Psychology Travelogs

PECULIARITIES OF SELF-ATTITUDE AND ATTITUDES OF PARENTS TOWARDS THEIR CHILDREN WITH AUTISM SPECTRUM DISORDER

2025-06-20T09:52:56+03:00

The article highlights the peculiarities of parents' attitudes towards themselves and their children with autism spectrum disorders. It is emphasised that parental attitudes as an object of psychological research include a combination of cognitive, emotional and behavioural components. It has been found that parents of children with autism are less confident in themselves, experiencing internal conflict, which affects the quality of emotional connection with the child. If a child has a developmental disability, it is the family that determines the success of the child's adaptation and integration into society. It has been shown that mothers and fathers have different attitudes towards a child with ASD. The family plays an important role in the formation and development of a child's personality, awareness of their place in the family and society, and their attitude to the world and themselves. Families raising children with autism spectrum disorders often lack the necessary knowledge about the specifics of the disorder, methods of teaching, correcting children's behaviour, and ways to interact with a child with autism. Finding themselves in a difficult life situation, parents experience stress, which destroys the carefree world with dreams of a happy future in which the couple lived yesterday. Depression, despair, anger often manifest themselves as harshness in the treatment of children. The family avoids friendly contacts and eventually finds itself in isolation. In such situations, both adults and children need support and help, which can and should be provided in a timely manner. In such a situation, it is impossible to help a child, because the effectiveness of correctional intervention depends on the quality of family functioning, the well-being of parents, and their psychological health.

PSYCHOLOGICAL INTERVENTIONS TO INCREASE STUDENTS' RESILIENCE DURING MILITARY ACTIONS

2025-06-20T10:33:05+03:00

Modern challenges caused by military actions significantly affect the psycho-emotional state of student youth, causing increased anxiety, stress and decreased psychological stability. One of the main factors of adaptation in crisis conditions is resilience - the ability to successfully overcome difficulties, maintain mental health and further personal development. In this regard, the implementation of effective psychological interventions aimed at strengthening students' resilience during military conflict is relevant.

The purpose of the study is a comprehensive scientific substantiation of the effectiveness of psychological interventions that contribute to increasing students' resilience in conditions of military action. The following psychological interventions were studied in the research: cognitive behavioral therapy (CBT), mindfulness practices and elements of positive psychotherapy, group support measures, and emotionally focused therapy methods. CBT is aimed at transforming destructive beliefs and forming constructive cognitions, which helps reduce anxiety and increase stress tolerance. Mindfulness approaches help develop emotional regulation skills and reduce the impact of negative experiences. Positive psychotherapy focuses on using the student's personal resources and developing an optimistic worldview. Group support measures contribute to the formation of a sense of social cohesion and mutual support, which is critically important in crisis situations. Emotionally focused therapy helps students become aware of their own emotional reactions and effectively process them.

The results of the study confirm that the use of a comprehensive approach to psychological interventions contributes to increasing the level of resilience of students, strengthening their adaptability and psychological well-being in conditions of military conflict. The conclusions obtained can be used to develop programs of psychological support for student youth in crisis conditions.

PSYCHOLOGICAL MECHANISMS OF THE ORIGIN OF STUMMING IN PRESCHOOL CHILDREN

2025-06-20T10:49:06+03:00

The article presents one of the speech disorders of preschool children, namely stuttering, reveals the history of its development and causes of occurrence. It is emphasized that stuttering is a polymorphic speech disorder, a communication disorder in the form of dyscoordination of fluency, rhythm, the occurrence of individual stuttering, repetitions of a number of sounds and syllables as a result of speech convulsions due to overstrain or stress. It is emphasized that the most numerous categories in which this speech defect is observed is often children who are prone to anxiety. In particular, children who often witness various family conflicts in which increased convulsive activity is observed; children with delayed speech development; children whose parents are too strict in their upbringing; children who are overloaded due to spending a significant amount of time on gadgets and in front of the TV. It is specified that awareness of the causes of stuttering in humans, timely diagnosis and receiving qualified help helps to eliminate this speech disorder and improves human life. Scientific approaches, in particular, competency-based, systemic-structural, communicative, integrative, to the study of the specified phenomenon are analyzed. It is emphasized that most of the researchers pay attention to the complex approach, which consists of treatment (therapeutic, surgical, orthopedic, psychotherapeutic), upbringing and education, which complement each other. The symptoms of stuttering and its psychological mechanisms are determined (psycho-emotional tension, self-doubt, fear of speech, conflict between the desire to express oneself and the fear of not being understood by others, authoritarian upbringing style, etc.). The reasons that determine the symptoms of stuttering are characterized.

