Scientific Notes of Lviv State University of Life Safety. Pedagogy and Psychology

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Збірник наукових праць — Wed, 04 Jun 2025 00:00:00 +0300

MENTAL CHALLENGE TO THE UKRAINIAN LANGUAGE AND NATIONAL CULTURE: OBSCENITY

Yu. P. Horblyanskyi, M. O. Kulchytska — Wed, 04 Jun 2025 00:00:00 +0300

The article emphasizes that in the circumstances of the aggressive war of a neighbouring state against Ukraine as a state and the right of the Ukrainian people to self-determination, their own identity, language, history and culture, new existential challenges for every Ukrainian have taken shape. One of the most powerful, destructive challenges to the Ukrainian national mentality is that our everyday life has been completely filled with swear words, and above all, profanities. What is alarming is not the abuse of obscene vocabulary as an occasional sign of the daily usage of individual speakers, but the fact that in Ukraine, owing to various information media, the concept of a vital need for temporary tolerance of this phenomenon has become very popular (due to stressful situations, a sense of impasse, permanent threat, and other negative emotions that beset people during wartime). As a result, taboo obscene words in the Ukrainian social space have ceased to be a peripheral phenomenon, and some intellectuals, instead of giving it a proper assessment, on the contrary, have insisted on popularizing the idea of replacing the brutal Russian swear and gangster slang with more “aesthetic” Ukrainian swearing, offering instead entire collections of specific, Ukrainian-specific “correspondents”. The article uses historiographical-culturological, hermeneutic-interpretative, and comparative scientific methods to study the problem of excessive obscene vocabulary as a characteristic speech habit in modern Ukrainian society and the prerequisites for a tolerant attitude towards it. Purpose and results of the study. Thus, the study updates the issues of scholarly discourse on the phenomenon of obscenity in multilingual ethnocultural milieus, and also highlights the results of a psychological study by Kherson scholars and two of our own diagnostic surveys of the student youth in 2014 and 2024 on the dominance of profanity in modern Ukrainian society and possible ways to overcome such a habit. Also, in an evolutionarycomparative aspect, the paper analyzes features of the use of swear words in Ukrainian folklore and authorial classical texts of the 19th – 20th centuries, as well as the works of representatives of modern Ukrainian literature. It has been observed that in oral and classical lierary-artistic works, swear words are as a rule, organically incorporated into the mental palette of performers or characters and properly fulfill an aesthetic function, while in the texts of modern Ukrainian writers, obscenities are used mostly without a motivation, sometimes as a tribute to vogue or for the sake of shocking, and therefore usually destroy aesthetic harmony. The researchers have arrived at the following conclusion: since it is impossible to completely eradicate obscenity from the social space, the best strategy is to cultivate a conscious attitude towards this phenomenon in every citizen from an early age, i.e. in order to prevent destructive processes in the mental maps of the national spirit, the obliteration of boundaries between high and low styles of linguistic culture, it is necessary to outline clear frameworks for the functioning of obscene words in all spheres and at all levels of social life.

PECULIARITIES OF THE DEVELOPMENT OF COMMUNICATION SKILLS OF FUTURE PSYCHOLOGISTS IN HIGHER EDUCATION

S. M. Vdovych, O. M. Lozynska — Wed, 04 Jun 2025 00:00:00 +0300

The article is devoted to the study of the development of communication skills in psychology students in higher education institutions. Communication is the main tool in the professional activity of a psychologist, essential for effective interaction with clients, conducting diagnostics, counseling, therapy, and promoting psychological knowledge. The development of these skills is a crucial condition for professional competence, a positive professional image, effective adaptation, high-quality training delivery, interaction with colleagues and clients, conflict resolution, and burnout prevention. Communication skills are defined as individual psychological characteristics that influence the quality of information exchange and interaction, encompassing effective expression, active listening, the use of verbal and non-verbal tools, emotional regulation, and conflict resolution. The article examines the development of these skills through various perspectives: psychological-pedagogical, socio-psychological, personality-oriented, and competencybased approaches. The psychotherapeutic approach is recognized as the most relevant for future psychologists, as it emphasizes personal change through communication, overcoming barriers, emotional regulation, and effective use of communication tools. The study of communication skills development showed that most female students have low or below-average levels of communicative ability. A similar situation is observed with organizational skills. As for conflict management, most respondents demonstrate medium or low levels of competence, indicating insufficient development of conflict management skills among future psychologists. The development of communication skills is facilitated by targeted formation, meaningful educational content, acquisition of knowledge and skills, development of psychological traits, practical experience, diagnostics and correction, as well as participation in workshops, seminars, and conferences. The authors emphasize the need for targeted and systematic development of communication and organizational skills, as well as conflict management abilities in future psychologists. This should be implemented through the integration of relevant topics into academic disciplines, the use of interactive methods and training technologies, and the encouragement of students’ active communicative practice.

THEORETICAL ASPECTS OF SPEECH DEVELOPMENT OF CHILDREN OF EARLY AND PRESCHOOL AGE IN THE PROCESS OF EXPLORING THE ENVIRONMENT

V. V. Ivanova, L. V. Zdanevych, O. O. Sas — Wed, 04 Jun 2025 00:00:00 +0300

The authors of the article have studied the theoretical aspects of speech development of children of early and preschool age in the process of familiarization with the environment. The authors have emphasized that speech development is one of the leading factors in the formation of a child’s personality and successful socialization, and the environment is an indispensable tool that makes it possible, as well as contributes to the development of cognitive interest, the formation of ideas about nature, society, culture, education of environmental awareness, careful attitude to nature, socialization, etc. In the process of familiarizing oneself with the environment, we have created situations that encourage children to express their thoughts, desires, and impressions, which stimulates the development of speech, and through the knowledge of the world, they learn new concepts, objects, phenomena, new words, speech structures, etc. The most relevant positions of national scientists on the issues of children’s speech development, the role of the environment and nature in this complex and multifaceted process have been analyzed. It has been noted that when children get acquainted with the environment, situations are created that encourage them to express their thoughts, desires, impressions, which stimulates the development of speech, and through the knowledge of the world – acquaintance with new concepts, objects, phenomena, learning new words, speech structures, etc. It has been noted that the theoretical aspects of the development of speech of children of early and preschool age in the process of familiarization with the environment are based on a combination of linguistic, psychological, pedagogical and socio-cultural approaches. The article has presented an understanding of the content of each of these approaches, taking into account the research problem. Future teachers of preschool educational institutions have been recommended to master the methodology of familiarizing children of early and preschool age with the environment and to realize its importance for speech development. Particular importance has been given to the methods of familiarization with nature (observations in the natural environment, various types of excursions, conversations on the content of paintings, didactic games of natural science content, natural literature, etc.), which enable the effective formation of preschoolers’ speech competence.

