Introduction: The central concept of the Adlerian theory of personality is the feeling of inferiority, which main function is to activate compensatory processes that make a person want to improve, grow and overcome their perceived weakness (Adler, 1989). The evidence of such processes is the life choices of people in the sphere of education and occupation. Purpose: The main purpose of the present work is to highlight the study results of inferiority and superiority complexes peculiarities of Ukrainians, their relation to the education and occupation choices. Methodology: The study sample included 449 subjects (282 females, 168 male) between 17 and 85 years old (M=32,96, SD = 13.299). Subjects were recruited from the general population by students who participated in the data collection. Participation in the study was voluntary and anonymous. Inferiority and superiority complexes were assessed using Adlerian inferiority (COMPIN) and superiority (SUCOMP) complex shortened scales (Čekrlija et al., 2017); socio-demographic variables such as gender, age, education and occupation were included. Results: Results show that approximately 70% of respondents have an average level of inferiority and superiority complexes. There is no significant correlation between the mentioned complexes and gender, but there is a negative correlation between the inferiority complex and age (r=.187). The younger Ukrainians are the more intensive inferiority complex they have. Occupation correlates negatively with the inferiority complex (r=.-120) and positively with the superiority complex (r=. 119). The more intensive superiority complex is, the higher positions occupy the respondents. Only inferiority complex correlates negatively with a level of education (r=.-160). People with higher education have less intensive inferiority complex. Conclusion: In sum, it is peculiar to Ukrainians to overcome inferiority complex with age. The intensity of their inferiority and superiority complexes doesn’t depend on gender. Ukrainians who occupy the high positions have a lower inferiority complex and higher superiority complex. People with low educational level have inferiority complex propensity
Introduction: After eight years of the war in the East of Ukraine, two years of the COVID-19 pandemic with relevant lockdowns, and two months of bomb alerts, school students and school psychologists from Kryvyi Rih have been dealing with new brutal military actions during the Russian invasion of Ukraine since the 24th February 2022. Purpose: This paper focuses on School Psychological Services' changes and challenges caused by the Russian invasion. It assesses war-related psychological effects on school students and school psychologists from Kryvyi Rih. Method: Brief non-structured interviews and the survey. Results and Conclusions: After the Russian invasion of Ukraine, School Psychological Services in Kryvyi Rih continued their work remotely, often combining it with in-person meetings (48.5%) and other volunteer activities (27.9%). The surveyed school psychologists (n=48) informed they conducted more individual consultations and psychoeducation and fewer diagnostics than usual to address school students' changing needs in response to wartime. School psychologists felt more effective and involved with students when they believed they got enough support from colleagues and supervisors, learned crisis interventions, received clear guidance, and did not feel burnout. They appreciated current governmental guidance and felt their post-traumatic growth more when they were safe. After 1.5 months of the war, 43.8% of psychologists experienced burnout. At least a quarter needed additional education, psychological support, easily accessible supervision (especially short and rapid), and guidance for specific cases.
The article is devoted to the analysis of the empirical study of the goalsetting peculiarities of the patients with myopia, which is one of the most widespread diagnoses in the world today. The authors carried out an analysis of works emphasizing the relationship between the state of a person's physical health and his/her psychological peculiarities. The work is based on the assumption that from the one hand, social factors play an important role in the formation of widespread visual impairments, from the other hand, visual impairment influences personality's features and as a consequence, his/her social behavior. The authors consider that character features of the patients with myopia are connected in particular with their goalsetting peculiarities.To solve the set tasks, the following psychodiagnostic tools were used: A. Karmanov's questionnaire «AimMeansResult» and J. Buck's projective personality test «The housetreeperson test» (the main attention was paid to the interpretation of the position of the picture on the sheet). The reliability of the differences between the results of the selected respondents groups (control and experimental groups) was verified using the tStudent distribution.The article reveals the features of the psychological portrait of people with myopia diagnosis. It has been proved that people with visual impairment have specific psychological characteristics, in particular, they differ in the specifics of goals setting and future planning. It has been found that such people are often characterized by uncertainty in the future, greater trust in past experience and small expectations for results. They have difficulties in goals setting, «vision» of the future, and are characterized by somewhat lower activity effectiveness compared with healthy respondents. It is more complicated for patients with myopia to set longterm goals.Perspectives for further research are seen in the study of the influence of myopia diagnosis genesis features on the goalssetting specifics of such patients.
Надзвичайна ситуація воєнного нападу Росії на Україну створює особливо гострий запит для психологів в оцінці психологічного стану населення та наданні йому невідкладної психологічної допомоги, особливо дітям та підліткам. Аналіз актуальних досліджень доводить, що стресові й травмівні події шкільного віку часто стають підґрунтям для розвитку депресії та пост-травматичного стресового розладу, що залежить від характеру копінгів, віку, почуття сенсу життя, підтримки близьких, отримання психологічної допомоги. У статті висвітлено результати емпіричного дослідження психологічних впливів війни на школярів України, а також запропонувано рекомендації психологам у роботі з ними. Зокрема, встановлено, що в усіх вікових групах школярів переважають емоційні реакції на війну, передусім тривога та страх, менш вираженими є когнітивні, і мало вираженими – фізичні реакції. При цьому емоційні реакції молодших школярів обʼєднані тим, що мають здебільшого ненаправлене, розмите генералізоване вираження, іншими словами – не мають конкретний об’єкт. Для учнів середньої школи більш притаманна конкретизація почуттів, особливо страху, розгубленість, зниження самооцінки, навчальні труднощі. У старшокласників найчастіше труднощі пов’язані з вибудовуванням планів на майбутнє, а необхідність вибору професії, вступу до вишу і загроза руйнування цих планів викликає в них найбільш гострі і різноманітні реакції: від зневіри й апатії до ненависті і провини. Динаміка пост-травматичного зростання школярів відповідає попереднім даним із вікової психології. Молодші школярі розвивають більшу емпатійність, тоді як підлітки ускладнюють картину своєї самосвідомості, формуючи цінності й світогляд як більш серйозні та обґрунтовані сенсом життя, відчувають власні сили впоратися з ним. Старшокласники надодачу до зазначених надбань, роблять більше екзистенційних відкриттів, відчувають більше розуміння духовного. Ключові слова: молодші школярі, підлітковий вік, пост-травматичне зростання, психологічна травма, стрес, школярі.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.