DEVELOPING ADOLESCENTS’ DIGITAL COMPETENCE AS A PREREQUSITE FOR HARMONIOUS SOCIALIZATION AND EFFECTIVE ADAPTATION IN THE INFORMATION SOCIETY

2025-06-20T11:06:16+03:00

Core worldviews, values, and social roles are formed most actively during adolescence. In the context of rapid digitalization of various aspects of life ‑ education, leisure, and communication ‑ the digital environment can serve as a space for adolescents’ self-realization, learning, social engagement, and support. It also plays a significant role in their development and integration into modern society. This article explores the issue of developing adolescents’ digital competence as an essential factor for their harmonious socialization and effective adaptation to the information society. Particular attention is paid to the impact of web resources on students’ academic performance.

To theoretically substantiate and experimentally test the influence of digital technologies-particularly web resources-on the development of adolescents’ digital competence as a prerequisite for their harmonious socialization and successful adaptation in the information society, as well as to determine the impact on academic performance.

For the first time, the study examines the correlation between the level of digital competence and the effectiveness of adolescents’ socialization in the digital environment. It identifies both the positive effects and the risks of digital socialization. A pedagogical experiment confirmed the positive impact of integrating web resources into the educational process on students’ academic success.

The results of the study show that the deliberate development of digital competence promotes adolescents’ successful adaptation to the demands of the information society, enhances critical thinking, communication skills, and increases motivation to learn. In the experimental group, students demonstrated higher engagement and improved knowledge acquisition. The use of web resources allowed adolescents to learn at their own pace and refine their ability to use digital tools in education. Online tutorials and video lessons improved preparation for practical classes, while virtual simulations complemented real-world experiences.

SOCIO-PSYCHOLOGICAL ADAPTATION AND MOTIVES OF EDUCATIONAL AND PROFESSIONAL ACTIVITIES OF STUDENTS

2025-06-20T11:16:27+03:00

The article highlights the theoretical foundations of the study of socio-psychological adaptation of university students and their learning motivation. The structure of the socio-psychological adaptation of the individual is revealed, a description of the educational and professional activities of the university student, the system of motives for learning activities is provided. The main features and conditions of the socio-psychological adaptation of the personality of a university student are reflected. The empirical study reveals differences in the indicators of socio-psychological adaptation and motives of learning activities of university students. The empirical study found that educational and professional activities are motivated by various motives: social, communicative, professional, educational, etc.

The conditions for successful adaptation of university students are: formation of an adequate understanding of the chosen profession; assistance in understanding the social significance of the profession and instilling love for it; formation of adequate self-esteem; increasing volitional activity; conducting psychological and pedagogical diagnostics of the adaptation process; mastering methods of mental self-regulation; activities of the psychological service of the university, since the adaptation process is not fully possible without professional psychological support.

For successful social and psychological adaptation, the most important are social and communicative motives, professional and educational and cognitive motives. The relationship between these motives and socio-psychological adaptation is due to the fact that certain processes take place in the student group: the manifestation of interest in educational and professional activities, the formation of interpersonal relationships, a system of attitudes and values, and, in general, the formation of a professional specialist. for successful socio-psychological adaptation, the most important are social and communicative motives, professional and educational and cognitive motives.

ON THE QUESTION OF THE METHODOLOGY OF PSYCHOLOGICAL ANALYSIS OF VISUAL ART

2025-06-20T11:26:37+03:00

The article discusses the peculiarities of artistic creativity that pose significant problems for the psychological study of art in general and visual arts in particular.

The reasons for the ineffectiveness of existing methods of psychological research in art are identified, which are due to the significant role of subjective and unconscious components of artistic creativity, the complexity of experimental research and modelling of the artistic process, and the vagueness of criteria for evaluating works of art. Additional difficulties are added by the special effect of the researcher's detachment from the practical process of creation, which complicates the process of understanding art. All this often makes quantitative research methods commonly accepted for the analysis of scientific creativity ineffective in the field of studying artistic creativity and raises the question of more relevant approaches to this problem.

The article analyses the possibilities of overcoming these difficulties on the basis of successful examples of in-depth scientific approaches to the study of the artistic process and the analysis of works of art with the definition of the basic principles of artistic creativity. Ways of applying a more effective methodology of psychological research are identified.

It concludes that new methods of psychological research need to be introduced in visual arts, including in-depth analysis of the fundamental principles of the artistic process, the use of interdisciplinary approaches, empathy, psychological analysis of visual elements present in the finished work, and consideration of the specific features of creativity in this field.

