Psychological Diagnostics Research Articles

Psychological barriers and restrictions that prevent professional psychologists’ development in their work (in terms of service psychologists of the FPS of Russia)

The article presents the results of research on psychological barriers and restrictions that prevent professional psychologists’ development during their work at the Federal Penitentiary Service of Russia. The content of the concepts "psychological barriers" and "psychological restrictions" is analysed. The content is disclosed at the general level. The article describes the results of empirical research of psychological barriers and limitations among psychologists of the FPS of Russia, the main method of which included expert evaluation. The causes of objective, subjective and objective-subjective nature were identified, and their psychological content was revealed. The role of psychological diagnostics in determining psychological barriers and restrictions, their level of expression is shown. It is noted that the role of barriers and restrictions of a subjective nature is underestimated by psychologists of the service activity of the Federal penitentiary service, thus purposeful work on their compensation is limited. In order to overcome psychological barriers and constraints, use of different methods and technologies, priority is given to self-development.

Sind psychologische Diagnostik und systemisches Denken vereinbar?

Summary Are psychological diagnosis and systemic thinking compatible? Since the beginning of 2019 systemic therapy is covered by health insurance in Germany. This development raises new questions. For example, whether the systemic approach can be integrated into psychological diagnostics. The present work offers a first attempt to bring together psychological diagnostics and systemic thinking by focusing on the information retrieval process. First, central aspects of the systemic approach and psychological diagnostics are presented. Subsequently, the limitations and difficulties of the two fields are mentioned. Finally, a first idea for the implementation of systemic information retrieval methods in courses of psychology at universities is presented.

Функциональное состояние центральной нервной системы и физиологические реакции на стресс у педагогов с признаками эмоционального выгорания (на примере преподавателей педагогического вуза)

Currently, the problem of stress in the workplace has become particularly relevant and is an important area of research in the field of medicine, psychology and related sciences. The teaching profession makes significant demands on the teacher’s personal and psychological qualities, which often leads to chronic stress. The research involved 82 teachers of Surgut State Pedagogical University; the mean age of the subjects was 44.12 ± 3.74 and 43.21 ± 2.51 years for women and men, respectively. To diagnose emotional burnout, we used the Maslach Burnout Inventory (MBI) (adapted by N.E. Vodopyanova). All the teachers were divided into two groups depending on the presence or absence of the symptoms of emotional burnout. The functional state of the central nervous system (CNS) was assessed using simple visual-motor reaction, i.e. we analysed the speed of sensorimotor reaction, the system’s functional level, reaction stability, the level of functional abilities, and attention stability (by Whipple’s accuracy index). Physiological response to stress was determined with the help of J. Greenberg’s questionnaire “Physiological Response to Stress”. The entire psychological and psychophysiological diagnostics was carried out using the NS-PsychoTest computer complex. The results of the study showed that the functional state of the CNS in female teachers without symptoms of emotional burnout is significantly lower than that in men of the same group. Male teachers having symptoms of emotional burnout demonstrate a statistically significant decrease in all indicators of the functional state of the CNS compared to the asymptomatic men. The obtained results indicate the need to implement preventive measures in higher education institutions aimed at minimizing the risk of burnout in teachers as well as setting timely diagnosis and, if necessary, selecting adequate treatment methods.

Value Components of Life Strategies in Graduates of Vocational Postsecondary Institutions

The research featured value components of life strategies exhibited by graduates of secondary vocational education institutions. The research methods involved M. O. Mdivani and P. B. Kodess’s method of life strategies, M. Rokeach’s method of value orientations, R. Inglehart’s method modified by M. S. Yanitskiy, C. Rogers and R. Dymond’s method of social and psychological adaptation diagnostics, etc. The authors analyzed the hierarchy of values in graduates with different levels of social and psychological adaptation. The graduates were divided into groups on the basis of C. Rogers and R. Dymond’s methodology adapted by A. K. Osnitsky. The test revealed common and variable values in the structure of the graduates’ life strategies. Respondents with a high level of adaptation were purposeful and ready to take responsibility for important decisions; their scenario of the future was optimistic; socializing value type predominated; the value component included specific life values and values of professional self-actualization. Graduates with a medium level of socio-psychological adaptation adhered to conformist values; their dominant value types were socializing and adapting; they had a high level of anxiety and uncertainty about the future while showing no willingness to overcome difficulties and achieve their life goals. The values of professional self-actualization had an advantage in the long-term perspective. The authors included that graduates with low and medium adaptation levels need psychological and pedagogical support when they enter independent life.