THE ABILITY TO EDUCATE PRESCHOOLERS IN THE SKILLS OF CONSCIOUS OBSERVANCE OF MORAL AND ETHICAL NORMS AND RULES OF BEHAVIOR AS A PROFESSIONAL COMPETENCE OF FUTURE EDUCATORS

T. O. Atroshchenko, O. S. Dudash — Wed, 04 Jun 2025 00:00:00 +0300

The authors have substantiated the professional competence of future educators – the ability to develop in preschoolers the skills of conscious observance of moral and ethical norms and rules of behavior. Attention has been focused on the importance of moral education in the period of preschool childhood, when the formation of personality is intensive, the foundations of moral values are laid, moral qualities and feelings are formed, and moral and ethical norms and rules of behavior become a kind of guide for the child in the world of social relations. In this context, the professional competence of future educators is of particular importance, which has been interpreted by the authors as an integrated characteristic of the individual that reflects the willingness and ability to effectively perform professional functions in the field of education and upbringing of preschool children, combines special professional knowledge, skills, personal qualities, values and attitudes. The most relevant positions of national scientists on moral, ethical and moral and ethical education and development of preschool children have been presented. On this basis, the moral and ethical education of preschool children has been defined as a purposeful pedagogical process of forming moral qualities, feelings, skills, norms and rules of behavior in society. We are convinced that this process requires special training of future educators of preschool educational institutions, and its result is the ability to educate preschool children in the skills of conscious observance of moral and ethical norms and rules of conduct – a significant professional competence that manifests itself in the ability to purposefully influence the moral development and volitional sphere of children, to form their internal beliefs, sense of responsibility, ability to distinguish between good and evil, respect others and consciously adhere to generally accepted norms of behavior.

PROFESSIONAL TRAINING OF FUTURE TEACHERS TO MONITOR AND EVALUATE THE ACHIEVEMENTS OF PRESCHOOL CHILDREN

N. A. Zobenko, Yu. O. Solovei, V. H. Bondar — Wed, 04 Jun 2025 00:00:00 +0300

The article highlights the problem of training future educators to monitor and evaluate the achievements of preschool children. The emphasis is on the need for high professional qualifications of the educator, who must be able to adapt the pedagogical process to the individual and age characteristics of children, as well as effectively use the latest pedagogical technologies. In addition to traditional education, an important component of the educator’s activity is monitoring and evaluating children’s achievements, which involves close cooperation with parents to ensure the harmonious development of the child. Special attention is paid to the importance of professional training of future specialists in preschool education, which should take into account all aspects of professional activity and meet the requirements of modern pedagogy. It is noted that the professional training of future educators is based on a competencybased approach, which includes the knowledge and skills necessary for effective assessment and monitoring of children’s development. To do this, future educators must have evaluative and analytical, organizational and prognostic competencies that allow adapting the pedagogical process to the individual needs of children. The role of the teacher’s evaluative and analytical competence, which includes knowledge of child development theories, the ability to apply modern methods of monitoring and analyzing children’s achievements, as well as the ability to adjust the educational process in accordance with the results obtained, has been analyzed. It has been found that these competences have cognitive, operational-technological, personal, communicative and integrative components that provide a comprehensive approach to the development of children in a preschool institution. It is summarized that effective professional training of future educators in higher education institutions should include elements that contribute to the development of evaluative and analytical competence, which will ensure the effective application of the acquired knowledge and skills in the future practical activities of a preschool educator. It is noted that the mastery by students of the specialty 012 “Preschool Education” of the content of the academic discipline “Monitoring and Evaluation of Achievements of Preschool Children” will contribute to the formation of a system of knowledge, skills and abilities that meet the requirements of modernity and will ensure their effective application in the future practical activities of a preschool educator. The main areas of professional training of future preschool teachers for monitoring and assessing the achievements of preschool children are identified: theoretical, value-motivational and practical training. These areas of training should be implemented comprehensively, taking into account the competency-based approach in the educational process, ensuring the comprehensive development of future teachers for effective monitoring and assessment of the achievements of preschool children.

METHODS OF FORMING PROFESSIONALLY IMPORTANT QUALITIES OF THE ARMED FORCES OF NATO MEMBER STATES

A. V. Okaievych — Wed, 04 Jun 2025 00:00:00 +0300

The article analyzes the methods of training and education for the formation of professionally important qualities of military personnel, which are leading in the Armed Forces of NATO member states. Based on the study of the experience of the Russian-Ukrainian war, the dominant professionally important qualities of the military personnel of the Armed Forces of Ukraine are identified, which include: responsibility, confidence, determination, civic position, honesty, communication skills, initiative, discipline, independence, emotional and volitional stability. In view of the identified professionally important qualities, the need to identify methods of their formation during the professional training of the Armed Forces of NATO member states, among which the United States of America, France, Germany, Lithuania and Poland were chosen. The analysis of the definition of “method” in pedagogical discourse is based on its interpretation as a set or system of processes or methods of performing operations involved in the educational process, integrated into a single stream of actions to achieve the proposed goals. The main classifications of teaching and learning methods, in particular those actualized in the foreign pedagogical environment, are identified and considered. A comparative analysis is carried out and the main methods of formation in accordance with the dominant professionally important qualities of servicemen are summarized in the form of a table. These include: responsibility – training close to real combat operations, roleplaying games and practical training; confidence – tactical planning exercises, team exercises; determination – simulations of combat conditions using realistic means, physical activity; civic position – oath of allegiance to the state, discussions and seminars; communication skills – conflict resolution training, communication training; initiative – simulation of combat situations, leadership courses; discipline – psychological training, physical training, group training; independence – psychological training, survival courses; emotional and volitional stability – psychological training, physical training, simulation of real combat operations.

A MODEL FOR THE PROFESSION-ORIENTED TRAINING SYSTEM OF FUTURE SPECIALISTS IN LIBRARY, INFORMATION, AND ARCHIVAL STUDIES AT TECHNICAL UNIVERSITIES

M. H. Shlenova — Wed, 04 Jun 2025 00:00:00 +0300

In the context of the rapid digitalization of society and the transformation of information environments, the demand for highly qualified specialists in library, information, and archival studies is increasing significantly. This article presents a comprehensive model for the professional training of future specialists in these fields, particularly within technical universities. The proposed model addresses current challenges in the labour market and responds to the need for flexible, interdisciplinary, and technologyintegrated education. It is structured around four interconnected components: the target block (defining training goals and competencies), the conceptual and methodological block (grounded in modern educational standards and approaches), the content and procedural block (focused on active and practice-oriented learning), and the resultant block (responsible for evaluating professional readiness). The model emphasizes the integration of theoretical instruction with practical experience, fostering critical thinking, digital literacy, and adaptability. Innovative teaching methods – such as blended learning, gamification, coaching, and the use of virtual archives and SMART technologies – support the development of students’ professional and personal competencies. The assessment component includes cognitive, operational, communicative, and analytical dimensions, ensuring alignment with the real demands of modern library and information systems. This systemic, dynamic, and adaptable model supports the creation of individual learning trajectories, professional self-determination, and lifelong learning. It provides a foundation for training specialists capable of operating in diverse information environments, managing digital archives, engaging in knowledge transfer, and preserving cultural heritage. The model’s flexibility ensures its relevance and effectiveness in preparing professionals to lead and innovate in the digital transformation of the information sector.

