The purpose of this article is to systematize scientific and methodological approaches to the analysis of self-harm and to empirically investigate its manifestations among adolescent boys and girls. The objectives of the study include the analysis of contemporary psychological approaches to understanding self-harm; the examination of forms of self-injurious behavior and their relationship with personality characteristics of young people; and the identification of directions for addressing self-harm based on the research findings. Methods of the research. The study employs theoretical analysis, generalization, and systematization of scientific sources, as well as empirical methods, including the Self-Injurious Behavior Functions Scale by N.A. Polskaya, the Buss– Durkee Aggression Inventory, and the Coping Inventory for Stressful Situations by S. Norman, D. Endler, D. James, and M. Parker. The results of the research. The article characterizes the problem of selfharm in psychological science and practice. Self-harm is defined as non-suicidal deliberate self-injury that serves the function of reducing internal tension and coping with stressful situations. The study systematizes major theoretical approaches to self-harm, including emotional, socio-behavioral, clinical-psychological, and existential perspectives. The results of the empirical study indicate a predominance of a relatively safe level of self-harm manifestations alongside the presence of high-risk groups, which highlights the need for psychological support. A relationship was found between the propensity for self-injurious behavior and the internalization of aggression (resentment, guilt, indirect aggression), as well as a reduction in external forms of aggression. The findings also reveal a dominance of maladaptive coping strategies (avoidance, distraction) and insufficient problem-focused coping, indicating impaired emotional regulation. Based on the obtained data, directions for psychological support for individuals prone to self-harm are outlined, taking into account individual characteristics and contextual life factors. Conclusions. Self-harm is a non-suicidal form of deliberate self-injury that does not aim at suicide but may function as a buffer reducing psychological distress. Its mechanism involves the transformation of emotional pain into physical pain. The study confirms an association between self-harm behavior and emotional regulation difficulties, particularly the internalization of aggression and the predominance of maladaptive coping strategies, which determines appropriate directions for psychological intervention.
The aim of the research. The study aims to examine the relationship between adolescent nihilism and psychological well-being. Methods of the Research. The research applied theoretical (analysis, generalization, systematization) and empirical methods. A cross-sectional design involved 31 adolescents aged 12-18 years. Psychodiagnostic tools included the WHO-5 Well-Being Index and two author-developed questionnaires assessing nihilistic manifestations in the educational environment and attitudes toward life, rules, and the future. Descriptive statistics and Pearson correlation were used for data analysis. Research Results. Theoretical analysis highlighted nihilism as a complex psychosocial phenomenon emerging during adolescence. Empirical findings showed that most adolescents exhibit moderate psychological well-being, with emotional instability manifested in mood fluctuations, energy levels, and interest in daily activities. A significant correlation was found between psychological well-being and adolescent nihilism in the educational context (r = 0.505; p < 0.01), indicating that lower psychological well-being may enhance adolescent nihilism, including negative attitudes toward social norms, learning, and future expectations. Conclusions. Adolescent nihilism reflects the interaction between emotional state, value orientations, and the social environment. Enhancing psychological well-being can serve as a preventive factor against destructive nihilistic attitudes. These findings provide a foundation for developing targeted psychoeducational and corrective programs.
