Background: COVID-19 has caused many new challenges for humanity worldwide. The pandemic united society from different regions of the planet in the experience of experiencing the epidemic, particularly complications after the disease, including the development of depression and increased anxiety. The study aimed to identify risk factors for depression among people who came through moderate and severe coronavirus infection and to substantiate the role of emotional intelligence as a factor that prevents depressive disorders. Methods: The author’s questionnaire, Beck’s Depression Inventory (BDI-II), Emotional Intelligence Test (EmIn), and narrative analysis were used for this purpose. Results: The separate groups of respondents, distributed according to their socio-economic status, were studied for their level of general emotional intelligence. High indicators of emotional intelligence of public sector employees who are in constant social interaction were recorded. A group of entrepreneurs focused on solving pragmatic financial and economic problems had low emotional intelligence. Severe depression symptoms were also the most common among a group of entrepreneurs. A decreased level of emotional intelligence in groups of female public sector employees and increased depressive symptoms were empirically found. The physiological factor was the most significant in contributing to depression. Conclusions: The main advantage of the study is the empirical justification of the role of internal anti-stress regulation mechanisms, with the development of emotional intelligence as one of the tools. Prospects for further research include improving diagnostic tools and studying the longer-term consequences of coronavirus disease, particularly in different groups of respondents.
Статья посвящена рассмотрению основных теоретических подходов к определению особенностей понятия «кризис идентичности» в трактовках отечественных и зарубежных психологов. Цель. Рассмотреть эволюцию понятия «кризис идентичности» в подходах отечественной и зару-бежной психологии. Методы. Для решения поставленных задач использовался следующий комплекс теоретических методов исследования: изучение и анализ психологической литературы по теме исследования, обобще-ние и систематизация материала, что дало возможность охарактеризовать основные аспекты и направления, по которым ведутся научные изыскания. Научная статья является обобщающим систематическим исследованием. Результаты. Представлен теоретический анализ развития понятия «кризис идентичности личности» в психологии, показаны его особенности и степень воздействия на жизнь современного человека. Раскрыты взгляды на феномены «идентичность» и «кризис идентичности» в отечественной и зарубежной психологии. Выводы. В ходе исследования были сделаны следующие выводы: современные представления о кризисе идентичности основываются на теоретических концепциях Э. Эриксона, Э. Фромма, Дж. Мида, К. Гергена, Г. Олпорта, Л.И. Анциферовой, Ю.Г. Овчинниковой и других. Научные труды исследователей позволяют рассмотреть процесс кризиса идентичности и его воздействие на динамику жизненных процессов, однако являются недостаточными для понимания тенденций индивидуального развития человека в неразрывной связи с современными общественно-социальными явлениями. Это объясняется тем, что в условиях глобализации и усложнения общественно-экономических процессов требования к человеку с каждым днем увеличиваются. Так, в настоящее время для успешного профессионального развития и поддержания высокого качества жизни человеку зачастую необходимо выполнять сразу несколько ролей, обретать несколько социальных идентичностей. В связи с этим кризис идентичности приобретает новые формы и требует поиска дополнительных теоретических и практических идей для осмысления и концептуализации существующего проблемного поля. Ключевые слова: идентичность, кризис идентичности, идентификация, история психологии. The article is devoted to the consideration of the main theoretical approaches to the definition of the peculiarities of the concept of “identity crisis” in the interpretations of domestic and foreign psychologists.Purpose. Consider the evolution of the concept of “identity crisis” in the approaches of domestic and foreign psychology.Methods. To solve the set tasks, the following set of theoretical research methods was used: study and analysis of psychological literature on the topic of research, generalization and systematization of the material, which made it possible to characterize the main aspects and directions in which scientific research is being conducted. A scientific article is a generalized systematic study.Results. The article presents a theoretical analysis of the development of the concept of “personality identity crisis” in psychology, shows its features and the degree of impact on the life of a modern person. The views on the phenomena of “identity” and “identity crisis” in domestic and foreign psychology are revealed.Conclusions. In the course of the study, the following conclusions were made: modern ideas about the identity crisis are based on the theoretical concepts of E. Erickson, E. Fromm, J. Mead, K. Gergen, G. Allport, L. I. Antsiferova, Yu. G. Ovchinnikova, etc. The scientific works of researchers allow us to consider the process of the identity crisis and its impact on the dynamics of life processes, however, they are insufficient for understanding the tendencies of individual development of a person in an inextricable connection with modern social and social phenomena. This is due to the fact that in the context of globalization and the complication of social and economic processes, the requirements for a person are increasing every day. So, at present, for successful professional development and maintaining a high quality of life, a person often needs to fulfill several roles at once, acquire several social identities. In this regard, the identity crisis takes on new forms and requires the search for additional theoretical and practical ideas to comprehend and conceptualize the existing problem field.Key words: identity, identity crisis, identification, history of psychology.