ROOTS OF EMOTIONAL INTELLIGENCE: THE ENLIGHTENMENT

2025-06-20T11:37:57+03:00

Despite the rapid development of research on emotional intelligence, its historical roots remain poorly understood. Enlightenment thinkers, seeking to unify reason and feeling, laid important philosophical foundations that today can be seen as early forms of the concept of emotional intelligence. Scholars of that era emphasised the importance of emotions not only as a source of morality, but also as a tool for personal development and social interaction. Recognising, managing, using and understanding emotions – these key aspects of modern emotional intelligence have deep historical roots dating back to Enlightenment thinkers. Studying their views not only allows us to better understand the nature of emotional intelligence, but also broadens the horizons of humanistic knowledge by linking psychology with philosophy, ethics, and history.

DEVELOPMENT OF METACOGNITIVE SKILLS AS A FACTOR OF EFFECTIVE PROGRAMMING EDUCATION FOR LEARNERS

2025-06-20T12:15:48+03:00

The article examines the issue of developing metacognitive skills as a key factor in enhancing the effectiveness of programming education among higher education students. A theoretical analysis of the concepts of "metacognition" and "metacognitive skills" is conducted, outlining their role in the process of self-regulation in learning activities. The importance of developing the ability for self-regulation, self-monitoring, planning, and reflection as components of metacognitive competence is emphasized. The study analyzes scientific approaches to defining the structure of metacognitive processes and reveals the connection between their level of development and academic achievements in programming. It is demonstrated that the integration of metacognitive strategies into the learning process promotes a deeper understanding of algorithmic thinking, improved problem-solving skills, and higher academic performance. Particular attention is given to methods and tools for developing metacognitive skills in future programmers: the use of reflective journals, self-assessment, conscious planning, and error analysis. The article presents the results of a pedagogical study confirming the positive impact of well-developed metacognitive strategies on the level of mastery of programming knowledge and skills. The conclusion emphasizes the advisability of purposefully developing metacognitive competence in students as a means to enhance their success in the field of programming. Ultimately, the article highlights the need to reconsider traditional approaches to teaching programming with a focus on the development of metacognitive competence as a prerequisite for shaping autonomous, critically thinking IT professionals. The findings can be used to improve programming teaching methods, design metacognition development training, and increase students’ overall learning motivation.

THE CONCEPT OF SANOGENIC THINKING IN THE HISTORICAL AND SCIENTIFIC RETROSPECTIVE OF PSYCHOLOGICAL SCIENCE

2025-06-20T12:43:38+03:00

The article presents a historical and scientific analysis of the evolution of the concept of sanogenic thinking in the context of psychological science of the XX-XXI centuries. The research covers key theoretical studies, in particular cognitive, humanistic and positive directions, which laid the foundation for understanding sanogenic thinking as a tool for supporting mental health. The contribution of leading scientists is emphasized: A. Beck, A. Ellis, M. Seligman, A. Gilman, as well as the concept of A. Antonovsky's salutogenic approach, which defined sanogenic thinking as an integrative phenomenon that combines rational-cognitive, emotional-regulatory, and personal-value components. Sanogenic thinking is viewed as a system aimed at maintaining psycho-emotional balance, reducing stress and optimizing adaptation to life challenges. In contrast to positive thinking, which focuses on optimism, sanogenic thinking involves constructive work with negative emotions through self-reflection, cognitive restructuring, and management of internal resources. Particular attention is paid to the development of the concept in Ukrainian science, in particular to the works of O. Osadko, T. Kyrylenko, and A. Gilman, who expanded the content of sanogenic thinking by adding dialogic intentions, sanogenic reflection, and emphasizing social adaptation. The role of sanogenic thinking in the formation of stress resistance, prevention of psychosomatic disorders and support of mental health in the context of modern challenges, including social crises and war, is emphasized. The concept of sanogenic thinking is considered as an integrative category that combines rational-cognitive, emotional-regulatory and personal-value components that contribute to mental self-regulation and preservation of mental health under stress. The stages of the evolution of ideas about sanogenic thinking are identified and the scientific achievements that have become the methodological basis for the modern understanding of this type of thinking in psychology are characterized. The attention is focused on the humanistic and anthropocentric paradigm of thinking. The article proves that sanogenic thinking is an important object of scientific analysis in both theoretical and applied dimensions, in particular in the context of psychological prevention, psychotherapy and mental development of the individual.