COMPONENT-STRUCTURAL ANALYSIS OF THE PHENOMENON “READYNESS OF FUTURE TEACHERS OF FINE ARTS TO WORK IN OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS”

P. V. Hamolin — Wed, 04 Jun 2025 00:00:00 +0300

The article presents the author’s view on the component-structural composition of the phenomenon of “readiness of future teachers of fine arts to work in extracurricular educational institutions”. Based on the analysis of variant explorations, the following structural components of the readiness of future teachers of fine arts to work in extracurricular educational institutions were substantiated: motivational-value, cognitive, personal-creative, and activity-reflective. The motivational and value component is represented by a professionalintentional criterion with the following indicators: the graduate’s interest in artistic and pedagogical activities in extracurricular educational institutions of an artistic profile of study; awareness of the value of teaching fine arts for the development of students’ creative potential. The cognitive component in our study is represented by an artistic and pedagogical criterion, the indicators of which are defined as: the formation of a system of theoretical knowledge, practical skills and abilities in the field of fine arts; possession of fundamental educational competencies of the psychological, pedagogical and organizational and methodological components of the educational process in out-of-school educational institutions. The personal and creative component is represented by a subjective and perceptual criterion, the indicator of which determines the level of development of communication skills and organizational abilities, the level of development of artistic and figurative thinking, the ability to artistic and pedagogical improvisation, and emotional stability. The activity-reflective component is represented by an analytical-resultative criterion, the indicators of which are: the ability to use acquired professional educational competencies in teaching activities; the ability to selfreflect on artistic and pedagogical activities. The content of the components of the readiness of future teachers of fine arts to work in extracurricular educational institutions is revealed.

THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN STUDYING THE COURSE “OCCUPATIONAL SAFETY”

A. F. Lytvyn — Wed, 04 Jun 2025 00:00:00 +0300

The article explores the importance of integrating information and communication technologies (ICT) into the process of teaching occupational safety as a factor in modernizing education and enhancing the effectiveness of students’ professional training. It emphasizes that ICT significantly transform the educational environment by providing new opportunities for developing practical skills, critical thinking, and a responsible attitude toward workplace safety. The main functions of ICT in the educational process are thoroughly analyzed: visualization of hazardous situations through multimedia resources, practical skills training using virtual simulations, organization of distance learning via online platforms, objective knowledge assessment through testing systems, support for collaborative work through cloud services, access to up-to-date regulatory databases via electronic resources, and personalized learning based on artificial intelligence. Special attention is paid to the opportunities for developing students’ independent information-seeking skills through web quests, participation in professional communication via webinars, and the creation of learning materials using modern digital tools. It is noted that ICT enable students to model real industrial situations without risking their health, develop sustainable professional competencies, master teamwork skills, and acquire practical problem-solving abilities. The use of mobile applications, learning management systems (LMS), and open educational resources as tools for flexible organization of the educational process is also analyzed. The contribution of ICT to ensuring continuity of education and individualizing each student’s learning trajectory is explored. In conclusion, it is emphasized that the use of ICT in teaching occupational safety contributes to a higher level of knowledge acquisition, the development of responsible behavior towards workplace safety, analytical thinking, and practical skills among students. The use of modern technologies prepares young professionals to work in conditions of constant change in the labor market and ensures their competitiveness in professional activities. The article outlines prospects for further research into improving methods of applying ICT in professional education.

TRAINING OF SPECIALISTS IN PSYCHOLOGICAL AND PEDAGOGICAL SPECIALTIES TO ORGANIZE AND CONDUCT LECTURE CLASSES

S. M. Buzhynska, O. A. Yeremenko, I. M. Tolmachova — Wed, 04 Jun 2025 00:00:00 +0300

The relevance of the research is due to the need to provide innovative approaches to master’s training in the face of modern challenges. The article is devoted to highlighting the experience of training masters of pedagogical higher education institutions to organize and conduct lecture classes. To achieve the set goal and solve the problems, a complex of complementary general scientific and empirical methods was used. An analysis of regulatory documentation, textbooks and manuals for future masters was carried out regarding the presentation of the lecture as a form and method of teaching in higher education institutions. Priority approaches to theoretical training were characterized (implementation of a complex of didactic conditions; implementation of a system of tasks of motivational-targeted, operational-activity and reflectiveevaluation stages of educational and cognitive activity). The essence and specific features of practical training of specialists in psychological and pedagogical specialties in the specified direction are presented. The research emphasizes that the process of professional training of applicants for organizing and conducting lecture classes requires scientific and pedagogical workers to have a clear understanding and systematic implementation of the content, organizational and methodological connections of educational components that provide appropriate theoretical and practical training. The article provides recommendations for scientific and pedagogical workers to ensure innovative approaches to the process of professional training of future masters in the conditions of modern challenges in the specified direction. The conclusions indicate that the process of preparing higher education applicants for the organization and conduct of lecture classes as a holistic system of actions should include the selection, development and implementation of didactic conditions, traditional and innovative methods, as well as forms of educational activity. It is emphasized that this process should take place in the context of integrating the theoretical and practical components of professional training of masters of psychological and pedagogical specialties. The proposed approach meets modern challenges to the higher education system in ensuring targeted professional development of future specialists in psychological and pedagogical specialties. The process of preparing applicants for the organization and conduct of lecture classes should take place purposefully, systematically, systematically, comprehensively, with a gradual enrichment of professional meanings and an increase in the volume and nature of relevant knowledge, skills and abilities. Practical training is provided by combining theory with practice, during which professional qualities are formed: pedagogical skills, communication skills, analysis of activities, and a desire for development, thanks to which students become more confident, flexible, and ready to work in the modern educational environment of higher education institutions.