THE PSYCHOLOGICAL DIAGNOSTIC ASSESSMENT OF CHILDREN-VICTIMS OF SEXUAL VIOLENCE

The article examines the features of children’s psychological trauma appeared because of sexual violence. The author presents theoretical definitions for the concepts of “violence”, “sexual violence”, “sexual violence against children” based on the performed scientific review; these definitions have become basis for the assessing protocol for children-victims of sexual violence. Particular attention is paid to the definition of “psychological trauma” and its features. The author derived main features that allow her characterize children with psychological traumas because of sexual abuse. The article author presents her own theoretical provisions for “psychological trauma”, the stages of a child’s experiences of a psychologically traumatic situation to assess the signs of psychological traumas at children suffered of sexual violence. Based on the understanding of the concept of “sexual abuse of children”, “psychological trauma” and the dynamic of a psychological trauma, in particular, its stages, the signs of psychological traumas at children suffered sexual violence were developed. The author’s approach to psychological diagnostics is described: the study organization, evaluation of criminal proceedings materials, special interview and its further evaluation by the criteria. Based on the conducted psychological diagnostic research, a protocol assessing the signs of psychological traumas at children appeared because of sexual violence was developed. It contains three assessment blocks: assessment of a child’s life and health, the characteristics of a psychological trauma and the peculiarities of understanding by the child of sexual violence. The article presents the results of our own examination of children-victims of sexual violence aged 4 to 10 years. Based on this examination the effectiveness of the assessment protocol was assessed, thus the proposed protocol objectively assesses an individual impact of sexual violence on an examined child. The protocol for psychological diagnostic assessment of children-victims of sexual violence allows psychologists to create structured written opinions in the framework of forensic or expert examinations.

Evaluation of the Deferred Efficiency of the Formative Psychological Impact in the Educational Environment

Introduction. The relevance of the study is determined by the importance of methodological foundations and techniques for the assessment of the deferred efficiency of the psychological programs and formative impacts in the education system. By using the program for ensuring the elementary school students’ psychological safety the authors demonstrated the possibility of assessing the effectiveness of psychological influence three years after the program had been completed. The purpose of the article is to discuss the results and the algorithm for determining the deferred efficiency of the program of psychological influence in the educational environment. Materials and Methods. At the stage of primary diagnosis of effectiveness, the following methods and techniques were used: the questionnaire for children, parents and teachers (developed by the authors); questionnaire “Typical mental states students experience in educational activities”; explicit anxiety scale for children CMAS; technique “ladder”; drawing “Me in school”; color association technique; expert assessment of the educational environment in terms of risks and psychological safety resources. At the stage of deferred diagnosis (three years after the forming experiment) the same package of psychological diagnostics was used, as well as the standardized scale “Psychological safety of the educational environment” by I. A. Baeva. Methods of mathematical statistics of the stage of deferred diagnosis: two-stage cluster analysis; discriminant analysis with variable prediction; Pearson’s Chi Square; G-criterion of signs; ANOVA using software package SPSS Statistics 22.00. Results. An algorithm is proposed for the deferred assessment of the formative psychological impact in the educational environment. The applied diagnostic complex for assessing the psychological safety of primary schoolchildren, students of cadet classes has been proved to be valid. The efficiency of the program for ensuring the psychological safety of elementary schoolchildren and students of cadet classes has been confirmed, both in the immediate and in the long-term perspective. Discussion and Conclusion. The approach to deferred assessment of the effectiveness of psychological programs used in the research can serve as the basis for developing assessment methods and techniques for the quality of a formative experiment in psychology; for increasing the effectiveness and importance of psychological support for the participants of the educational environment. The article can be of interest to researchers of psychological problems in educational practice when determining the efficiency of support programs.

