "specialist in social work" in medical organizations and social service organizations of population, who have job function related to restoring, maintaining and improving population health in general, social and in particular social and medical services. Therefore, content of the problem field, choice of areas of scientific support is concerned to each of these aspects of activity and associated social reflection. The article presents the results of theoretical study of the role of sociological methods in implementation of medical and social work.

МЕТАМОДЕРНІСТСЬКІ ЗАСАДИ МЕДІАПСИХОЛОГІЇ ОСОБИСТОСТІ (англ)

У статті наведено приклад реалізації методологічних засад метамодернізму в науковий дискурс медіапсихології особистості. Оскільки метамодернізм передбачає ситуативно виправдане почергове використання об’єктивних, кількісних, пояснювальних методів і суб’єктивних, якісних, описових методів, то обґрунтовується необхідність комплексних міждисциплінарних досліджень у царині медіапсихології загалом та медіавпливу зокрема із застосуванням методологічної тріангуляції, що використовує змішані методи – як експериментально-діагностичні із широким залученням математико-статистичних методів, так і герменевтичний метод, зокрема наративний аналіз. Насамперед здійснено перевірку статистичної значущості міжпоколінних та гендерних відмінностей між діагностованими змінними і зроблено висновок про універсальну й об’єктивну вікову і соціокультурну детермінацію цих відмінностей, а не їх тотальну зумовленість матеріальним становищем, політичною і правовою самосвідомістю громадян. Поєднання обох груп методів, що стосуються організації та медіації конфліктної взаємодії учасників політичного ток-шоу, дало змогу виявити хибні інтерпретації статистичного матеріалу, представлені в книжці С. Шустера «Свобода слова проти страху і приниження…», зумовлені браком професійно-психологічної компетентності автора, а також експлікувати провідні теми, смисли, рольові позиції, архетипні патерни поведінки учасників телепередачі. Подано аксіопсихологічну реінтерпретацію переживання масових емоцій Д. Муазі з позицій принципу інтегральної суб’єктності, висунутого З. Карпенко. Акцентовано на ролі ведучого як наратора, відповідального за режисуру телепередачі, та фасилітатора конфліктної взаємодії в негативному чи позитивному векторі.

ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ МЕТОДОЛОГІЧНИХ ПІДХОДІВ АРМІЙ КРАЇН НАТО В ПРАКТИКУ ПСИХОЛОГІЧНОЇ ПІДГОТОВКИ ВІЙСЬКОВОСЛУЖБОВЦІВ ЗС УКРАЇНИ

Introduction. In order to improve the quality of psychological training, it is important to study and implement the experience of conducting psychological training for NATO armies. Systematic approach, flexibility of organization of training, complexity of practical training - all this distinguishes the armies of the leading countries of the world. The task of bringing the personnel training system to the requirements of NATO standards creates the conditions for the systematic transformation of the military's psychological training for combat. An important objective of approximation to NATO standards is the synchronization of methodological approaches and terminology.Purpose. The article discusses the peculiarities of implementation of methodological approaches of NATO Armed Forces in the practice of psychological training of Ukrainian Armed Forces servicemen: introduction of the principle of psychological fitness; comprehensive development of resilience in servicemen and their families; integration of psychological measures in the process of combat training; conducting specialized psychological activities at the request of the unit leader. Methods. Resilience is the ability to overcome crises and use them as an opportunity for development through the involvement of personal and socially-mediated resources. Psychological fitness is positioned as the integration and optimization of psychic, emotional and behavioral abilities and capabilities to optimize the performance and development of resilience in military personnel. Specialists have proposed a military demand-resource model (MDR) as an integrated model of psychological fitness for the armed forces.Originality. The introduction of the principle of psychological fitness in psychological training transforms it into a system of development of the necessary psychological qualities and prevention of post-traumatic disorders on the basis of formulated requirements (necessary for effective activity in combat conditions of competencies, including psychological competences - adaptation, avoidance, survival, resistance, interaction and reintegration) and resources (psychological and personal, comprehensive use of combat and psychological training, mutual support of serviceman's in the unit, unit leader support, medical support, social support, spiritual support, family support). Different levels of development of resilience (physiological, psychological and social-psychological) determine their own hierarchy of resources (available and those that need to be provided).Conclusion. The article proposes a set of measures of development of resilience in military personnel on the basis of the competence approach (psychological fitness) in the process of Basic military training.A promising area of psychological research for the prevention of the effects of combat stress in military personnel is to study the relationship of transformational coping combat stress with psychological conditions for the development of post-traumatic growth in military personnel of combatants.