FORMING A SAFE EDUCATIONAL ENVIRONMENT THROUGH A LINGUISTIC PRISM: THE EXPERIENCE OF THE JEAN MONT MODULE

H. M. Tsyhanok, T. I. Klochkova, O. V. Berestok, L. I. Baidak — Wed, 04 Jun 2025 00:00:00 +0300

The article examines the linguistic dimension of the concept of “security” as a key element of the concept of a safe educational space in the European context. The analysis was carried out on the basis of an interdisciplinary approach within the framework of the implementation of the international project “Erasmus+ Jean Monnet Module” at Sumy National Agrarian University. The main attention is paid to the actualization of the concept of “security” in educational discourse, in particular its cognitive and semantic features in the context of pedagogical interaction, intercultural communication and ensuring an inclusive environment for all participants in the educational process. The relationship between the linguistic representation of security and the value-semantic guidelines of modern education is outlined. The purpose of the study is to clarify the content of the linguistic category “security” and its implementation in discursive practices of higher education, in particular in the context of the transformation of the European humanitarian space. The results of the study show that the concept of “security” in the modern educational space goes beyond purely physical protection and encompasses psychological comfort, language tolerance, cultural adaptability, ethical mutual respect and value orientation. The article also presents the results of testing the author’s accredited courses and special courses aimed at forming a safe educational environment for international students. Special attention is paid to the formation of competencies of intercultural sensitivity and emotional intelligence in the context of pedagogical support. The scientific novelty of the study lies in highlighting the unique experience of implementing practical tools for forming a safe educational environment through the development and testing of two author’s special courses within the framework of the international project “Erasmus+ Jean Monnet Module” based on Sumy National Agrarian University. For the first time a model of using linguistic and intercultural mechanisms to ensure inclusiveness and psychological comfort of foreign students in the real educational environment of a Ukrainian higher education institution is presented. The proposed approach is focused on increasing the intercultural competence of academic staff and students, as well as the integration of European humanitarian practices into the national education system. Prospects for further research are related to the expansion of the analytical base and the integration of developments into the intercultural communicative practice of higher education in Ukraine, which will contribute to its European integration and strengthening the humanitarian dimension.

KEY APPROACHES IN FORMING INTERCULTURAL COMPETENCE OF FUTURE ENGLISH TEACHERS

T. S. Harlytska — Wed, 04 Jun 2025 00:00:00 +0300

The article defines the basic approaches aimed at the formation of intercultural competence of future English teachers. It has been found that the change in the purpose and methodological foundations of modern language education has led to the emergence of a culturally oriented paradigm focused on the relationship between language, culture and society, so an extremely important aspect is the updating of the content and approaches to the professional training of future English teachers in higher education institutions of Ukraine. The term “approach” is interpreted as a methodological category of linguodidactics, which denotes a complex multidimensional phenomenon, the systemic totality of which is made up of principles, technologies, methods, techniques, means and forms of teaching and which is characterized by conceptuality, processuality, systematicness, controllability and effectiveness. It has been found that universal approaches to teaching any subject are personality-oriented, competencybased, activity-based, student-centered, ethnopedagogical and functional-stylistic. Among the approaches to teaching a foreign language, cognitive, communicative, innovative, intuitive-conscious, pragmatic, lexical, structural and culturological approaches are distinguished. As a result of the combination and systematic implementation of these approaches, a person as a subject of educational interaction acquires the necessary competencies, gains activity experience, acquires the status of a well-mannered, competent communicator, bearer of national-language values. Taking into account the peculiarities of the topic of our study, we appeal to the following approaches to teaching English: personality-oriented, competency-based, communicative-activity, lexical, innovative and culturological (linguo-country studies, linguoculturological, socio-cultural, intercultural, cross-cultural), since they contribute to the effective formation of intercultural competence of future English teachers. It is proved that all the proposed approaches should not only contribute to better assimilation of information in a foreign language, but also help students to navigate in a multicultural world.

EXPERIMENTAL STUDY OF PEDAGOGICAL CONDITIONS FOR THE USE OF DISTANCE LEARNING TECHNOLOGIES IN THE FORMATION OF PROFESSIONAL COMPETENCIES OF PHILOLOGY STUDENTS

І. О. Zaitseva, Т. M. Plokhuta, S. V. Mikhno — Wed, 04 Jun 2025 00:00:00 +0300

The primary goal of the study was to experimentally substantiate the pedagogical conditions for the effective implementation of distance learning technologies aimed at developing professional competencies in students majoring in philology. The research employed a comprehensive set of methods including pedagogical experiment stages (ascertaining, formative, and control), diagnostics of professional competence levels, questionnaires, comparative analysis, as well as heuristic teaching methods utilizing telecommunication tools. The experimental base was Sumy State University, and the study involved 157 students who were divided into control and experimental groups. The experimental study confirmed the effectiveness of implementing a heuristic-modular distance learning technology in the development of professional competencies among philology students. Three levels of competence development were identified (initial, heuristic, creative), along with criteria and indicators for each level. Students in the experimental groups demonstrated a higher level of motivation, independence, critical thinking, creativity, and adequate self-assessment. Statistical data confirmed a positive dynamic in the development of professional competencies compared to the control groups. Effective development of professional competencies in future philology teachers is achievable under the following conditions: professional training of instructors in the use of heuristic distance learning technologies; implementation of a heuristic-modular approach to the organization of the educational process; creation of an appropriate material and technical base; and provision of student-centered motivational support. The study confirms that the combination of heuristic and distance learning significantly enhances the quality of professional training for philologists.

AIMS AND LEARNING CONTENT OF PROFESSIONAL ORIENTED READING COMPETENCE DEVELOPMEMT FOR PROSPECTIVE ENGNEERS

H. A. Boiko — Wed, 04 Jun 2025 00:00:00 +0300

Modern society needs engineers who are able to read professional texts and maintenance manuals in English. Development of professional oriented reading competence is beneficial for prospective engineers. The article deals with aim and learning content for prospective engineers that study at educational professional program “Engineering for Food Production”. The term “professional oriented reading competence” has been analyzed. The aims of professional oriented reading competence have been outlined: practical, professional, educational, developing. Learning content of development of professional oriented reading competence has been determined by the analysis of Common European Framework of References and Educational Professional Program. The research of scientific literature helped to find out that learning content is realized in two aspects: subject and procedural. Pragmatic, linguistic, lingua social cultural and strategy components of learning content have been determined in both aspects: subject and procedural. In subject aspect of the content, the topics were outlined. The different reading types for development of professional oriented reading competence for prospective engineers have been outlined: skimming, scanning and intensive reading. The skills for every reading type have been proposed.