The purpose of our research is to show acquisition of soft skills by future specialists in the context of organizing facilitated interaction. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, and generalization. The results of the research. We believe that in the facilitative paradigm in the system of modern higher education, the following soft skills are basic: synergy of cooperation, interdependence, autonomy. Each of the soft skills is explicated at the 4th and the 5th levels. For example, synergy of cooperation is reflected at the first level as a willingness to work (cooperate) with other members of a micro-group in solving clearly agreed tasks; at the second level – as the ability to meet the educational needs of the group, its individual members; at the third level – this is an assessment of each person’s contribution to the educational product of facilitative interaction; at the fourth level – this is a willingness to give up an individual goal in favor of a more global goal. Soft skill “interdependence” is modelling through the existence of the following levels: the first is an understanding of how all members of society interact, sometimes as autonomous, sovereign individuals, sometimes as those who cooperate within micro-groups; the second level is mutual respect, which arises from a sense of self-worth and understanding of the needs of others (taking into account the purpose of facilitative interaction); the third level is recognition of the rights and advantages of others during facilitative interaction; the fourth level is mutual learning based on recognizing the values of other people; the fifth level is interdependence and cooperation, which broaden perspectives in the cognitive process, develop self-esteem and understanding of the importance of facilitative interaction. Conclusions. We proved, that soft skill “autonomy” was actualized due to the existence of the following levels: the first one included willingness to take responsibility for satisfying cognitive needs; the second one was understanding the level of aspirations and one’s own self-esteem, awareness of one’s own sense of dignity; the third level was changing decisions based on changes in circumstances corresponding to situations of facilitative interaction; the fourth level was learning both formal educational skills and its creative forms; the fifth level was a broad view of the future: determining the main direction of implementing facilitative interaction, rather than achieving a certain separate goal; solving urgent tasks and certain tasks for the long term.
The aim of our research is to propose author’s empirical research of creative and “pathological” types of thinking. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The experimental method was the method of organizing empirical research. The results of the research. We identify four groups of personal qualities of a creative subject, which constitute a creative potential of the individual: worldview qualities: active life position, optimism, harmony, humanity, devotion to one’s ideals and principles, high sense of duty, patriotism, high level of the development of aesthetic feelings, striving for the process of creativity, discoveries, spiritual growth, self-knowledge, self-expression; valuable qualities: kindness, tact, sincerity, hard work, mercy, tolerance (tolerance towards other people), criticality; intellectual qualities: foresight (the ability to predict events, deeds, actions), curiosity, observation, sense of humor, flexibility of mind (the ability to make adequate decisions depending on the situation), variability of thinking, independence and self-reliance of thoughts, a high level of the development of intuition, erudition, enthusiasm for the content of the activity, the ability to analyze and synthesize, originality, metaphorical thinking, initiative; willpower: determination, perseverance, courage, the ability to complete a task, the ability to assert oneself, endurance, courage and resilience (the ability to endure life’s defeats and hardships), extraordinary energy and self-confidence. The listed personal characteristics and qualities, in our opinion, are the qualities of a developed person. These qualities, according to our empirical data, are manifested against the background of particularly subtle, sensitive, mobile and vivid manifestations of the emotional sphere of a person. Conclusions. We characterize creative potential of the individual as a system of personal abilities (inventiveness, imagination, critical thinking, openness to everything new). Thus, we believe that creative potential and the mentioned abilities allow a person to optimally change methods of actions in accordance with new conditions of the person’s activity, acquired knowledge, skills, beliefs, which largely determine the results of the activity (novelty, originality, uniqueness of the subject’s approaches to carrying out different types of the activities), which, in general, encourage the individual to creative self-realization and selfdevelopment.
The purpose of our article is to analyze psychological resourcefulness of the individual as a category of Ecological Psychology. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The experimental method of our research is the ascertainment research. The results of the research. The most adequate study of anxiety is its clinical model: we study hypothalamic disorders (anxiety in this case can be clearly cor¬related with the inclusion of specific physiological mechanisms in the structure of the psychological resourcefulness of the individual and a change in the function¬ing of its certain microstructures; the minimization of differences, which is the genesis of the state, is largely determined by the role of situational influences and personal inclinations). Let us present the clinical justification for choosing this model of anxiety for the development of the psychological resourcefulness of the individual of future practical psychologists. Conclusions. Psychological resourcefulness of the individual as a category of Ecological Psychology is revealed through the feeling of internal tension. The least intensity of tension, alertness, under conditions of sufficiently pronounced severe mental discomfort. This feeling does not take on a tinge of threat, but is a signal of the possible approach of more severe anxiety phenomena, important for the development of the psychological resourcefulness of the personality of future practical psychologists. It is this level of development of the psychological resourcefulness of the personality of future practical psychologists that has the greatest adaptive value, since the feeling of internal tension contributes to the intensification and modification of activity, the inclusion of mechanisms of intra¬psychic adaptation to the model of development of the psychological resource¬fulness of the personality of future practical psychologists and at the same time may not be accompanied by violations of the integration of the specialist’s behavior into the structure of their professional activity in future.
