The relationship between parents and their children can be regarded as the most important relationship an individual can experience. This paper, examines theoretical and empirical literature on parent-child relationships by analyzing recent accomplishments on this issue. It turns first to the question of which behaviors in children are associated with those of their parents? This paper also reviews researches on: factors that influence parent-child relationship from an integrative contextual-empirical perspective. It is indeed true that parents are usually the ones who spend the most time with young children over extended periods of time; therefore this paper seek answers to the question of whether parents really have influence(s)on their children, to what extent and the importance of these influences. The results of this paper showed that temperament, antisocial and externalizing behaviors (e.g. substance abuse) were the most reported behavioral characteristics between parents and their children.
The relevance of this work was connected with the problem of ethical competencies forming among future psychologists during their learning in university. The first task of research was to work out the technology of ethical development for studentspsychologists. The structure of this technology included four main educational components: information support, research work, case-study and demonstration reports. Second task was to approve the technology of development of ethical competencies for university students. It was solved through using active learning methods in the context of constructivism approach. The methods of research were: theoretical analysis, "forming" experiment, content analysis, specially organized discussions, modeling, audio and visual methods, used for actualizing of main ethical problems in psychology practice and supporting of discuss processes among students. The main result of work was the new effective technology for learning of professional ethics among students -future psychologists. The technology includes theoretical and practical modules, combined use of which provides effective mastering of ethical competencies by students. Practical significance of the technology lies in the integration of theoretical constructs with active teaching methods and is determined by possibility of its use by teachers and graduate students of higher educational institutions within the framework of the discipline "Professional Ethics" for psychologists. The originality of technology is based on creation of special conditions, where students are given the opportunity to construct knowledge themselves, what increases their interest in discipline and activates the creativity.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The focus is on the student, primarily as a subject of intellectual activity and a psychological mechanism of its development and self-development. The article targets characterizing the strategic approach to the student's personality and showing the development areas based on the concept of the human being a subject of development; it also targets presenting the results of intellectual activity-related development of psychology students, and the place of the outer and inner determination using the "Self-interview" method (an adapted version). One of the most important goals of the modern higher education is to provide a person not only with general and vocational training, but also with the necessary basis for self-education, professional and personal self-development, active use of knowledge and skills to address the emerging practical and theoretical problems. The key conclusion is the rationale for conducting educational activities with account of the main acmeological principle: any training should stimulate productivity, permanent personal and professional growth of students. If we consider socialization as the entry into the culture and its generation, a psychology student must first master the psychological culture, including the specialized knowledge and skills, which can be correlated with the first stage of professional socialization. Then, while mastering it, he begins to use them as his own, which may be the second stage of professional socialization. And finally, he must enrich the psychological culture with his individual contribution, i.e. form the meta-individuality of personality -it is the third stage of professional socialization. Artistic creation, which is an important component of formation of the self-development ability, should be the main guide of their learning and professional activities. A graduate should be prepared not only as a professional but also as personality, a subject of development and professional activities.
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