FORMATION OF GENDER COMPETENCE OF HIGHER EDUCATION STUDENTS: PSYCHOLOGICAL MECHANISMS AND EDUCATIONAL APPROACHES

Ya. V. Kaimanova, N. S. Riabokon — Wed, 04 Jun 2025 00:00:00 +0300

The article deals with the problem of forming gender competence of higher education students as an important factor in their personal and professional self-realisation. Gender competence is defined as an integral formation that includes a system of knowledge, beliefs and behavioural strategies that ensure a conscious and adequate perception of gender roles in society. It is noted that in the context of the modern educational process, it is critically important to develop students’ ability to reflect on gender stereotypes, analyse socio-cultural norms and understand their own gender identity. The aim of the study is to theoretically substantiate the psychological mechanisms of gender competence formation and analyse educational approaches that promote its development in students. The article systemises the main components of gender competence and identifies the key factors that influence its formation. In particular, the role of the socio-cultural context, peculiarities of communication in the learning environment and the content of educational programmes, which can both promote and hinder the development of students’ gender sensitivity, are considered. Particular attention is paid to the analysis of modern educational approaches used to increase the level of gender competence among higher education students. The potential of interactive teaching methods, such as training programmes, case studies, project activities and discussion practices that contribute to the formation of critical thinking on gender issues, is considered. The author emphasises the need for an integrated approach to the educational process, including both legal regulation and the development of students’ reflective skills. The scientific novelty of the study lies in a comprehensive theoretical analysis of the psychological mechanisms of gender competence development and generalisation of educational strategies that contribute to its effective formation. The presented results can be used to improve curricula in higher education institutions in order to increase the level of gender sensitivity of future professionals, which will contribute to the creation of a more inclusive and equal society.

IMPLEMENTATION OF HEALTH-SAFE COMPETENCE IN THE PROCESS OF TRAINING FUTURE GEOGRAPHY TEACHERS

R. P. Vlasenko, V. A. Yakovleva — Wed, 04 Jun 2025 00:00:00 +0300

Health-preserving competence is recognized as one of the key ones for a full-fledged life and activity of a person and involves its confident, critical and responsible use in the educational process. The article analyzes approaches to defining the concept and content of health-preserving competence of a future geography teacher, regulatory documents on the basis of which modern approaches to understanding and using the level of mastery of health-preserving competences by future geography teachers. It is also developed, reviewed and analyzed the list of educational components that form health-preserving competencies is described and presented curricula and syllabi for training future geography teachers in a higher education institution and methodological approaches and technologies for forming health-preserving competencies based on the following disciplines are described: “Age physiology, valeology and school hygiene”, “Fundamentals of medical knowledge”, “Methodology of teaching geography”, “Methodology of extracurricular work in geography” and others using various methods. The content of these disciplines was analyzed as a basis for the formation of scientifically based ideas among higher education students about the peculiarities of schoolchildren’s development, disease prevention, and the organization of a hygienically appropriate educational process. Attention is focused on the integration of valeological and geographical components in teaching, a practice-oriented approach, and the formation of skills to conduct educational and extracurricular activities taking into account health preservation factors. The role of the teacher as a carrier of a health culture and an active agent of health preservation in the educational environment is revealed. It is presented analysis of the results of the effectiveness of the formation of this competence, and the results of a survey of higher education applicants to identify the level of awareness, attitude and practical implementation of health preservation competence during training.

WORK VALUES AND LIFE ORIENTATIONS OF THE YOUTH: A DIFFERENTIATED APPROACH

M. V. Yaroshchuk, A. R. Zablotskyi, Yu. V. Tymosh — Wed, 04 Jun 2025 00:00:00 +0300

This article considers the labor values and life orientations of youth, examining the specifics of their formation amid social transformations through the application of a differentiated approach. Labor values are understood as stable individual beliefs about the necessity and significance of professional activity. Life orientations are defined as a structured system of values, meanings, and goals that determine a person’s life direction, attitude toward oneself, others, work, material objects, and the world as a whole. To identify these values and orientations, a survey was conducted among higher education students. The results revealed that young people primarily strive to satisfy their needs for independence, to be free from the constraints of organizational rules and norms, and to harmoniously balance various areas of life. The most significant terminal values identified were love, a happy family life, financial security, health, interesting work, creativity, public recognition, leisure, knowledge, a productive life, self-confidence, freedom, personal development, and the beauty of nature and art. Key instrumental values included diligence and rationality, neatness, high aspirations, independence, intolerance of shortcomings in oneself and others, responsibility, self-control, courage in expressing one’s views, open-mindedness, and effectiveness in action. The formation of youth life orientations is currently strongly influenced by social changes, particularly those related to war and instability. As a result, there is a marked trend toward seeking independence, integrating various spheres of life, and adapting to prevailing conditions. Notably, differences in labor values and life orientations were observed depending on gender and place of residence.

USE OF SIMULATIONS IN TEACHING PHYSICS IN EDUCATIONAL INSTITUTIONS

H. M. Broslavska — Wed, 04 Jun 2025 00:00:00 +0300

In the article: the importance of computer simulations for the qualitative study of physics is analyzed; the main approaches of using virtual models in physical education, namely: the development of cognitive activity of participants in the educational process, the formation of experimental skills in them and providing a better understanding of physical processes by students. Much attention is paid to computer simulations due to the fact that they allow to simulate physical phenomena in a virtual environment, which provides safe conditions for conducting experiments, while simplifying the perception of complex processes, developing skills of scientific research. Simulations open up many opportunities for physical education that are difficult or impossible to implement during traditional offline learning. In physical education, simulations perform demonstration, research and training functions. The main areas of use of simulations in physics are: virtual laboratories, interactive demonstrations and project activities. The author reveals advantages (safety of experiments, availability and economy, possibility of studying abstract processes, interactivity and attraction, adaptability to individual needs) and disadvantages (insufficient development of practical skills, risk of superficial understanding, technical problems, necessity of pedagogical support) of use of simulations in classes during studying of Physics named software (PhET Interactive Simulations, Algooo, Crocodile Physics), necessary to improve the educational process; prospects further research in this direction are outlined: integration of augmented and virtual reality, adaptive educational systems, joint virtual environments, gamification of the learning process. The use of simulations in teaching physics is a powerful tool for modernizing the educational process, which contributes to: Improving the quality of education; development of educational process of cognitive activity and critical thinking among participants; formation of their research skills and modeling; preparing our students for the real challenges of the future.

DOES A PSYCHOLOGIST HAVE THE RIGHT TO GIVE ADVICE TO A CLIENT IN THE PROCESS OF PSYCHOLOGICAL COUNSELING AND PSYCHOTHERAPY?