The aim of the article. The article is aimed at conceptually understanding perfectionism as a complex and structurally organized psychological construct, outlining its content dimensions, determinants of its formation and features of manifestation in modern sociocultural conditions, as well as determining applied guidelines for the practice of psychological counseling and psychoprophylactic work. Methods. A set of theoretical methods was used: theoretical analysis and synthesis to generalize scientific approaches to the interpretation of perfectionism; comparative analysis to compare unidimensional and multidimensional models; systematization and generalization of scientific sources to structure data on the impact of perfectionistic attitudes on psychological well-being; logi¬cal-structural analysis to determine applied vectors of psychological assistance. The results of the research. The results of the study showed the departure of modern psychology from the unitary interpretation of perfectionism as an ex¬clusively maladaptive trait and the affirmation of its ambivalent understanding. The feasibility of distinguishing adaptive perfectionist aspirations and maladap¬tive perfectionist concerns is substantiated. It is shown that the former can perform a resource function and correlate with personal growth and achievements, while the latter are predictors of anxiety, depressive symptoms, emotional burn¬out and decreased psychological well-being. Modern approaches to psychologi¬cal assistance focused on the transformation of maladaptive cognitive-emotional patterns and the preservation of the motivational potential of high standards are summarized. Conclusion. Perfectionism should be considered as a structurally differentiated and contextually determined phenomenon, the impact of which on psychological functioning is determined by the ratio of its components. Effective psychological support strategies should be based on an individualized assessment of adaptive and maladaptive aspects of perfectionism and their targeted correction.
This article presents the theoretical and empirical study of the psychological features of beliefs and convictions as system forming components of the psychospiritual world of the personality. The mechanisms of functioning of these phenomena are analyzed within the coordinates of the cyclical action approach. The aim of the research is the psychological substantiation of the action based structure of beliefs and convictions as important characteristics of the psychospiritual world of future specialists in socio humanitarian professions. Methods of the research. To address the objectives of the study, both theoretical and empirical methods were employed. Theoretical methods included critical analysis, reflexive generalization, systematization, and structuring. Empirical methods comprised observation, questionnaires, reflexive self-reports, and psychodiagnostic testing. The psychodiagnostic toolkit included the Social Axioms Survey (M. Bond, K. Leung), the Belief in a Just World Scale (K. Dalbert), and the Justice Sensitivity Inventory (M. Schmitt). The methodological foundation of the research is based on the logical-canonical structure of the act proposed by V.A. Romenets and the cyclical-action approach developed by A.V. Furman. Research results. The study empirically demonstrated the presence of a specific age-related dynamic in the formation of students’ social beliefs during professional training: from perceiving the world as a dangerous and competitive environment among first-year students to experiencing a sense of safety and the ability to control events among master’s students. It was established that future specialists’ belief in personal justice significantly exceeds their belief in the general justice of the world, functioning as a powerful adaptive mechanism that maintains trust in others and conserves psychological energy. A differentiated influence of justice sensitivity was also revealed: the dominance of the “victim” position leads to egoistic choices and fear of exploitation, whereas sensitivity from the positions of “witness” and “beneficiary” determines prosocial and altruistic behavior. Within the framework of the training program, the mechanisms of functioning of beliefs and convictions were revealed through the sequential unfolding of the situational, motivational, actional, and post-action components of the act. Conclusion. The value-meaning sphere, beliefs, and convictions form an inseparable psychospiritual triad of the specialist’s personality. Within this triad, beliefs ensure emotional and resource stability, whereas convictions act as an effective mechanism for realizing life meanings through a conscious professional act. The application of the cyclical-action approach and targeted psychodevelopmental practices in higher education institutions represents an effective tool for correcting maladaptive attitudes and fostering a mature worldview among future social workers and psychologists.