ОРCAUSES OF DEPRESSION IN ADOLESCENTS: PREVENTION, PSYCHOCORRECTION AND PSYCHOLOGICAL COUNSELING IN WAR CONDITIONS

2025-06-22T08:58:13+03:00

The article addresses the issue of depressive disorders in adolescence, which is becoming increasingly relevant in the context of modern social transformations. The study analyzes the approaches of domestic and foreign researchers to the investigation of the causes, symptomatology, and age-specific features of depressive states in adolescents. Particular attention is paid to the challenges of early diagnosis, manifestations of depression at different stages of childhood development, and common errors in recognizing this psychological disorder during adolescence. It has been described that depression is often accompanied by a negative attitude towards oneself, which manifests itself in excessive self-criticism, low self-esteem, an inferiority complex and a feeling of personal worthlessness, or even a complete collapse of life. Adolescence is characterized by a period of complex personality formation, and such traits as protest, conflict, and negativism are perceived by adults as normal manifestations of age-related changes. It has been proven that for effective correction of adolescent depression, a comprehensive approach is important, which includes involving parents and teachers in educational work regarding the main manifestations of depression and methods of its prevention and correction. Based on the analysis of scientific literature, the article proposes directions for improving preventive and psychocorrectional work with adolescents experiencing depression. For the correction of depressive states, an effective approach is cognitive behavioral therapy, which is aimed at transforming negative thinking. When overcoming depression in adolescence, art therapy methods are also particularly effective. The conclusion emphasizes the need for a comprehensive approach to the study and treatment of adolescent depression involving the family, school, and mental health professionals.

MANIFESTATIONS OF NEGATIVE MENTAL STATES IN ADOLESCENCE: CAUSES, CHARACTERISTICS, AND WAYS OF OVERCOMING THEM

2025-06-22T09:12:21+03:00

This article explores the manifestations of negative mental states in adolescence, their causes, characteristics, and potential ways to overcome them. The study examines the main factors influencing the mental health of young people, including social pressure, conflicts, academic stress, and changes in emotional and psychological states. Particular attention is given to the specific manifestations of anxiety, depression, aggression, and apathy during adolescence. The article outlines methods of psychological support, including the development of emotional resilience, psychocorrectional programs, and the importance of a healthy lifestyle. Additionally, the influence of modern technologies and social media on the mental health of young people is discussed. The article emphasizes the importance of creating a supportive social environment both in educational institutions and in families for maintaining the mental health of youth. It also highlights the need for systematic psychological support through individual counseling and group training. Furthermore, the article investigates the potential of modern psychotherapeutic methods such as art therapy and cognitive-behavioral therapy. Conclusions are drawn about the necessity of further research aimed at developing comprehensive programs to support adolescent mental health. These findings stress the importance of multi-level approaches that involve not only psychological interventions but also social and environmental factors that influence the mental well-being of adolescents. The article also explores the role of family and educational institutions in shaping adolescents' mental health, emphasizing the need for a proactive approach to mental well-being. It suggests that early identification of mental health issues can lead to more effective interventions and prevent the escalation of psychological problems.

THE ORIGIN OF THE «SELF»: FROM ANCIENT PHILOSOPHY TO THE BIRTH OF PSYCHOLOGICAL SCIENCE

2025-06-22T09:24:09+03:00

The question of the origin of the «self» – the inner subject that is aware of itself – remains insufficiently explored, especially from the perspective of historical development.

As early as antiquity, philosophers raised questions about the nature of thought, self-knowledge, and inner reflection. In Christian philosophy, the focus shifts toward spiritual self-understanding. The Renaissance proclaims the dignity and freedom of the individual, capable of shaping himself independently. For the first time, the human being becomes aware of himself as an autonomous subject. In the Early Modern Period, the idea of the «self» emerges as the foundation of knowledge.

Thus, the idea of the «self» was shaped over centuries – in philosophy, religion, and eventually psychological science – as a key category of human experience.

PHENOMENON OF LIFE COMPETENCE OF A PERSONALITY AND ITS PLACE IN THE PROFESSIONAL ACTIVITY OF FUTURE PSYCHOLOGISTS

2025-06-22T09:37:48+03:00

The article explores the concept of life competence as a fundamental integrative quality of the individual, particularly relevant for students in the field of psychology. The authors define and differentiate between the terms “competence,” “competency,” and “life competence,” highlighting their dynamic nature and close connection with professional effectiveness. Life competence is considered as a multidimensional construct that encompasses cognitive, emotional, social, communicative, and behavioral components, which together enable the individual to adapt to various life challenges, make informed decisions, interact constructively with others, and engage in personal and professional growth. Particular attention is paid to the relevance of life competence in the professional training of psychologists, where the ability to manage one’s inner states, maintain healthy interpersonal relationships, act independently and responsibly, and reflect critically on experience is essential. Theoretical foundations provided by Bandura (self-efficacy), Maslow (self-actualization), Rogers (congruence and self-acceptance), and Erikson (identity development) are reviewed as key frameworks for understanding life competence. The article substantiates the need to integrate life competence development into the educational process through experiential learning, reflexive practices, and psychologically safe environments. It is argued that fostering life competence in future psychologists not only supports their personal well-being and self-realization but also enhances their capacity for empathic and ethical professional work. The findings and conclusions of the article can be useful for educators, curriculum developers, and practitioners in the field of psychological education and professional development.