Psychotherapeutic Counseling of Sexological Patients

The article provides data on the importance of psychodiagnostics in the examination of sexological patients. It is specified that psychical deviations are more-less present in all sexological patients, which is important for diagnosis and for the choice of pathogenetically based therapy.Commonly sexological patients are diagnosed with non-profound disorders of brain activity. To identify them, a carefully collected history and patient complaints from a psychological assessment of the data obtained are often sufficient.Obtained data requires additional testing. The following methods are used more often: MMPI, HADS, Spielberg-Hanin, Beck, Hamilton, Rorschach, Tsung ...In sexological patients, the following syndromes are most common: asthenic, affective, obsessive states, senestopathic, hypochondriacal. Less common: syndrome of overvalued ideas, delusional syndromes. Correctly performed psychological diagnostics presupposes an competent chosen treatment. Psychotherapy is rarely used as an independent method of therapy, more often it is combined with other methods.In sexological practice, preference is given to individual rational psychotherapy. Sexual partner connection to the treatment process significantly increases the effectiveness.

Professional Psychological Profile of a Modern Patrol Officer as the Basis of Efficient Official Activities

In today’s conditions of reforming the law enforcement agencies of Ukraine, it becomes relevant to study the psychological aspects of the professional activities of the National Police officers in the context of the fulfillment of their professional duties. The task of improving the psychological support of patrol police units is of particular importance. The aim of the study is to develop and substantiate the professional psychological profile of a modern patrol officer. On the basis of an empirical study, in which 290 police officers of the National Police of Ukraine participated, the main components of the psychogram of a patrol officer, which form a generalized professional psychological profile of a modern police officer, were identified. Having applied theoretical and empirical methods (the analysis and generalization of scientific literature, observation, questioning, psychological diagnostics, expert interrogation, mathematical statistics, and experiment), the theoretical principles of studying the professional activity of patrol officers, the requirements for their knowledge, skills and individual psychological characteristics were outlined. A number of valid multifactorial psychodiagnostic techniques were applied, in particular, in order to study the level and structure of intelligence; to explore creativity; to investigate the features of nervous processes; to identify the character and temperamental features; to study the features of interpersonal interaction. The study determined a list of professionally important qualities that are required for mastering the profession of a patrol officer, as well as psychological contraindications to acquiring this profession.

ЗМІСТ, ФОРМИ ТА МЕТОДИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ВИХОВАТЕЛІВ ЗДО ДО ПЕДАГОГІЧНОЇ ВЗАЄМОДІЇ З ВНУТРІШНЬО ПЕРЕМІЩЕНИМИ ДІТЬМИ ТА ЇХНІМИ БАТЬКАМИ

The situation of development of society and education system in modern conditions of forced internal movement of a significant number of the population of Ukraine requires improvement and dissemination of pedagogical interaction of leading educational systems – families and education institutions. The need to change the educational practice in work with children from ID families, providing pedagogical assistance to parents in adapting to new living conditions, requires high quality professional activities of teachers. Therefore, pedagogical interaction is an important component of training future preschool teachers to work with children and their parents. It is based on active cooperation, without which the process of formation and development of the personality is impossible. The purpose of the article is to analyze and determine the content, forms and methods of forming future preschool teachers’ readiness for pedagogical interaction with internally displaced children and their parents. The effectiveness of this interaction lies in the understanding of the problems of internally displaced families and the prospects for their adaptation in the new territory. Therefore, the future educator should focus on the content of pedagogical interaction with the families of ID children, which is aimed at studying the current situation of the family; identification of potential educational opportunities of the family and the influence of external factors on it; social support for preschoolers and their parents; social and psychological diagnostics; to restore the lost and form new forms of interaction between family members and children with peers, adults. The method of multi-role structure of the family team was progressive in working with the families of ID children; diagnostic methods (interview, observation, expert evaluation, study of documents, questionnaires); needs assessment method; methods of mediation of the educator between the IDP family and various institutions. Classes, trainings, family clubs of interest, creation of photo albums, publication of a photo newspaper, thematic exhibitions of books for children’s reading and children’s own works, nature trips were powerful forms of pedagogical interaction between the preschool teacher and the preschooler’s family. Thus, the formation of the readiness of future teachers of preschool education institutions to work with the families of ID children requires their mastery of knowledge of socio-domestic, socio-medical, socio-pedagogical, socio-psychological and, in fact, educational work. The leading place in the formation of the readiness of the future preschool teacher is occupied by mastering the diagnostic and educational methods, forms and means, as well as ways to establish partnerships with parents, guardians and other professionals who work with this category of children

PROBLEMS OF FORMATION OF READINESS OF THE SOCIAL TEACHER TO ANIMATION ACTIVITY

The article presents a theoretical analysis of the works of native, foreign, Russian scientists studying the concepts of social pedagogue, animation, animation activities, leisure, effective leisure organization, as well as ways of formation of readiness of social pedagogue to animation activities. The objects of work of a social teacher are not only students and parents, but also people of different ages, clubs, sections, groups and public associations. management of pedagogical systems, trainings, pedagogical and psychological diagnostics. Animation activity is a special organization-driven type of activity with the goal of socializing a human person. In this context, the educational potential of animation is predominant. Characteristic features, structure and content allow using it as a means of social education of students. Animation has potential as an instrument of social education.