The purpose of our research is to show Ethnocultural Psychology and Management and Business Psychology as new areas of research of individual creativity. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The experimental method was the method of organizing empirical research. The results of the research. We define the ability to be creative taking into account different, sometimes even opposite characteristics of this process. Despite all the differences in these definitions, we nevertheless have something in common, such as the ability to be creative, which is defined as the ability to create something new, original, non-standard, which has not existed before. We began our own empirical research in this field and analyzed a lot of different definitions of creativity, and we recognized only one thing in common among them. It is the creation of something unique. Conclusions. We introduced the following levels of creativity: a) expressive creativity (it is in particular spontaneous drawing of children); b) productive creativity (it is scientific and artistic products that are created in the conditions of free play); c) inventive (research) creativity, when ingenuity is manifested not only in creative products, but also in the creative act itself, in particular the methods and techniques used by a person; d) innovative creativity (it is improvement through modification); e) generative creativity (it is formulation of a completely new principle or assumption for a given subject, around which new directions and scientific schools may arise). We have proved, that “a creative process” it its core is one that results in something that is not contained in the initial conditions of a task or a situation. This, first of all, involves creating something new. In addition, creativity itself is quite subjective characteristics, it assumes that a person has acquired the ability to use the possibilities of his/her creative potential and creativity.
The purpose of this article is to investigate the relationship between the level of psychological tension and the frequency of anger as a dominant emotion in the civilian population, as well as to substantiate these indicators as reliable markers of emotional maladaptation.The study focuses on identifying the correlation between subjectively perceived psychological tension and the frequency of anger manifestations to determine the boundaries of the «window of tolerance» and the depletion of psychological resilience. Methods of the research. The empirical study was conducted in 2025, involving a representative sample of 500 civilians in Ukraine (88.6% female; 62.2% aged 36–60). The survey was conducted online using a specially developed questionnaire adapted for an operational snapshot of the emotional state in conditions of chronic stress. In particular, in addition to demographic data, the questionnaire contained 20 questions. In this article, we analyze the answers to the following questions: How would you assess the level of your psychological tension over the past two weeks? How often over the past two weeks have you felt anger as a dominant emotion? The results of the research. The findings reveal a significant positive correlation between internal tension and anger frequency. While 26.6% of respondents reported high levels of psychological tension («often» or «very often»), 12.2% exhibited frequent explosive anger, signaling a breach of the window of tolerance. A three-tier typology was identified: the Adaptive Type (moderate tension/rare anger), the Latent Tension Type (high tension/suppressed anger), and the Maladaptive Type (high tension/frequent anger). The results indicate that for the middle-aged cohort (36–60 years), the accumulation of social responsibility serves as a catalytic factor for emotional de-compensation. Conclusions. The study confirms that anger frequency is an autonomous and reliable diagnostic marker of emotional maladaptation during war. The transition from latent tension to frequent explosive reactions indicates the exhaustion of the individual’s adaptive resources. These findings provide a scientific basis for developing targeted psychological interventions aimed at expanding the window of tolerance and preventing the chronification of maladaptive affective states in civilians experiencing long-term military-induced stress.