VERBAL EFFECT OF MEANING COMPLETION

2025-04-13T17:47:00+03:00

The aim of the study was to determine the peculiarities of verbal dynamics in relation to the process of information comprehension. Particularly it was planned to determine the existence of the verbal effect in different age groups in the case of completing a cognitive task. The «Method of text breaks» was used in the empirical study. It was found that verbal activity dynamics increase in all age groups, especially in the youth group, but decrease with age. Semantic completion is marked by an increase in the number of words. This suggests that higher levels of verbal productivity upon task completion are related to the effect of adaptation to the specifics of its implementation. At the same time, the semantic complexity increases. This may indicate the activation of cognitive processes in its final stage of study. Verbal activity and semantic complexity were directly, but not strongly, correlated. This relationship varies with age and shows a more distinct trend at the beginning of the cognitive task, whereas by the end of the task, this trend becomes weaker. Obviously, this can be explained by the fact that the semantic indicator does not increase as much as the verbal one. The decline in the relationship between verbal productivity and semantic complexity is particularly apparent in middle and old age. The youth and young adult groups demonstrate the most stable results in verbal productivity and semantic complexity, which is reflected in the increase in indicators upon completing the cognitive task of the specified type. The younger groups demonstrate higher levels of cognitive productivity, which tend to increase, whereas the older age groups show greater variability. However, it should be noted that only the results in the youth group are normally distributed.

PSYCHOLOGICAL RESISTANCE OF YOUNG PEOPLE TO THE INFLUENCE OF MANIPULATIONS IN ADVERTISING CONTENT: AN EMPIRICAL STUDY

2025-06-22T09:58:06+03:00

The article deals with an urgent psychological and socio-cultural problem - the manipulative influence of advertising on the minds of students in a post-industrial society. In the digital era, advertising has lost its purely informative character and increasingly performs the function of imposing certain behaviors, consumer attitudes, aesthetic ideals, and even moral guidelines.

The purpose of this paper is to analyze the impact of advertising technologies on the psycho-emotional sphere of students, in particular their ability to critically comprehend information content and maintain independence of thought. The study is based on empirical data obtained through a survey of 60 students of Pavlo Tychyna Uman State Pedagogical University. Diagnostic tools were used, including a hypnotizability scale and tests of emotional reaction to visual advertising triggers.

The results show that there is a clear correlation between the level of personality suggestibility and susceptibility to advertising messages. Most respondents do not realize the depth of the impact of advertising on their consumer habits, values, and even self-esteem. It was found that regular consumption of advertising forms a stereotypical idea of success, beauty, and happiness among students, which in some cases can lead to frustration, anxiety, and dependence on external approval.

The author emphasizes the importance of an interdisciplinary approach to solving this problem, including the integration of psychology, pedagogy, media education, and advertising ethics. In the future, it is planned to expand the research with the participation of students from other universities and study the impact of political advertising.

AUTHOR'S PSYCHOLOGICAL METHOD OF DIAGNOSING EMOTIONAL INDICATORS OF GIRLFRIENDS

2025-06-22T10:11:21+03:00

The article reveals the process and results of the development and testing of the author's psychological methodology «Diagnosis of Emotional Indifference Between Spouses" (DEBP). The essence of the concept of "indifferent marriage partner (partner)» is clarified as someone who does not pay attention, does not show affection for his/her wife (husband). It is noted that a prolonged lack of attention, sensitivity, and responsiveness between spouses generates a crisis of emotional indifference and can lead to divorce. Signs of a crisis of emotional indifference between partners are identified: the disappearance of romantic moods; increasing differences in views and tension in relationships (conflicts, quarrels); increased manifestations of negative emotions and negative states (aggression, apathy, asthenia); manifestations of intimate and sexual indifference (decreased desires, passions); the emergence of a feeling of disappointment (doubts about the correctness of the choice of a marriage partner). The goal of the psychological method of DEBP is to identify a prolonged lack of satisfaction with the marital partnership, which generates a family crisis of emotional indifference. DEBP allows spouses to realize the presence of a family crisis in their lives, which generates disappointment in the marital partner and disharmony in family life.

Based on the content characteristics of the emotional indifference of spouses and its signs, test statements were constructed. According to the results of the structural analysis of the emotional indifference of marriage partners, the statements of the questionnaire reflect 6 scales: desire to worry about the partner; admiration for the partner; interest, attention to the partner; intimate and sexual indifference; negative emotions and negative states; doubt in choosing a partner. The advantage of this scale is the accuracy of measurement and the ability to analyze data using parametric and non-parametric criteria.