ПСИХОЛОГІЗАЦІЯ ОСВІТНЬОГО ПРОЦЕСУ У ВИЩИХ ВІЙСЬКОВИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

The article deals with the actual problem of psychologization of the learning process in higher military educational institutions by developing the psychological competence of the participants in the educational process, as an obligatory pedagogical condition for improving the quality of defense training. And also attention is drawn to the topical issue of the psychological readiness of teachers to implement educational reform of innovations.The purpose of this article is to draw the attention of the subjects of the educational process to the problems concerning the lack of practical application of psychological knowledge and psychological tools in the modern scientific-pedagogical practice of the HMEI. Particular emphasis is placed on the process of preparation for it of future military teachers, as well as the definition of prospects for optimizing the situation that has developed nowadays in the HMEI and in the national system of higher military education in general.This problem is rather slowed down in time, but unfortunately it has not been investigated. The study of historical retrospective shows that it is not easy for psychological knowledge to integrate into the pedagogical realm and how it, along with its carriers, was repeatedly suppressed by specialists and the public.In our opinion, the situation which has developed in the domestic educational and pedagogical space with many overwhelming problems, in particular ineffective search for ways of psychologization of higher military education, needs to be reflexive comprehended and interfered.In the process of preparing and conducting ascientific class, the teacher, both on a conscious and intuitive level, is simply forced to take into account the mental processes occurring in the psyche of each individual. Among them there are will, emotions, feelings, thinking, speech, perception, sensation, etc. Besides, it is impossible even to start any class, without knowing the level of knowledge, skills and abilities of each of the listeners. Psychologization of education requires from the teacher a significant increase in attention to their professional qualifications, to profound understanding of the possibilities of psychological research and the practical application of its results.Strengthening the psychological component of higher military education includes the implementation of both equally important aspects of this component — objective (having cognitive and technological dimensions) and subjective (which has motivational, emotional, relational, value and other, actually psychological, dimensions). Psychologization is designed not only to provide traditional psychological assistance to the administration, students, scientists and pedagogical workers, but also to implement psychological support of the main social processes in the HMEI.

ПСИХОЛОГІЗАЦІЯ ОСВІТНЬОГО ПРОЦЕСУ У ВИЩИХ ВІЙСЬКОВИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

The article deals with the actual problem of psychologization of the learning process in higher military educational institutions by developing the psychological competence of the participants in the educational process, as an obligatory pedagogical condition for improving the quality of defense training. And also attention is drawn to the topical issue of the psychological readiness of teachers to implement educational reform of innovations.The purpose of this article is to draw the attention of the subjects of the educational process to the problems concerning the lack of practical application of psychological knowledge and psychological tools in the modern scientific-pedagogical practice of the HMEI. Particular emphasis is placed on the process of preparation for it of future military teachers, as well as the definition of prospects for optimizing the situation that has developed nowadays in the HMEI and in the national system of higher military education in general.This problem is rather slowed down in time, but unfortunately it has not been investigated. The study of historical retrospective shows that it is not easy for psychological knowledge to integrate into the pedagogical realm and how it, along with its carriers, was repeatedly suppressed by specialists and the public.In our opinion, the situation which has developed in the domestic educational and pedagogical space with many overwhelming problems, in particular ineffective search for ways of psychologization of higher military education, needs to be reflexive comprehended and interfered.In the process of preparing and conducting ascientific class, the teacher, both on a conscious and intuitive level, is simply forced to take into account the mental processes occurring in the psyche of each individual. Among them there are will, emotions, feelings, thinking, speech, perception, sensation, etc. Besides, it is impossible even to start any class, without knowing the level of knowledge, skills and abilities of each of the listeners. Psychologization of education requires from the teacher a significant increase in attention to their professional qualifications, to profound understanding of the possibilities of psychological research and the practical application of its results.Strengthening the psychological component of higher military education includes the implementation of both equally important aspects of this component — objective (having cognitive and technological dimensions) and subjective (which has motivational, emotional, relational, value and other, actually psychological, dimensions). Psychologization is designed not only to provide traditional psychological assistance to the administration, students, scientists and pedagogical workers, but also to implement psychological support of the main social processes in the HMEI.