The purpose of our research is to show positive correlation between trans¬lator’s consciousness and students’ translation activity in the process of solving creative tasks. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The empirical method was a formative experiment. The results of the research. We proved, that meaning and sense could be considered as functional units of the manifestation of translation activity, in con¬trast to their traditional consideration from the standpoint of the functioning of translation activity. We hold the view that the meaning and sense of the content having been translated are a manifestation of emotional, communicative, cogni¬tive, behavioral, implicit and explicit by nature, which is, so to speak, a kind of linguistic code of the individual in the process of translation activity. Conclusions. Empirical research showed, that in the process of transla¬tion activity it was necessary, first of all, to pay attention to the chain of all cognitive processes of the translator. We think, that the movement of men¬tal activity always generates action, and action actualizes self-consciousness, self-consciousness at the same time contributes to the organization of cognitive activity, which, in turn, generates consciousness. Thus, the personality, in turn, is capable of generating new forms of activity, including translation, which to a large extent allows a person to expand his/her consciousness. Again, in this chain of mental actions we see a number of “transformed forms”, which are extremely important for the translator in order to carry out effective translation activity, when the text that is already translated and it is as close as possible to the original.
The aim of our research is to show psychological mechanisms of organization of Project Activities in the modern system of higher education of Ukraine: from the History of Psychology to present-day practice. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The experimental method was the method of organizing empirical research. The results of the research. Tasks, proposed by us for students to perform at foreign language classes, actualize the psychological mechanism of the cumulative feature of recognition, which allow us quickly, almost simultaneously, formulate the person’s individual image of the world for each new task and carry out its recognition already in a view of this new construction, which will be the basis of Project Activities. Therefore, recognition itself does not become a problem for the student, because the problem will be determining the significance of the task itself. However, such a possibility under the conditions of treble perception of the task is quite doubtful in itself, but, at the same time, the student performs this task. The psychological mechanism in this case is synibularity (from Latin sinibulis – “similar”). In this case, we are talking about the synibularity of Project Activities. Conclusions. We have proven that the synibularity of Project Activity is a mechanism that actualizes the similarity, compatibility of objects in a view of their individual components, details and features. The synibularity of Project Activity is the basis for the formation of associative chains and it is one of the factors that form a certain Project as a whole. The synibular associative chain of Project Activity is a monomodal mental construction that is created due to the identical features of various object concepts that are included in the description of the Project. The fixation of synibular relations in Project Activity is based on the possibility of recognizing the object not only taking into account a stable, logical pattern, but also taking into account individual details; irradiation of the significance of the object, which is basic in Project Activity, on its basic features and the significance of their restructuring, which, in turn, affects the significance of the ranking of Project features, and the presence of form-content relationships facilitates the connection of the external features of the object with its internal qualities and characteristics.
The article aims to highlight the theoretical analysis of the “social connection” concept and its transformation throughout the 20th-century historical retrospective. Research methods. To achieve the study’s objectives, a historical-psychological analysis was employed to identify, compare, and synthesize the relevant research material. Research results. The study offers a theoretical analysis of the evolution of “social connection” at the intersection of sociological, socio-psychological, and general psychological discourses. The genesis of the term is traced from classical structural sociological concepts, where connection serves as an objective, static basis for solidarity, to functionalist and interactionist approaches that emphasize rational social action and procedural forms of sociation. Special attention is paid to non-classical interpretations, where social connection transforms from an “external given” into a subjective individual resource. Through the lens of contemporary theories, social connection is conceptualized as social capital – a resource for accumulation and investment that serves as the foundation of public trust. It is noted that in the context of Ukrainian scholarly thought, social connection is conceptualized primarily within a non-classical paradigm: as a tool of resilience and a key professional competence for specialists in territorial communities. Approaches to the term’s parameterization are examined, revealing challenges in achieving its unambiguous understanding. In particular, the study reveals the functional differentiation between strong and weak ties as community resilience resources, as well as the distinction between social connections and contacts as interaction parameters. Conclusions. The results of the analysis demonstrate the necessity of establishing “socio-psychological connection” as an independent object of psychological research. A definition of the connection is proposed as a form of organization of the whole that determines the mode of existence of its parts. The study substantiates that inclusion in such a connection radically transforms the architecture of the individual psyche, creating a space for supra-individual mental phenomena that are irreducible to individual ones.