HEALTH-PRESERVING BEHAVIOR AS A MANIFESTATION OF PSYCHOLOGICAL RESILIENCE IN FAMILY SYSTEMS

2025-06-22T10:52:32+03:00

The article presents a theoretical and psychological analysis of health-preserving behavior as a manifestation of the psychological resilience of the family system under crisis conditions. It is emphasized that such behavior is not a purely individual phenomenon, but a systemic one, forming and functioning within the structure of interpersonal interaction, emotional support, and value coordination within the family. The research is based on an interdisciplinary methodology, including systemic, ecological-contextual, and resource-based approaches, which allow a comprehensive understanding of the mechanisms of adaptation in the family environment.

The article substantiates that family resilience performs the function of an internal psychological resource, enabling the maintenance of structural integrity, emotional balance, and functional organization during periods of socio-psychological instability. It includes cognitive-meaning-making, emotional-regulatory, behavioral-organizational, and communicative domains that jointly influence the formation of health-oriented motivation, modeling of adaptive behavior, and joint responsibility for the well-being of all family members.

A conceptual model is proposed, demonstrating the two-way connection between family resilience and health-preserving behavior: resilience acts as a determinant of behavioral patterns, while these patterns in turn reflect the level of systemic functionality. Health-preserving behavior is interpreted as a stabilization mechanism that supports biopsychosocial homeostasis and the long-term viability of the family under stress. The findings may be used in psychological diagnosis, psychoeducation, counseling, and prevention in the context of family support under crisis.

DYNAMICS OF SOCIAL AND PSYCHOLOGICAL ADAPTATION AND MOTIVES OF STUDYING OF STUDENTS WITH DISABILITIES

2025-06-22T11:04:53+03:00

The article analyses the research on inclusive higher education and shows that the principles of designing adaptive disciplines aimed at overcoming cognitive deficits of students with disabilities are insufficiently developed.

The data analysis allowed us not only to identify the applicants who are most in need of psychological and pedagogical support, but also to clarify the content of adaptive disciplines required for them. Thus, a high level of emotional comfort combined with a high rate of escapism in applicants with severe hearing impairment suggests that their emotional comfort is associated with a deficit in reflection on learning difficulties (misunderstanding the meaning of concepts, theoretical schemes, etc.). This deficit can rightly be considered as a tertiary impairment in listening-based FML. It is obvious that there is a need to individualise classes with students depending on the severity of their hearing impairment and their mastery of the means of working through learning difficulties. A higher level of prestige and dominance motives can be considered as prerequisites for overcompensation.

Tracing the correlations between the indicators of social and psychological adaptation and learning motivation also allowed us to draw a number of significant conclusions about the design of adaptive disciplines. Their content should actualise the motive of creative self-development as a personal resource for overcoming learning difficulties through active mastery of means that help minimise them - the creation of cognitive schemes that promote understanding of the learning content, development of reflection on learning activities and, in particular, reflection on understanding of educational texts, use of sound-amplifying equipment, etc. The data of psychological and pedagogical monitoring allow us to give recommendations on designing the content of adaptive disciplines and practices for students with disabilities.

GENDER PARITY: GAPS AND ACHIEVEMENTS

2025-06-22T11:21:02+03:00

In our scientific work, we have highlighted a critical issue that has been kept silent for many years or has been exclusively declarative. We have outlined the genesis of gender parity in the world and Ukraine, and highlighted the psychological portrait of women by analyzing the classic works of Ukrainian literature. It is noted that the problem is not new, as it has been considered in the works of a considerable number of scientists and artists of the past and present, but social transformations bring new challenges.

Scientific research aimed to identify achievements and gaps in gender parity in socially important areas of life to optimize social reforms and protect women.

The article describes the history of the gender issue and the determinants of scientific research in this area. The vector of activity of the first domestic women's organizations is highlighted, which served as a fundamental basis for the further implementation of gender policy in Ukraine.

We analyzed the regulatory framework for gender equality with its achievements and gaps (the declarative nature of many legislative acts). We demonstrated the dynamics of gender balance in state and political institutions.

The work mentions the UN founding document, the UN Convention on the Elimination of All Forms of Discrimination against Women, the Beijing Declaration, which states the importance of women's access to all spheres of life and the country's resources. It emphasizes the need to improve the social status of women. Statistics on female military personnel in the Armed Forces of Ukraine are provided, and a comparative analysis of their current situation compared to the past is conducted.

The systematic information and educational work on sex education and gender education was noted. Recommendations were provided for optimizing gender policy, citing as an example the systematic and fundamental work of specialists from Khmelnytskyi National University.