Dynamics of parameters of psychological status of patients with stable ischemic heart disease and coronary artery bypass surgery

Aim. Assessment and analysis of parameters of psychological status of patients with coronary heart disease (CHD) referred for coronary artery bypass surgery (CABG).
 Materials and Methods. A study of parameters of psychological status, in particular, of the attitude to illness, coping strategies, and lifelong orientations was conducted in 58 male patients aged 40 to 74 years with a stable form of CHD before and after CABG surgery. The parameters were evaluated by a clinical psychologist in 2-3 days after admission of the patient to the hospital and in 7-8 days after CABG. Clinical and psychological diagnostics was carried out using the following questionnaires: TOBOL (L.I. Wasserman, et al.), Life-Purpose Orientations (D.A. Leontiev), Coping Behavior Strategies (R. Lazarus, adapted version of T.A. Kryukova). Statistical analysis was performed with use of computer Statistica 10.0 software program.
 Results. After CABG patients with coronary artery disease show a significant reduction of the parameters of the anxious variant of the internal picture of the disease on the basis of TOBOL questionnaire, of the positive re-evaluation coping strategy on the basis of evaluation of stress-coping behavior and of the level of Aim scale on the basis of evaluation of the level of neurotization using the Life-Purpose test.
 Conclusion. The results of the study indicate reduction of the level of adaptation to the disease in patients with coronary artery disease after CABG in result of behavioral disorders and difficulties in setting further aims for recovery. To increase postoperative adaptation, the psychocorrection measures may be targeted to the coping strategy for positive re-evaluation and assistance in setting aims in the postoperative stage of CABG.

The Peculiarities of Relationships of Disabled Preschoolers with Their Peers under Inclusive Education Conditions

Introduction. In modern society, there is a tendency to significant deterioration in the health of younger generations and increasing number of children and adolescents with disabilities, most of whom face great difficulties in communicating with peers and people around them. This problem is particularly relevant in connection with the introduction of inclusive education, which is still a new phenomenon under investigation in Russia (as in many other countries). The aim of the present research was to identify and analyse the peculiarities of interpersonal relationships of pre-school children under inclusive education conditions. Methodology and research methods . In the course of the research, the methods of observation, sociometry, projective tests, problem cases and statistical analysis were applied. For psychological diagnostics, the following tests were used: “Captain of the Ship” by A. A. Romanov, “Me and My Friend in a Kindergarten” by N. V. Miklayeva and U. V. Miklayeva, “Diagnostic of Relationships with Peers” by I. A. Orlova and V. M. Kholmogorova, “The Maze” by L. A. Venger, “Pictures” by E. O. Smirnova and E. A. Kalyagina. The results were processed using the Mann - Whitney U-Test. Results and scientific novelty . The peculiarities of interaction between nondisabled children and children with disabilities were investigated on the example of relationships between children in the private inclusive pre-school institution. The psychological problems in pre-school children with disabilities in inclusive kindergarten groups have been established. These psychological problems are reflected in children’s low status positions with underdeveloped communication skills and immature ways of solving conflict situations. These children are most often rejected by the peer group, although in some cases peers can play games and communicate with them. The data obtained in the course of diagnostic activities demonstrate that children with developmental disorders lack interest in communication with their healthy peers; also, they do not desire to interact with peers and response to peers’ initiatives. The authors have not confirmed the hypothesis that children of older pre-school age with disabilities have more favorable interpersonal relations with peers than in younger pre-school age. The theoretical significance of the current research is to enrich special psychology and pedagogical science in the field of inclusion with additional knowledge about the role of peers in the mental development of children with special educational needs. Practical significance . The proposed recommendations will assist the specialists of pre-school educational institutions to harmonise interpersonal relationships of children with disabilities through building their communication skills and increasing their sociometric status. The authors believe that these research materials can be useful for educators and psychologists employed in the filed of inclusive education.