The article investigates the psychological mechanisms of social media scrolling and its functioning as a maladaptive coping strategy for dealing with boredom. For a long time, boredom was not considered an independent psychological phenomenon and lacked a clear definition in scientific literature. Today it is defined as “the aversive state of wanting, but being unable, to engage in satisfying activity” (Eastwood et al., 2012). This tendency is also evident in Ukraine, particularly among young people who often use social media and the Internet as a form of escape from reality, which makes the study of this phenomenon particularly relevant. Aim of the article. The aim of the article is to empirically examine the relationship between experiences of existential boredom and social media scrolling as a maladaptive coping strategy. Methods. The research employed theoretical analysis and empirical methods, including an author-developed questionnaire for assessing the subjective frequency of boredom, the Purpose-in-Life Test (J. Crumbaugh & L. Maholick), the Social Media Addiction Scale, and the Coping Strategy Indicator (CSI). Statistical analysis was conducted using descriptive statistics in the Jamovi software package. The study involved 105 respondents. Results of the research. The empirical findings reveal a statistically significant relationship between boredom proneness and problematic social media use. The results indicate the ineffectiveness of scrolling as a strategy for emotional regulation and coping with boredom, demonstrating a correlation with increased levels of anxiety and fatigue. The study also outlines prospects for applying the obtained results in clinical practice. Conclusion. The research revealed a statistically significant association with the coping strategy of avoidance, indicating that users tend to use social networks as a means of psychological and emotional disengagement rather than active problem solving. Instead of providing recovery and rest, prolonged scrolling correlates with increasing levels of fatigue and anxiety. The results have practical significance for clinical psychology and psychological counselling.
The purpose of the article is to present the results of an empirical study of the features of professional responsibility of applicants for the specialty “Foreign Policy”. The following methods were used for the research: theoretical and methodological analysis of the current state of the problem under study; empirical methods: testing using diagnostic methods: “Multidimensional-functional diagnostics of responsibility” (Kroshka, 2018), “Questionnaire for measuring social responsibility” (Kovalchuk, 2012), “Locus of control” (Kolesnichenko et al., 2020), “Style of self-regulation of behavior” (Kolesnichenko et al., 2020); mathematical methods of data processing (descriptive statistics, correlation analysis). Research results. The study on the cognitive component showed that an average level of cognitive meaningfulness prevails among the students of the “Foreign Policy” specialty, that indicates the situational nature of its manifestation, a neutral attitude towards professional responsibility and its partial awareness. Research on the motivational component made it possible to establish an average level of manifestation of social responsibility among the respondents, which indicates a moderate ability to consciously adhere to social rules and requirements, balancing personal interests and public expectations. An average level of internal locus of control was also recorded, which indicates a moderate tendency of students to recognize their responsibility for the events that occur in their lives, while recognizing the influence of external factors. According to the results of the study, the activity component of professional responsibility is developed at an average level, that is, the respondents are generally able to apply their knowledge, skills and principles in professional activities, but may meet difficulties in certain aspects. Conclusion. Based on the results of the conducted empirical research, it can be concluded that the professional responsibility of students of the specialty “Foreign policy” is developed at an average level. According to correlation analysis, the proposed assumption was confirmed.
The purpose. The article aims to identify the specific features of metacognitive control and clip-like thinking among higher education students in a blended learning format, to assess the interrelation between these phenomena, and to determine their impact on the effectiveness of learning activities. Methods of the research. An empirical study was conducted with a sample of 132 higher education students using standardized diagnostic tools to assess reflective skills, cognitive strategies, and learning performance. Data processing and analysis were carried out through statistical methods, including factor analysis and correlation assessment, ensuring the reliability and validity of the obtained results. Results. The findings revealed that the majority of participants demonstrate clip-like thinking, an insufficient level of attention development, poor concentration, and a limited ability to extract key information from texts. Reflective skills at the cognitive, personal, and metacognitive levels, as well as strategies of reflective activity, were found to be underdeveloped. At the same time, students tend to evaluate their own learning effectiveness at a high level. Significant correlations were found between learning effectiveness and the level of self-regulation, motivation, operational skills, and the ability to process information efficiently. Reflective skills and strategies of deep information processing contribute to improved task performance and the development of critical thinking, emphasizing the importance of an integrated approach within blended learning environments. Conclusions. A profile of a modern higher education student was developed: characterized by high motivation, organization, and self-regulation, along with the ability to plan and evaluate one’s own learning activities. However, a tendency toward clip-like thinking was also observed, which facilitates rapid perception of information but limits attention span and the depth of analytical processing.