SYSTEMIC APPROACH TO THE PSYCHOLOGICAL ANALYSIS OF IT PROFESSIONALS’ OCCUPATIONAL ACTIVITY: THEORETICAL AND METHODOLOGICAL ASPECTS

2025-06-22T11:39:49+03:00

This article presents a comprehensive theoretical and methodological analysis of the psychological features of IT professionals’ occupational activity. The study focuses on the relevance of psychological assessment and professional selection in the IT field, which is characterized by rapid technological change, high cognitive demands, and increasing mental workload. The authors examine and systematize modern conceptual approaches to the psychological analysis of professional activity, including functional-algorithmic, structural, structural-algorithmic, generalized structural, structural-psychological, and integrative models of mental activity. These models serve as a foundation for understanding the operational, motivational, and regulatory aspects of professional performance in the IT sphere. The study identifies and classifies thirteen groups of psychological methods used in professional analysis, such as the study of official documentation, observation, interviews, modeling, algorithmic and temporal analysis of tasks, and psychophysiological experimentation. Special emphasis is placed on the application of systemic profesiography, which enables the integrated study of working conditions, mental demands, and psychological characteristics of the professional environment. This approach allows for the identification of key factors influencing professional suitability, psychological well-being, and long-term efficiency of IT specialists. The research also outlines the importance of evaluating both stable and developable psychological traits when making decisions about personnel recruitment, training, and development in the IT industry. The findings contribute to the development of methodological frameworks for improving professional selection procedures and psychological support for IT professionals, ensuring better alignment between personal capabilities and professional requirements.

HUMAN INTELLIGENCE AS A MULTIPLE SYSTEM: A NEUROPSYCHOLOGICAL REVIEW OF THE UNITARY MODEL

2025-06-22T11:56:38+03:00

The article is devoted to a critical analysis of the traditional approach to understanding intelligence, which for a long time was regarded as a single cognitive ability measurable quantitatively through IQ tests. The authors examine contemporary scientific perspectives that demonstrate human intelligence as a complex, multidimensional system comprising independent yet interconnected cognitive functions. Special attention is given to the comparison between human and artificial intelligence: the article analyzes how neuroscientific research confirms the presence of consciousness, emotionality, moral judgment, and reflection in humans, which fundamentally distinguishes them from algorithmic models. The authors emphasize that the unitary concept of intelligence fails to account for the neuropsychological specialization of distinct cognitive functions such as language, logical reasoning, social interaction, spatial perception, and emotional regulation, each possessing its own mechanisms of development and activation. The analysis presented demonstrates that reducing intelligence to a single numerical indicator is scientifically unfounded, as it does not reflect the complexity of the brain’s cognitive architecture. The role of artificial intelligence is considered separately, focusing on its ability to perform highly specialized tasks and the limitations of algorithmic modeling of thought processes. Despite significant technological advances, the authors highlight that AI cannot replicate introspection, moral motivation, or the social context of decision-making, underscoring the uniqueness of human thinking. The authors propose expanding neuroscientific studies on the mechanisms of cognitive activity and analyzing the interplay between social factors and intellectual development.

PECULIARITIES OF DEFENSIVE BEHAVIOUR OF TEACHERS WITH DIFFERENT LEVELS OF PSYCHOLOGICAL WELL-BEING

2025-06-22T12:07:53+03:00

The article presents the results of a study aimed at identifying the peculiarities of psychological defences and coping strategies in teachers with different levels of psychological well-being. Based on the data obtained and on the works of other authors, it can be noted that the prevalence of coping strategies aimed at solving a difficult situation or avoidance can be an important factor in the psychological well-being of teachers. The study has led to the conclusion that teachers with different levels of psychological well-being may differ in psychological defences and coping strategies. The obtained results showed that teachers with a high level of psychological well-being are more likely to use adaptive psychological defences, teachers with an average level of psychological well-being are more likely to use infantile type psychological defences, teachers with a low level of psychological well-being are more likely to use psychotic, as well as infantile and neurotic types of psychological defences. Teachers with a high level of psychological well-being are distinguished by a preference for coping strategies belonging to the type of ‘Orientation towards rapprochement, interaction with difficulties’. Teachers with medium and especially low levels of psychological well-being tend to use coping strategies of the type ‘Orientation towards avoidance and distance from difficulties’ more often. It is recommended to use the results of the study in psychoprophylactic and psychocorrectional work with teachers. The results of the study will be useful for teachers, psychologists and specialists who interact with teachers. The results of the study can be used in psychoprophylactic and psychocorrectional work with teachers.

FACTORS OF MOTIVATION OF ACADEMIC ACTIVITIES OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2025-06-22T12:18:11+03:00

The article provides a theoretical study of the issues of motivational support of the educational process in higher education institutions. Motivation is characterized as a multifactorial, dynamic formation that is formed under the influence of both internal personal factors and the socio-pedagogical context.

It is proven that educational activity is polymotivated, since the student's activity has different sources. The types of sources of activity are analyzed: internal, external and individual.

