The article deals with the problem of diagnostics of negative psycho-emotional states among students. The research done demonstrates that during the period of study at higher educational establishment students often experience states of stress, depression, apathy, fear, asthenia, rigidity, anxiety, aggression, frustration, etc. Such states are predetermined by the fact that new conditions of student's life lead to defensive reactions to various kinds of threats: threat to positive outcome of an important activity, threat to life, threat to well-being, threat to prestige. Negative psycho-emotional states affect various spheres of young people's lives and lead to a deterioration of their wellness, health condition as well as to the rise of psychosomatic and psychoneurological diseases. In order to get a better understanding of peculiarities of development and expression of negative psycho-emotional states the diagnostic research of all students at Khmelnytskyi National University whose major is Psychology has been done. The findings demonstrate that starting the first days of study at university the students undergo the effects of various negative psychoemotional states such as: depressed mood, sadness, anxiety, concern, decreased intellectual productivity, unreasonable malaise, intermittent sleep, decreased working ability. However, while studying at university, they learn gradually to overcome and control their negative emotions and experiences. The findings also demonstrate that not all students, even in their final year of study, succeed in it. Therefore, the need to apply methods and means of psychoprophylaxis of negative psycho-emotional states among students has been developed and substantiated.
The article considers the problem of the readiness of future specialists in the field of socionomics who will use information technologies in their professional activity. The analysis of references in the field of our research revealed that the effecient intoduction of information technologies in the sphere of socionomics depends on the readiness of specialists for innovation activity, as such activity is one of important components of their professional readiness. We determined the components of readiness of the specialists in the field of socionomics (psychologists, teachers) for applying information technologies in their future professional work. Such components are motivational, cognitive, reflective, communication and creative components. In order to investigate the level of formaton of each component by the future specialists in socionomics we conducted testing and suggested quiestionnaires for the students of psychology at Khmenytskyi National University and pedagogical students at Khmelnytskyi Humanitarian-Pedagogical Academy. The diagnostic results demonstrate that the motivational component of readiness of the students in the field of socionomics to use information technologies in their future professional activity has been formed at a sufficiently high level. However, the diagnostic results of all other components of readiness for using innovations by students of socionomics revealed only sufficient and low levels of formation. Such results necessitate the research effective psychological and pedagogical conditions for increasing the level of development of the motivational, cognitive, reflexive, communicative and creative components of readiness to use information technologies in professional activity by future specialists in the sphere of socionomics.
The article examines the causes of conflicts in inclusive student groups and means of their prevention. It has been found that the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social interaction, widen the range of their social roles, learn more about their own personality. However, the peculiarities of moral attitudes, values, behavior, features of the emotional and volitional sphere development, cognitive processes of students with special educational needs lead to conflict situations in inclusive student groups. To determine the causes of conflicts in inclusive student groups, a diagnostic study was conducted among the full-time and part-time students with special educational needs of Khmelnytsky National University. The results of the diagnosis showed that main causes of conflicts in inclusive student groups are the following socio-psychological characteristics of students with special educational needs: low level of self-esteem due to which they get painful experiences because of critical remarks addressed to them, try to adapt to other people's opinions, have low motivation for achievement, feel lonely and anxious; low ability to establish new contacts for communication, low level of sociability; the desire to avoid conflict or to get out of it with dignity accepting the opinions and interests of others without seeking compromise solutions. Taking this into consideration, we have developed and substantiated conflict prevention tools for inclusive student groups that can help students with special educational needs to interact effectively with other students while studying at higher education institution.
The article highlights the results of scientific and theoretical reflection on interdisciplinary approaches to the interpretation of the creative potential phenomenon and its content. From the philosophical studies of the past to modern scientific research, human potential has been studied as a biologically and socioculturally determined substantial basis of human life. Creativity is defined through the parameter of uniqueness along with the universal ability to develop, that leads to a qualitative transformation, renewal of existing things, a qualitatively new activity. The basis of creative potential is the parameter of "infinite complexity". It is expressed in the uniqueness, unpredictability of ways to create and to get new knowledge, skills, abilities, to build connections with the world, etc. The paper presents interpretation of individual’s creative potential as a holistic dynamic resource characterized by latency, nonlinearity of development, polysemantic, instability, unpredictability, transgressiveness. Ability to transgress is the main resource for the individual’s realization and for the progressive development of society and civilization, however it enables powerful destructive consequences. The latter makes the research of internal regulations for the development of individual’s creative potential quite perspective.
The article is an attempt for theoretical and empirical analysis of the problem of the relationship of social maturity and direction of professional maturity of personality psychologist. The topic investigated the features of interrelation of individual social maturity and direction of professional maturity psychologist in the process of formation.Overview research positions on the structure of social maturity, we identified the following components: cognitive-motivational component presupposes knowledge of social ideas and values of the individual; social intelligence, divergent thinking, creativity, planning their own life scenario, life crises knowledge, understanding social reality, the choice of profession; reflective component – provides mental self-control feelings psychosexual literacy, independence, understanding of social roles, the ability to feel the nuances of social situations, solve problem situations responsibility; operational and technological components – characterized by a certain social experience, skills of effective interaction with society, the ability to operate adequately, a variety of techniques behavior, performance of social roles, the ability to leave the conflict.The level of development and the formation of social intelligence and its structural components; dominant communication styles and leading communication skills; the priority of personal orientation are determined. Discovered level of social intelligence and competent communication style together constitute an adequate level of social competence is correlated with the dominant orientation of the individual – focus on interaction and communication, and business orientation. It should be noted that the detected result corresponds to features and specifics of the training of future psychologists, humanistic orientation of their professional activities.
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