The purpose of our research is to show psycholinguistic understanding of translator’s consciousness in the paradigm of shaping the worldview of future translators; to present the structure of translator’s consciousness. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The results of the research. Translator’s consciousness is considered by us as a certain mental construct of reflection of the surrounding reality, the functioning of which depends on the level of the psyche where the translation activity is carried out, and if it is biological or social, sensory or rational. These levels emphasize the attitude of a person to his/her professional activity. This characteristic of translator’s consciousness helps us to consider it as the person’s ability to ideal (mental) reflection of the reality. Thus, we really see that the functioning of translator’s consciousness is a process of transforming the objective content of the subject into the subjective content of a person’s spiritual life. After all, it is in the subjective world of consciousness that the reproduction of objective reality and the mental preparation of people for their transformation into practical activity take place. In this concept, consciousness is understood not simply as a mental reflection, but as the highest form of mental reflection of the reality by a socially developed and socially significant individual. Conclusions. Translational consciousness, in our opinion, is such a functional characteristic of the human brain, the essence of which lies in the adequate, generalized, purposeful and external reflection of the external world, in the analysis of the acquired personally and professionally significant experience, as well as in the opposition of the objective world to oneself as a subject of cognitive activity and interaction. Thus, the translational consciousness of an individual consists in the person’s ability to emotionally assess the surrounding reality and the ability to realize what is happening in the paradigm of his/her external and internal world.
The article examines the role of psychological motivation of conflict participants as one of the key factors influencing the effectiveness of mediation in intragroup conflicts. It analyzes the types of motivation that drive parties to engage in the mediation process and their impact on the willingness to cooperate, compromise, and achieve mutual understanding. Particular attention is paid to internal and external motivational factors that may either facilitate or hinder successful conflict resolution. The research findings can be used to improve mediation practices and enhance their effectiveness in social and professional groups. The aim of the study is to determine the role and influence of psychological motivation of conflict participants on the effectiveness of the mediation process in intragroup conflicts, as well as to identify the main motivational factors that contribute to or obstruct successful resolution. Research methods. To assess the psychological motivation of conflict participants, three validated methods were used: the Thomas-Kilmann Conflict Mode Instrument (TKI) to identify conflict behavior styles, the Achievement Motivation Scale (AMS) to evaluate the drive for self-affirmation and dominance, and DUTCH method to assess emotional-volitional traits and motivation to maintain relationships. Research results. A pilot study conducted among 1,000 students of Vinnytsia State Pedagogical University and revealed that the most common conflict behavior style is collaboration (26%), indicating a strong motivation for mutual understanding. Compromise was chosen by 22% of respondents, while competition and avoidance were equally represented (18% each), suggesting partial motivation for dominance or emotional distancing. Accommodation was preferred by 16%, mostly driven by the motivation to preserve relationships. The collaboration style correlates with high emotional stability and low anxiety, while competition is associated with a desire for self-affirmation. The obtained data outline motivational behavior models of students in conflict situations and serve as a foundation for developing mediation programs in educational institutions.