Вплив емоційного інтелекту на саморегуляцію агресивної поведінки підлітків із порушеннями розумового розвитку

The aim of the research is to determine the problem of manifestations of aggression of adolescents with disorders of mental development in the context of the formation and influence of emotional intelligence on the aggressive behavior of these adolescents. The purpose of the research was provided by a step-by-step solution of the main tasks: firstly, to identify the features of aggression of adolescents with intellectual disabilities; secondly, to determine the specific influence of emotional intelligence on self-regulation of aggressive behavior of adolescents with intellectual disabilities; thirdly, to characterize recommendations for the technology of psychological support for the formation of self-regulation of aggressive behavior of adolescents with disorders of mental development in the context of their emotional intelligence. Мethods. The general scientific deductive and inductive methods, the method of psychological diagnostics, conversations and observations were used to solve the outlined tasks and to prove the results and make the conclusions of our research. Psychodiagnostic procedure of the state of aggressive behavior and its emotional self-regulation of adolescents with disorders of mental development was carried out using the method of «Bass and Darcy’s Aggression Questionnaire»; method of «Adapted Leonhard – Shmishek’s Characterological Questionnaire»; Emotional Intellect (by N. Hоll) techniques, conversations and observations. In the course of psychodiagnostics, the necessary instructions and requirements were obtained to have reliable results. The interviews were conducted in the process of studying of adolescents at educational establishments. The behavior of adolescents was monitored in their usual learning environment. For the purpose of providing comparative analysis of the phenomenon of self-regulation of aggressive behavior of adolescence and making reliability of the results, the diagnostics of adolescents with preserved intelligence was carried out, keeping the identical procedures, under equal conditions, which were created for adolescents with disorders of mental development as well. The results of the research. According to the results of the diagnostics, adolescents with disorders of mental development have physical and verbal aggression that exceeds the allowable norm. The diagnostics of adolescents with disorders of mental development made it possible to ascertain the functioning status of the structural components of aggression. The increased level was set up by indicators of negativity and irritability. The results of the diagnostics of adolescents with preserved intellectual state the similarity of the obtained data on the level of expressiveness of the main types of aggression and structural components of the phenomenon in comparison with the results of adolescents with disorders of mental development. The difference is the intensity of the proposed indicators. The adolescents with intellectual disabilities have indicators which are in a great degree displayed in a group of 20–30% than in a group of respondents with preserved intellectual function. It is established that manifestations of aggression and self-regulation of aggressive behavior are determined by personality’s accentuations. In a case of adolescents with disorders of mental development, the following types of combination of accentuation were found to be hypertensive in combination with cyclothymic, hypertensive with unbalanced, hypertensive with exalted. In addition, adolescents with disorders of mental development have a low level of emotional intelligence, emotional awareness, empathy, managing personal emotions and an average level of ability to recognize other people’s emotions. Conclusions. The results of our research suggested that the alexithymic manifestations in the structure of the personality of adolescents with disorders of mental development were mainly due to the inability to verbalize their own emotional states, underdevelopment of the reflexive component of emotions and lack of formation or a low level of emotional intelligence. Taking into account the obtained results, the main aspects of psycho-corrective work with adolescents with disorders of mental development regarding the formation of self-regulation of aggressive behavior were characterized. This psycho-corrective work has the aim to form the ability to develop pupils’ emotions, feelings and experience, to designate them with appropriate verbal symbols, to manage different emotional states, including negative ones, such as aggression and anger.

Diagnosis of general intelligence within the aspect of training young football players at sports championship schools

Introduction. Psychological diagnostics in competitive sport is very useful in the selection process. Therefore, proper diagnostic methods are used to be predictive for both teachers and trainers. Aim of research. The aim of the study was to establish the best method for diagnosing football players’ level of intelligence. Materials and methods. Raven’s Progressive Matrices - APIS-P(R), football tests were used. All of the 177 participants (males) practised football. Results. In research, it has been shown that intelligence tests examining crystallised intelligence are not useful in the aspect of training, but may be a clue in the teaching process for teachers. The results of liquid intelligence tests (Raven’s Progressive Matrices) indicate positive correlations with the level of tactical and technical knowledge, as well as efficiency of the tested footballers. Conclusions. In the diagnosis of team sports players, it is useful to test liquid intelligence.