V. K. Havrylkevych, S. L. Kruk — Wed, 04 Jun 2025 00:00:00 +0300

This article addresses the issue of whether psychologists have the right to offer advice to clients during psychological counselling and psychotherapy. Based on a review of the instructions and explanations contained in the textbooks on psychological counseling, the following contradiction was identified and formulated: “During psychological counseling, a psychologist is prohibited from giving advice, a psychologist must refuse to give advice to clients, but, if necessary, a psychologist must give advice to clients”. The aim of the article is to resolve the specified contradiction and determine the admissibility of providing advice to clients in the process of psychological counseling and psychotherapy. To achieve this goal, a semanticetymological, ethical and practical analysis of the specified problem was carried out. It is established that the Ukrainian word “porada” (advice) is polysemous and can have several meanings, such as: 1) a suggestion or directive regarding actions under certain circumstances; verbal assistance in times of difficulty; instruction or guidance; support or help in a particular matter; 2) a joint discussion of certain issues; deliberation with someone; 3) something that brings relief or joy; consolation or comfort. Accordingly, in the context of psychological assistance, the principle of “prohibition against giving advice to clients” (or “refraining from giving advice”) is also ambiguous. A psychologist may offer advice to clients (suggestions or directives on how to act in specific situations) if: 1) he understands that the client will be able to successfully and fully implement the advice given to him; 2) the psychologist can clearly foresee the consequences of following such advice; 3) is confident that these consequences will be beneficial for the client and will not cause harm to others; 4) is willing to assume full responsibility (moral, legal, or otherwise) for the consequences of the client’s actions based on that advice. Conversely, a psychologist should refrain from giving such advice if: 1) it becomes evident that the client has personal characteristics and/or life circumstances that may hinder accurate or complete implementation of the suggested actions; 2) the psychologist is unable to foresee all possible outcomes of the advice; 3) there is insufficient confidence that the consequences will benefit the client and not harm others; 4) the psychologist is unwilling or unable to accept responsibility (moral, legal, or otherwise) for the consequences of the client’s actions taken on the basis of the given advice. In modern Ukrainian, the word “porada” (advice) is synonymous with “recomendatsia” (recommendation), which, in its essential meaning, signifies a “doruchennia” (assignment or directive). Accordingly, the word “recommendation” is even more imperative than the word “advice”. Given this nuance, counseling psychologists and psychotherapists may safely use the term “advice” without replacing it with “recommendation”. Since the word “recommendation” is semantically equivalent to “assignment” in its core meaning, it is more appropriate to use it in professional contexts were psychologists delegate specific tasks or behavioral actions to clients for implementation.

HORTICULTURAL THERAPY AS A MEANS OF PSYCHO-EMOTIONAL SUPPORT FOR FAMILIES RAISING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

H. B. Varina, O. V. Kovalova, K. O. Moloshon — Wed, 04 Jun 2025 00:00:00 +0300

The purpose of this article is to address the urgent issue of psychosocial support for families raising children with special educational needs (SEN) by using innovative nature-based methods, particularly horticultural therapy (horticultural therapy). The importance of the family in social integration of children with SEN is highlighted, as well as the high emotional exhaustion experienced by parents. This paper examines the use of horticultural therapy as a resource for emotional recovery, psycho-emotional well-being stabilization, and the development of positive parenting practices both internationally and in Ukraine. The aim of the article is to substantiate the effectiveness of horticultural therapy as a means of psycho-emotional support for families raising children with SEN, and to identify opportunities for integrating this practice into systems of psychosocial assistance. In order to achieve this, an empirical study was conducted that involved 60 participants, including parents and adolescents with SEN. The program of horticultural therapy was specialized for the participants, with gardening activities, art therapy components, and reflective sessions included. The BDI, CDI, and STAI diagnostic tools resulted in a significant decrease in depression levels by 36–40% and anxiety levels by 16–20% in both parents and children. Additionally, there was a notable improvement in indicators of social adaptation (by 18–30%) according to the SASS, enhanced quality of life across all domains (measured by WHOQOL-BREF and WHOQOL-Youth), and positive dynamics in self-esteem and self-image as evaluated by the Semantic Differential method. The results demonstrate that the horticultural therapy program has a positive effect on emotional well-being, social inclusion, and family cohesion. The scientific novelty of the study lies in its interdisciplinary analysis of the effects of horticultural therapy on various aspects of psychosocial functioning in families with children with SEN, and in the development of an original horticultural therapy program tailored to the Ukrainian sociocultural context. The findings indicate that horticultural therapy can be integrated into psychosocial support practices as an effective tool for improving emotional resilience, adaptive capacity, and overall family quality of life.

THE THERAPEUTIC POTENTIAL OF LITERATURE: MECHANISMS OF INFLUENCE ON EMOTIONS, THINKING, AND IDENTITY

O. A. Chernysh, N. V. Kharytonova, M. O. Oksiutovych — Wed, 04 Jun 2025 00:00:00 +0300

This article explores the therapeutic potential of literature and its impact on emotional states, cognitive processes, and personal identity. Key mechanisms through which literature influences the human psyche are analyzed, including emotional, cognitive, subconscious, social, spiritual, and therapeutic. Particular attention is paid to empathic and emotional resonance as fundamental mechanisms contributing to psychological well-being and personal growth. The study aims to prove and confirm the significance of literature as an effective therapeutic tool capable of influencing psycho-emotional states and personal experiences. It is established that reading helps reduce stress, anxiety, and depression and improves emotional regulation and self-awareness. Literature serves as a source of knowledge and aesthetic pleasure and an effective means of psychological support. The scientific novelty of the study lies in the systematization and comprehensive analysis of the mechanisms of literature’s influence on the human psyche and in identifying the prospects for applying literature in psychology and psychotherapy. The study’s results confirm the need to integrate literature into therapeutic practices, particularly bibliotherapy, to improve mental health and personal wellbeing. Prospects for further research include expanding the empirical base of clinical studies on bibliotherapy, exploring the neurobiological mechanisms of literature’s influence, developing personalized bibliotherapy programs, analyzing the impact of various literary genres on mental health, studying the role of literature in social adaptation and reintegration, and examining the influence of digital literature and audiobooks. In particular, further research may focus on studying the impact of specific literary genres on various aspects of mental health, such as poetry, prose, and drama, and their effects on emotional regulation, cognitive functions, and social adaptation. Additionally, research may be aimed at developing and evaluating the effectiveness of bibliotherapeutic programs for various population groups, including war veterans, people with mental disorders, and individuals who have experienced traumatic events.

FILM TRAINING IN COMMUNICATION ON THE TOPIC OF EVERYDAY CONFLICT IN THE TRAINING OF SPECIALISTS OF VARIOUS SPECIALTIES

Yu. V. Vintiuk — Wed, 04 Jun 2025 00:00:00 +0300

The article considers issues that arose during the testing and teaching of the training course “Socio-psychological communication training” to students of various specialties. The study was carried out in the process of training specialists at the Lviv State University of Life Safety, who study this training course as an elective discipline during their undergraduate studies. The review of publications on the topic of the study made it possible to find out that the identified publications contain enough necessary information, as well as other materials necessary for teaching this training course; however, some topics are not covered fully enough, which prompts additional search and further research work. In particular, this concerns the topic of communication features in conflict situations. Accordingly, during the additional work, features were identified that cause difficulties in considering this topic in accordance with current requirements. The material necessary for the consideration of this topic has been selected, and its teaching and consideration during practical classes under the existing conditions is possible within the framework of the previously developed and implemented conceptual approach. This approach was used when compiling the curriculum for the course “Socio-psychological training of communication”; which determined the features of the selection of both the main and additional material, and, accordingly, the further process of familiarizing students with the course materials. In accordance with the material selected for the presentation of the named topic, as well as the adopted concept of its teaching, the task of minimizing and optimizing the actual content necessary for the study of this topic was posed. Based on the existing experience of teaching the course, a form of practical class in the form of a film training was chosen to study the topic of conflicts in communication, and all the selected material was placed in the necessary logical sequence, in accordance with the demand in the practical activities of specialists of various specialties. At the same time, all the features used in compiling and reading this course were taken into account. Possible difficulties identified when considering this course topic are considered, in accordance with existing requirements; and opportunities for overcoming them are identified and utilized. Conclusions are drawn from the work carried out and further research in this direction is planned.