The aim of our research is to show the results of empirical study of maladaptive relationships between a mother and a senior child in a family after divorce. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The experimental method was the method of organizing empirical research. The results of the research. According to the results of our experimental research, we have defined the concept of “adaptive situation” as a system of external preconditions for the subject, who motivates, facilitates and mediates the person’s attitude to life, his/her vital energy, activity, under which the main conditions of the external adaptive situation for the subject means: 1. The external adaptive position in relations to the subject is perceived in spatial and temporal terms as some external location in accordance with the paradigm of space and temporal boundaries. 2. Purely in temporal terms as a warning of maladaptive, destructive and aggressive actions of the subject. 3. In functional and paradigmatic terms we have a significant independence from the space of the corresponding prerequisites or conditions of the individual at the time of manifestation of actions and different types of the activities. Conclusions. We proved that the reality of what is happening in the world around them is completely denied by the child. Usually, the mother spends a lot of time, energy, emotions and feelings on establishing close relationships with the child, so it is quite difficult for a child and a mother to immediately come to terms with the divorce of their parents. At this stage, the activity of protective mechanisms in the child’s psyche is actualized: rationalization (“finally everything happened”, “sooner or later it would have happened anyway”), devaluation of family relationships (“actually the marriage was terrible”, “my husband is absolute worthlessness”), denial of positive relationships (“nothing happened, so what, a divorce”, “everything will be fine anyway”).
The aim of our research is to show psychological justification of types of creative activity of a foreign language teacher. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of analysis, systematization, modeling and generalization. The experimental method was used as the method of organizing empirical research. The results of the research. We have attributed to the reconstructive-variative type of creative activity: individual activity with those students who are studying; erudition, general culture; the ability to teach the material; and the authority of the teacher. This choice of criteria can be justified in such a way: the activity attributed to this type requires the presence of a base of information, knowledge, operating with which the teacher achieves the set of tasks. We have included the activation of learners, contact with the audience, culture of communication, the ability to optimize the learning process and education in the learning process to the heuristic level of creative activity. Conclusions. We proved that the types of creative activity, such as reproductive and reconstructive-variative types of activity, involve a high level of the development of analytical and synthetic abilities and skills, searching for the solution beyond the limits of the model already well-known to a human. We have attributed to the creative level such criteria of pedagogical skills as: improvement of pedagogical skills; a high level of preparation for pedagogical activity; psychological and pedagogical diagnostics, independently, without the help of a school psychologist; high intellectual development of a teacher. These criteria involve developing fundamentally new solutions, consolidating independent search for knowledge and a high level of motivation for the creative activity.
The aim of the article is to explore the evolution of emotional intelligence as a psychological construct, analyzing how it emerged from multiple traditions – including cognitive science, affective neuroscience, and humanistic psychology – to become a central framework for understanding emotion and reason as interdependent forms of intelligence. Methods of the research. This article employs a theoretical and historical research design based on an extensive review of psychological and neuroscientific literature. A qualitative content analysis of primary sources was conducted to identify conceptual patterns and trace the evolution of emotional intelligence theory. Comparative and historical-analytical methods were used to examine the convergence of cognitive, affective, and humanistic paradigms. Through interpretive synthesis, the article integrates these diverse contributions into a coherent understanding of emotional intelligence as both a scientific construct and a philosophical insight into human nature. The results of the research. This article explores the emergence of emotional intelligence as a synthesis of cognition and emotion in late twentieth-century psychology. Tracing its development from Gardner’s theory of multiple intelligences to Salovey and Mayer’s formal model, and its expansion by Bar-On, Steiner, and Goleman, the study highlights how emotional intelligence redefined the meaning of intellect. The necessity of this article lies in clarifying the theoretical foundations of emotional intelligence, which are often simplified in popular discourse. By revisiting its origins across cognitive science, affective neuroscience, and humanistic psychology, this study reaffirms that emotion and reason are interdependent processes. Conclusions. The emergence of emotional intelligence marks a major shift in modern psychology, uniting cognition and emotion into a single framework of human understanding. From Gardner to Goleman, this concept redefined intelligence as the harmony of reason and empathy rather than their opposition. Restoring emotion to its rightful place at the centre of consciousness, emotional intelligence continues to bridge the analytic and the humane, affirming that true wisdom arises from the union of mind and heart.