Zaburzenia funkcji poznawczych w schizofrenii – wybrane aspekty

<p>Badania nad znaczeniem dysfunkcji poznawczych w schizofrenii prowadzone są w zaawansowanym stopniu od kilkudziesięciu lat, chociaż ich ważność została zauważona już w XIX w. Zakres badań jest coraz szerszy, a rezultaty – coraz bardziej szczegółowe. Celem artykułu było przedstawienie spostrzeżeń dotyczących istoty zaburzeń poznawczych w przebiegu schizofrenii oraz dostrzeżenie ich konsekwencji w procesie chorobowym. Dysfunkcje kognitywne, uważane niegdyś za zaburzenia wtórne wobec podstawowego procesu psychopatologicznego, obecnie traktowane są jako odrębny aspekt schizofrenii. Należy mieć także na uwadze różnice, jakie pojawiają się w dysfunkcjach poznawczych widocznych zarówno w objawach prodromalnych, ostrym epizodzie, jak i remisji choroby. Interesującym zagadnieniem badawczym jest obniżenie wglądu, które (w umiarkowanym lub znacznym nasileniu) dotyczy znaczącej liczby chorych na schizofrenię. Uznaje się, że podłożem ograniczenia wglądu również mogą być deficyty poznawcze. W artykule podkreślono konieczność zwrócenia uwagi na dokładną i szczegółową diagnostykę psychologiczną. Należy pamiętać, że nietrafna diagnoza zaburzeń funkcji poznawczych może prowadzić do przeoczenia lub świadomego zbagatelizowania (!) ich wpływu na funkcjonowanie pacjenta, a co za tym idzie do podjęcia nieodpowiednich działań terapeutycznych. Spostrzeżenia zawarte w artykule mogą być podstawą do formułowania dalszych wniosków i hipotez oraz poszukiwania możliwości terapeutycznych.</p>

Мониторинг качества комплексного сопровождения детей раннего возраста с особыми образовательными потребностями в учреждении социальной защиты

The article presents the results of psychological and pedagogical diagnostics of the main lines of development of young children in the institution of social protection. The authors give the results of a survey of parents raising children with special educational needs as part of a comprehensive support.

ПСИХОЛОГІЧНА КОНЦЕПЦІЯ РОЗВИТКУ ЕМОЦІЙНОГО ІНТЕЛЕКТУ ОСОБИСТОСТІ В ОНТОГЕНЕЗІ

У статті обґрунтовано концептуальні основи розвитку емоційного інтелекту в онтогенезі, визначено теоретико-методологічні підходи, які дають змогу створити цілісне уявлення про сутність емоційного інтелекту людини з точки зору: системного підходу (природа, структура, функції, психологічні механізми розвитку, форми і рівні розвитку в онтогенезі); суб’єктно-діяльнісного підходу (через характеристику основних структурних компонентів діяльності – мотиваційного, змістового, операційного та результативного; визначення сенситивного періоду – найбільш сприятливого для розвитку емоційного інтелекту; аналіз особливостей його прояву в суб’єкта діяльності); особистісно-орієнтованого підходу (через прояв індивідуально-психологічних особливостей розвитку емоційного інтелекту); компетентнісного підходу (шляхом розвитку і формування емоційної компетентності молодших школярів, учителів початкових класів, шкільних психологів, батьків учнів).Визначено, що емоційний інтелект є інтегральною властивістю особистості, яка відображає пізнавальну здатність людини до розуміння емоцій та управління ними шляхом когнітивної обробки емоційної інформації та забезпечує психологічне благополуччя особистості й успішність соціальної взаємодії. Відповідно до рівнів психічного відображення (сенсорно-перцептивного, когнітивного, особистісного, суб’єктного, духовного) виокремлено форми (емоційний інтелект як властивість: індивіда, суб’єкта діяльності, особистості, суб’єкта життєтворчості, суб’єкта життєдіяльності), психологічні механізми (ідентифікація, наслідування, емоційне зараження, рефлексія, емоційна децентрація, емоційна саморегуляція, антиципація, емпатія), критерії та рівні розвитку емоційного інтелекту в онтогенезі (психофізіологічний, когнітивний, соціопсихологічний, креативно-суб’єктний, екзистенційно-духовний). На основі результатів емпіричного дослідження здійснено порівняльний аналіз особливостей розвитку емоційного інтелекту в старшому дошкільному, молодшому шкільному і підлітковому віці. Доведено, що молодший шкільний вік є сенситивним періодом розвитку емоційного інтелекту.