PSYCHOLOGICAL TRAINING IN OVERCOMING LIFE CRISES: EXPERIENCE OF WORKING WITH YOUTH

T. V. Novak, M. B. Bodnar — Wed, 04 Jun 2025 00:00:00 +0300

The article is devoted to the analysis of the possibilities of using psychological training to help young people overcome crisis stages of personality development. The essence of a life crisis as a critical moment in personal formation, accompanied by emotional instability, loss of orientation and requiring specialized support, is revealed. The stages, tasks and principles of building a training process are determined, which includes a safe environment, active participation, resourcefulness and orientation towards personal growth. A training program has been developed, the purpose of which is to promote overcoming situational crisis states, in particular: identity, existential, autonomy crisis, professional choice, interpersonal conflicts, anxiety disorders, post-traumatic reactions, social maladjustment, loss and grief. The program consists of 10 thematic trainings, which were held once a week for three months for higher education applicants. The methods used during the classes are described: group discussions, role-playing games, introspection exercises, art therapy practices (working with color, collages, metaphorical associative maps), body-oriented techniques, cognitive-behavioral tools for overcoming negative thinking. The scientific novelty lies in the complex combination of methods for forming adaptive coping strategies, increasing self-awareness and strengthening psychological resilience. The results of the program implementation indicate an improvement in emotional stability, a decrease in anxiety and an increase in the level of self-reflection in participants.

GENDER TOLERANCE IN PSYCHOLOGICAL CORRECTION OF PROCRASTINATION

L. O. Podkorytova, A. S. Paladina — Wed, 04 Jun 2025 00:00:00 +0300

The article is devoted to the study of gender characteristics of procrastination as the basis of gender tolerance during psychological correction. Theoretical analysis and empirical data indicate the presence of gender characteristics of procrastination: the results of numerous studies indicate a higher tendency to procrastination among men; at the same time, within the framework of our study, no statistically significant gender differences were found, except for high indicators in women according to the General Procrastination Scale by K. Ley. The observed general trend in the studied sample does not coincide with the results of other similar studies: in the studied sample, women have a slightly higher tendency to procrastination. Qualitative analysis of the responses of the subjects made it possible to assume that men are more prone to academic and professional procrastination, and women to personal and social. The differences in results may be due to the uneven quantitative composition of the samples in our study (17 men and 40 women), as well as the significant age range of respondents (from 13 to 54 years), which could have affected the overall indicators and caused variability in the manifestations of procrastination. Recommendations are given regarding the manifestation of gender tolerance in the psychological correction of procrastination, which take into account both the general gender characteristics of a person and the gender characteristics of procrastination itself. Further research should be directed at an in-depth study of gender differences in the manifestations of various types and forms of procrastination, an analysis of the main determinants of procrastination behavior, as well as a detailed characterization of procrastination according to male and female types; to investigate in more detail and empirically verify the content and specificity of manifestations of gender tolerance in the psychological correction of procrastination.

COMMUNICATION BARRIERS IN THE FAMILY: PSYCHOLINGUISTIC ANALYSIS AND CONSULTATION TAKING INTO ACCOUNT AGE SPECIFICITY

T. O. Dolga, Yu. S. Melnyk, Yu. V. Tymosh — Wed, 04 Jun 2025 00:00:00 +0300

The article is devoted to the study of communication barriers that arise in family communication, taking into account the age characteristics of family members. Communication barriers are considered from the standpoint of a psycholinguistic approach as a violation of the process of transmitting and perceiving information between subjects of communication. The aim of the work is to identify and analyze psycholinguistic factors that cause the emergence of communication barriers in different age groups (children, adolescents, adults). The article presents the results of an empirical study aimed at clarifying the features of the manifestation of communication barriers in families with children of different ages. Recommendations for psychological counseling of families, taking into account age-specific characteristics, are developed to overcome communication difficulties and optimize family communication. The scientific novelty of the study lies in expanding ideas about the psycholinguistic mechanisms of the emergence of communication barriers in the family and developing a differentiated approach to family counseling taking into account the age characteristics of communicants.

PSYCHOLOGICAL FACTORS OF ACADEMIC INTEGRITY COMPLIANCE IN THE CONTEXT OF AI IMPLEMENTATION IN HIGHER MEDICAL EDUCATION

I. P. Annenkova, I. S. Druzhkova, O. V. Rudinska — Wed, 04 Jun 2025 00:00:00 +0300

The article explores the psychological mechanisms of decision-making regarding academic integrity in the context of the active digitalization of the educational process and the use of artificial intelligence (AI) tools. The relevance of the topic is driven by the need to ensure trust in educational outcomes amid emerging technological challenges. The main risks and opportunities of AI’s influence on the academic behavior of students and teachers are identified. The theoretical framework is based on the rational choice theory, Albert Bandura’s social-cognitive theory, and Lawrence Kohlberg’s moral development model, which allow for a comprehensive assessment of the motivational, cognitive, and emotional aspects of ethical behavior. The empirical basis of the study consists of a survey conducted among students and teachers of Odesa National Medical University regarding their attitudes toward the use of AI in the educational process, the frequency of using plagiarism detection systems, and generative AI models for completing academic tasks. Psychological factors contributing to academic integrity are analyzed: intrinsic motivation for quality learning, awareness of ethical standards, trust in control systems, and confidence in one’s own knowledge. Risk factors for academic misconduct are also highlighted, including the illusion of impunity, external pressure, and underestimation of the consequences of academic violations. It is shown that AI’s role in the educational process is ambivalent and depends on the users’ ethical maturity and the characteristics of the educational environment. The necessity of integrating technological innovations with the development of a culture of academic integrity and ethical reflection among all participants in the educational process is substantiated. Recommendations for creating support systems for academic integrity in the context of educational digital transformation are provided.

