https://archer.chnu.edu.ua/xmlui/handle/123456789/86 Наукові публікації співробітників факультету Sun, 20 Mar 2022 04:35:53 GMT 2022-03-20T04:35:53Z https://archer.chnu.edu.ua/xmlui/handle/123456789/4171 Peculiarities of students’ experiencing a life meaning crisis. Чуйко, Галина; Колтунович, Тетяна; Чаплак, Ян; Зварич, Ігор The article is devoted to the following important philosophical and psychological phe- nomenon: a life meaning crisis and the peculiarities of its experience in student age. This concept is considered in the context of the intersection of studies of hardiness, basic be- liefs of the individual and existential fulfillment. It is stated that the process of experi- encing a life meaning crisis in its severity and unexpectedness resembles an emotional state that disrupts the normal course of human life and is experienced as feelings of suf- fering, grief, loss, despair, danger, and its course does not depend on human efforts or de- sires. The study sample consisted of 78 students. The average age of respondents was 19.2 years. The existence of statistically significant inverse relationships between experiencing a life meaning crisis and hardiness, emotional fulfillment and basic personal beliefs has been empirically proven. Peculiarities of students with different levels of experiencing a life meaning crisis are determined. It was found that as the level of life meaning crisis increases, students’ dissatisfaction with what they do increases, they do not feel includ- ed in life, instead feel helpless, unwilling to take risks and actively assimilating knowl- edge, unable to rely on their own experience in relevant situations, which ultimately leads to internal tension in stressful situations and lack of resilience. Wed, 01 Dec 2021 00:00:00 GMT https://archer.chnu.edu.ua/xmlui/handle/123456789/4171 2021-12-01T00:00:00Z https://archer.chnu.edu.ua/xmlui/handle/123456789/4148 Students’ Defense Mechanisms and Coping Strategies in Terms of COVID-19 Pandemic. Чуйко, Галина; Колтунович, Тетяна; Чаплак, Ян; Комісарик, Марія The COVID-19 pandemic has forced the human psyche to intensify the protection mechanisms and coping strategies to optimally cope with the problem situation. The aim of the article was to study the peculiarities of the use of mental defense mechanisms and coping strategies by students in quarantine isolation caused by COVID-19, and their comparison with the protections and copings used by students before the pandemic. The study involved 108 students (future psychologists and preschool teachers). The sample is homogeneous. The average age of the subjects was 18.4 years. The empirical study used the following techniques: “Ways of Coping Questionnaire” (WCQ; Folkman & Lazarus, 1988); The Life Style Index (LSI; Plutchik et al., 1979); “SVF120” (Janke & Erdmann, 1997). Methods of descriptive statistics, Spearman correlation analysis and Mann-Whitney U were used. Mathematical data processing and graphical representation of the results were performed using the computer software package SPSS 22.0. The results of our study confirmed the hypotheses of the work on the connection of protection mechanisms with copings and on the change in the quantity and quality of protection mechanisms and coping strategies in a situation caused by quarantine isolation compared to the usual life of students. In general, this suggests a mutually reinforcing effect of copings and protections in order to effectively influence the adaptation of the individual to the circumstances through COVID-19. Understanding this pattern can help improve students' mental protection by using more mature and adequate life situations in COVID-19 protections and copings Sat, 01 Jan 2022 00:00:00 GMT https://archer.chnu.edu.ua/xmlui/handle/123456789/4148 2022-01-01T00:00:00Z https://archer.chnu.edu.ua/xmlui/handle/123456789/3803 ІНСТРУМЕНТИ ІМПЛЕМЕНТАЦІЇ ГРОМАДЯНСЬКИХ ЦІННОСТЕЙ У ТРАНЗИТНОМУ УКРАЇНСЬКОМУ СОЦІУМІ Сучасне українське суспільство продовжує перебувати в стані ціннісної кризи. Здебільшого це стосується молодого покоління, яке перебуває у стані пошуку нових ціннісних орієнтацій. Старі ціннісні орієнтири поступово відходять у минуле, натомість нові, засновані на безумовному розумінні людиноцентризму як нової парадигми суспільного розвитку, поки що тільки формуються. Прогалина, що з’явилася в такому середовищі, породжує процес ціннісного відчуження, поглибленого у молодого покоління недостатнім рівнем державного формування громадянських цінностей. Власне, держава шляхом видання указів і розпоряджень часто публічно декларує необхідність утвердження громадянських цінностей, проте конкретний механізм такої імплементації мало ефективний та часто незрозумілий самим суб’єктам реалізації такої стратегії – педагогам, працівникам органів державної влади та місцевих адміністрацій, системи позашкільної освіти тощо. Mon, 07 Feb 2022 00:00:00 GMT https://archer.chnu.edu.ua/xmlui/handle/123456789/3803 2022-02-07T00:00:00Z https://archer.chnu.edu.ua/xmlui/handle/123456789/3775 The Correlation of Socio-Psychological Factors with “Burnout’’ Syndrome in Education. Fesun, H., Nechytailo, T., Kanivets, T., Zhurat, Y., Radchuk, V. Abstract: The article presents the results of a theoretical and empirical study of "professional burnout" syndrome. A particularly striking affect of stress is manifested in pedagogical activity, because the profession is overloaded with such stressors as: responsibility, active interpersonal interaction, increased emotional tension, a lack of social assessment, a monotonous daily routine, frustration, etc. One of the most serious affects of long-term occupational stress is the phenomena of occupational burnout syndrome. Being an educator is one of those types of professions, which requires constant one-to-one interactions with people in which the syndrome of "burnout" is the most common. Therefore, it is very important to study the peculiarities of its emergence, development and course in pedagogical activity. Our study was based on the models of "professional burnout" syndrome of such scientists as K. Maslach, S. Jackson., V. Boyko. Scientists view the syndrome of "professional burnout" as a three- component system that includes emotional exhaustion, depersonalization, and reduction of one's own personal achievements.The use of these models in the empirical study has allowed deep and comprehensive study of the symptoms of "professional burnout" in teachers. It was especially interesting for us to find out whether there is a correlation between the components of the "professional burnout" syndrome and the motives, the relationships in the team, and the satisfaction with the field of ones activity. Our study aimed to determine the degree of the development and features of burnout syndrome in teachers. Wed, 01 Jan 2020 00:00:00 GMT https://archer.chnu.edu.ua/xmlui/handle/123456789/3775 2020-01-01T00:00:00Z