It is noted that the main characteristics of educational motivation include stability and dynamism. Dominant internal motives determine the stability of educational motivation, the hierarchy of its main substructures. Social motives determine the constant dynamics of incentives.

The results of the study of the motivation of students' educational activity are presented. The structure, dynamics and change in the hierarchy of motives of students' educational activity in the learning process are revealed.

RESILIENCE AS A PSYCHOLOGICAL RESOURCE FOR MILITARY PERSONNEL DURING WAR

2025-06-22T12:33:08+03:00

This article explores resilience as a critical psychological resource for military personnel operating under wartime conditions. Resilience is conceptualized as the capacity to adapt effectively to stress and recover from traumatic experiences. The research provides a detailed characterization of different types of resilience: physical, psychological, emotional, and social. These dimensions are examined in the context of their role in mitigating the negative effects of combat stressors, physical exertion, and psycho-emotional challenges on the mental health of military personnel.

The study highlights the results of diagnostics conducted using the CD-RISC-10 resilience scale, which measures overall resilience levels, and the «Personal Resources» methodology (developed by O. Savchenko and S. Sukach), which assesses individual psychological strengths. These diagnostic tools reveal significant variations in the resilience levels among military personnel, influenced by their exposure to combat situations, emotional stability, and social support systems.

The article also emphasizes the psychological impact of sustained exposure to high-stress environments, including the risks of burnout, anxiety, and post-traumatic stress. To address these challenges, the authors propose targeted interventions to support the mental health and adaptive capacities of service members. Specific recommendations include the development and implementation of psychological support programs. These programs are vital for fostering long-term recovery and ensuring operational effectiveness during and after combat.

The findings underline the importance of resilience as a multidimensional resource that not only safeguards the mental health of military personnel but also enhances their capacity to perform effectively in extreme conditions.

SELF-REGULATION AS A KEY PSYCHOLOGICAL COMPETENCE OF A FUTURE SOCIAL WORKER

2025-06-22T12:46:53+03:00

The article reveals the importance of self-regulation as a key psychological competence of the future social worker in the context of professional training in higher education institutions. Based on the analysis of modern scientific approaches and research, it has been substantiated that the formed skills of emotional, behavioral and cognitive self-regulation are a necessary condition for the effective performance of professional duties in difficult social conditions. The main mechanisms of self-regulation development are characterized, in particular self-reflection, self-motivation, and stress control, which collectively ensure the student's ability to consciously analyze and adjust their emotional responses, sustain a consistent level of internal motivation toward professional goals despite external challenges, and maintain psychological stability and resilience necessary for effective functioning in emotionally demanding social work environments. Particular attention is paid to the role of psychological self-regulation in the conditions of practical training and internship, which contribute to the transition from theoretical understanding to the application of self-regulatory strategies in real professional situations. The article presents psychological and pedagogical conditions that contribute to the formation of self-regulation, including: the creation of a psycho-emotionally safe educational environment, the implementation of training technologies, the development of a reflective culture, the organization of psychological support, as well as the formation of motivational readiness for self-development. A connection is established between the level of self-regulation development and the professional stability of the future social worker, which confirms the importance of self-regulation as a resource for preventing emotional burnout and strengthening readiness for long-term activity in the field of social work. Prospects for further research are seen in improving methodological tools for assessing self-regulation, developing special educational programs aimed at its development, as well as in an interdisciplinary analysis of the phenomenon of self-regulation in the context of professional training of social workers.

PRESERVING THE RESOURCE STATE OF HIGHER EDUCATION STUDENTS IN MARTIAL LAW CONDITIONS

2025-06-22T13:10:45+03:00

The article presents a theoretical analysis of the structural features, characteristics and parameters of the resource state of the personality of higher education applicants. It is proved that the resource state should be considered as a psycho-emotional and motivational phenomenon, which has the following properties: personal orientation, positive coloring and ability to regenerate. A definition of the resource state of the personality has been developed, which is interpreted as a motivational state-experience, caused by conscious transformations in the attitude towards another person, which is manifested in the implementation of psychological readiness to provide support.

In conditions of martial law, the issue of preserving the resource state of higher education students becomes particularly relevant, because psycho-emotional stability, motivational resilience and the ability to self-regulate are key factors in an effective educational process. The resource state of an individual during this period acts not only as an internal reserve of resilience, but also as a dynamic system capable of adapting to crisis circumstances due to positive personal orientation, emotional inclusion and social mutual support. Preservation of such a state requires targeted psychological support, development of stress resistance, formation of motivational readiness to overcome difficulties, as well as the implementation of educational and social strategies focused on safety, trust and stability. In this context, it is important not only to maintain individual resources, but also to create a favorable educational environment that will contribute to the formation of a sense of belonging, confidence in the future and psychological well-being.