BIG FIVE PERSONALITY TRAITS AND RIASEC VOCATIONAL INTERESTS AMONG UKRAINIAN PSYCHOLOGY UNDERGRADUATES DURING THE PROLONGED RUSSIA-UKRAINE WAR

R. M. Chayka — Wed, 04 Jun 2025 00:00:00 +0300

Contemporary career-development models posit that enduring personality dispositions and vocational interests jointly guide educational and occupational choices. Yet it remains unclear whether the canonical links between these constructs hold under chronic wartime stress. The present study examined the pattern and strength of associations between the Big Five personality dimensions and Holland’s RIASEC interest types in a cohort of Ukrainian psychology sophomores surveyed amid the ongoing Russia-Ukraine conflict. Participants completed Ukrainian short forms of the BFI-2-XS and public-domain RIASEC markers in an online questionnaire. Correlational analyses replicated well-established relationships: Openness to Experience correlated most strongly with Artistic and Investigative interests, Extraversion with Enterprising interests, Agreeableness with Social interests, and Conscientiousness with Conventional interests. Neuroticism, however, showed no meaningful ties to any RIASEC domain. These findings demonstrate the robustness of classic person-environment fit patterns even under heightened societal strain. Practically, brief Big Five and RIASEC screeners appear suitable for rapid career guidance and psychological support of students navigating uncertainty and stress.

MEDIA EXISTENCE AND ADOLESCENT ANXIETY IN WAR CONDITIONS: DIGITAL VULNERABILITY OF GENERATION Z

O. O. Porpulit — Wed, 04 Jun 2025 00:00:00 +0300

The article presents the results of an empirical study aimed at studying the correlations between the level of situational and personal anxiety of adolescents and their motivational orientations regarding the use of information and communication technologies (ICT) as a mechanism of emotional regulation and digital escapism in war conditions. The study covered 6 focus groups of young respondents aged 17–18 – students of professional pre-higher and higher education. The methodological basis was: 1) the Spielberger – Khanin reactive (situational) and personal anxiety scale; 2) an author’s questionnaire, which included blocks of questions on motivations, goals and preferences in the field of media consumption; 3) focus group qualitative analysis of participants’ responses. The aim of the study was to find out how digital practices affect the psycho-emotional state of youth of Generation Z, in particular in the context of digital escapism and media traumatization. According to the results, most adolescents demonstrate an average or increased level of situational anxiety, which correlates with the frequency of accessing information content. It was found that the block “information needs” is dominant among the motivations for digital consumption. Correlation analysis showed a direct relationship between the frequency of consumption of news content and an increase in the level of anxiety (r = 0,64). Adolescents actively use ICT as a tool for self-soothing, however, excessive consumption of anxiety content leads to emotional exhaustion, increasing psycho-emotional vulnerability. The article also examines the consequences of such digital consumption for the emotional health of adolescents and offers recommendations for the development of digital literacy, emotional self-regulation and conscious media consumption as tools for supporting psychoemotional resilience in war conditions. The importance of forming critical media consumption skills in the youth environment is highlighted in order to prevent the negative impact of media content on the emotional and mental health of adolescents.

CHARACTERISTICS OF PSYCHODIAGNOSTIC METHODS FOR SECURITY AND DEFENSE FORCES

R. Ya. Yaremko, I. S. Koval, A. Yu. Mykhailetska — Wed, 04 Jun 2025 00:00:00 +0300

The article explores the critical role of psychodiagnostics in the professional activities of security and defense forces, highlighting its significance as a fundamental tool for effective personnel selection, continuous psychological assessment, and prevention of neuropsychiatric instability. In the context of increasing demands on the psychological resilience and adaptability of military personnel and law enforcement officers, psychodiagnostics methods serve not only as mechanisms for screening candidates but also as ongoing evaluative instruments that help maintain operational readiness and mental health. Particular attention is given to the necessity of employing valid, reliable, and standardized diagnostic techniques that ensure an objective and scientifically grounded evaluation of individual psychological characteristics. Such tools are essential for identifying potential psychological vulnerabilities, evaluating cognitive performance, and determining the suitability of individuals for service in high-stress and high-risk environments. The article reviews a range of psychodiagnostics instruments that are widely utilized in military and law enforcement settings. These include Raven’s Progressive Matrices, which assess abstract reasoning and non-verbal intelligence; the “S-Test”, designed to measure stress tolerance and emotional regulation; the Five-Factor Personality Questionnaire TIRI, which provides a comprehensive profile of personality traits; the Multilevel Personality Questionnaire “Adaptivity” (BOO-200), which evaluates adaptive potential and coping strategies; and the NPN-A questionnaire, aimed at identifying neuropsychic tension and character accentuations. The use of these tools allows for an in-depth and multidimensional analysis of key psychological parameters, such as intellectual functioning, emotional stability, adaptability, and personality structure. These factors are critically important for ensuring that personnel can perform effectively under extreme conditions, make sound decisions in high-pressure situations, and maintain psychological equilibrium over the long term. The findings underscore the importance of integrating psychodiagnostics practices into the broader framework of personnel policy and psychological support systems within the security and defense sectors. A systematic approach to psychodiagnostics not only enhances the effectiveness of recruitment and selection processes but also contributes to the development of targeted interventions, professional development programs, and strategies for psychological resilience and burnout prevention. As such, psychodiagnostics should be regarded as an indispensable element in fostering a mentally robust, competent, and operationally capable workforce in the fields of national security and defense.

THE HISTORY OF PSYCHOLOGY AS THE BASIS FOR THE SOCIAL SPECIALISTS PROFESSIONALISATION: A SCIENTIFIC AND HISTORICAL ANALYSIS

A. Ya. Tsiupryk — Wed, 04 Jun 2025 00:00:00 +0300

The article provides a scientific and historical analysis of the history of psychology as the basis for the social specialists professionalisation. It emphasises that contemporary social transformations require social specialists, trainers, and practical psychologists to possess not only practical skills but also a welldeveloped professional identity based on a deep understanding the psychological ideas genesis. The history of psychology is regarded as the genetic code of science, which influences our thinking about personality, social behaviour, consciousness, the unconscious, and human interaction. The integration of psychological knowledge into the training of social specialists is demonstrated through the following stages: initial practices of observation and interviewing in the late 19th and early 20th centuries; the influence of psychoanalysis, humanistic psychology, and cognitive-behavioural approaches; and contemporary trauma-informed practice. The specifics of the Ukrainian context are highlighted, in which psychological disciplines became fundamental to professional programmes after the institutionalisation of social work in the 1990s. The article argues that the study of psychology fosters critical thinking, methodological proficiency, and professional ethics, while also honing the ability to reflect on and synthesise interdisciplinary knowledge. The importance of historical and psychological knowledge in forming a professional stance, analysing social phenomena, adapting modern methods and avoiding historical mistakes was emphasised. The social specialists professionalisation was said to require a systematic understanding of the historical origins of scientific concepts, the integration of psychology with pedagogy, sociology and law, and the development of ethical sensitivity and preparedness for crisis situations. The conclusions highlight the potential for implementing integrated training programmes in the history of psychology and the use of innovative instruments such as problem-based learning, historical reconstructions and multimedia tools to improve the effectiveness of professional training.