Drug addiction is a current global problem, which causes significant damage to the individual and society as a whole. Drug addicts have numerous disorders, among which the emotional sphere occupies an important place. Identification of social and psychological factors affecting the development of emotional intelligence of drug addicts will make it possible to optimize their psychological rehabilitation programmes. The aim of the study is based on establishing the influence of social and psychological factors on the development of the emotional intelligence level in drug addicts. Methods: The research programme uses standardized psychometric diagnostic methods (MSPSS, Self-Monitoring Scale, EQ-test, Self-esteem test). Descriptive statistics, the Kruskal-Wallace H test, and Pearson’s linear correlation coefficient were used. The Results: The study showed that a low level of emotional intelligence prevails among the surveyed drug addicts (M=37.63±13.38). At the same time, people with a low level have pronounced signs of low social self-control (Н=67.64, р≤0.001), social support (Н=67.76, р≤0.001), and self-esteem (Н=89.12, р≤0.001). Correlation analysis revealed a close direct relationship between emotional intelligence and social self-control (r=0.681, p≤0.001), social support (r=0.632, p≤0.001), and self-esteem (r=0.726, p≤0.001). Conclusions: The study found that the development of emotional intelligence of drug addicts is influenced by such social and psychological factors as social self-control, social support, and self-esteem. These factors determine the ability to manage emotions, adequately perceive them and objectively express them. Prospects: The identified results can be used when building a system of psychological rehabilitation for persons with drug addiction. In particular, to develop emotional intelligence, and improving general emotional well-being.
Background: Students' adaptation to the educational institution's social environment during difficult educational transitions is an important indicator of their success. Students can achieve full adaptation by identifying themselves with the social environment of the higher educational institution that is provided the developed social identity. So, the study aimed to empirically identify the psycho-social adaptation of students with different types of social identity during the transition to study in a higher educational institution. Methods: The research used standardized psychodiagnostic methods-questionnaires: "Methodology for studying social identity Schneider, L.B., & Khrustaleva, V. V.", " Methods of diagnostics socio-psychological adaptation of Karl Rogers and Rozalin Diamond (adaptation of A. Osnizkij)", " Method of Research of Students Adaptability in the Higher Educational Establishment T.D. Dubovitskaya, A.V. Krylova". Results: The obtained results revealed that students with a high level of positive identity have the highest indicators of socio-psychological adaptation and adaptability to higher educational institutions (p≤0.001). Students with identity diffusion have low socio-psychological adaptation and adaptability to learning (p≤0.001). The correlation analysis revealed statistically significant (p≤0.001) correlations between the type of social identity and adaptability to higher educational institutions. Correlations were also found at a high level of significance (p≤0.001) between the type of social identity and socio-psychological adaptation of students. It is empirically proven that the type of social identity affects the psychosocial adaptation of students during a difficult educational transition. Students with a high level of identity have a high psychosocial adaptation and adaptability to higher educational institutions. Further Implementation: The obtained results will contribute to developing a system for improving the psycho-social adaptation of students during the difficult educational transition through the development of social identity.
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