Methodological grounds for the development of systematic approach in applied psychological diagnostics of patients with socially significant diseases

The theoretical subject of this research is personality of a patient with socially significant diseases. The goal consists in determination of methodological grounds for selecting a universal set of psychodiagnostic methods for the patients with socially significant diseases. Theoretical analysis is conducted on the results relevant Russian and foreign psychological empirical research that allow describing personality of a patient with socially significant diseases. The author systematizes the data based on biopsychosocionoetic model proposed by G. V. Zalevsky, which reveals the elements of psychological diagnostics and psychological work in accordance with the components of functionality of the psyche: physical Self, social Self, actual Self, and spiritual Self. It is established that modern research usually reveals 1-2 components of the structural Self of the psyche. The article offers a combination of methods that can lay the foundation for systematic psychodiagnostic study of personality of a patient with socially significant diseases. For determining the actual Self, actual Self, social Self, and maladaptive traits, the author suggest to use the following:1) for studying the aspects of actual Self: Individual-typological questionnaire By L. N. Sobchik;: Strategies of Coping Behavior, Life Cycle Index, Integrative Anxiety Test; Beck Depression Inventory;2) for studying social Self: the Scale for Measuring Subjective Feeling of Loneliness in adaptation of N. E. Vodopyanova, Multidimensional Scale of Perceived Social Support3) for studying spiritual Self: Reconceptualized test of life-meaning orientations by D. A. Leontiev's4) for physical Self: Giessen Subjective Complaints ListThe indicated methodologies allow implementing the systemic-structural principle, achieving a holistic picture of functionality of the psyche in diagnostics of a patient.

Личностно-профессиональное моделирование оперативно-служебного функционирования сотрудников оперативных подразделений органов внутренних дел

The article discusses the problem of personal-professional modeling of the operational and official functioning of employees of operational units of the internal affairs bodies. A model of personal and professional suitability of employees of the units to ensure the safety of persons subject to state protection of the Ministry of Internal Affairs in the Republic of Sakha (Yakutia) is proposed, taking into account the specific characteristics of the activity and features of the region. Conceptual and theoretical modeling within the framework of personal-professional diagnostics and professional selection involves building a holistic concept of psychological diagnostics and its theoretical justification, which allows to improve the quality and efficiency of operational-service functioning. In the article, modeling is understood as a systematization of the psychological characteristics of the activities of police officers in certain typical professional situations, which allows you to create a generalized professiogram of the specialist’s activity, which is used in professional psychological selection, staff selection, and in the process of professional and psychological preparation. The object of the study is the operational and official functioning of employees of operational units. The subject of the research is the model of personal and professional suitability of employees of the operational investigative unit to ensure the safety of persons subject to state protection of the Ministry of Internal Affairs in the Republic of Sakha (Yakutia). The hypothesis of the study: the model of personal and professional suitability of an employee of the unit for ensuring the safety of persons subject to state protection of the Ministry of Internal Affairs in the Republic of Sakha (Yakutia), taking into account the specific characteristics of the activity, can improve the quality of their operational and official functioning.
 The professiographic analysis made it possible to single out the basic structural elements of the personality-professional profile. The following groups of professionally important qualities are attributed to these elements: verbal thinking, emotional-volitional, communicative-organizational, moral and ethical, business qualities, as well as such a characteristic as physiological reserves of the body.

Issues related to personal and social self-development of academic staff members of higher education institutions in today's Russia

The issues addressed in the article are of particular relevance due to the growing role of teachers of higher education institutions in the modern society. The article is dedicated to the current issues of self-development of teachers and is aimed to identify the main reasons for their poor social and personal self-development. The most important research method used by the authors was the pedagogic experiment, including such particular empirical methods as monitoring, tests, surveys, questionnaires, interviews, self-assessment and psychological diagnostics. As a result of the study, it was found out that teachers' leisure time is not properly organised, therefore they have no opportunities for rehabilitation and recreation in their free time, which considerably reduces effectiveness of their personal self-development. The article describes a set of measures aimed to enhance the effectiveness of teachers' self-development through the organization of cultural and creative associations in higher education institutions, including four stages and six spheres of activity that can be implemented in such cultural and creative associations. Materials of this article may be useful for the management of higher education institutions and department heads, advanced training centres for higher education professionals and for all academic staff members.