6 research outputs found
Categorical search for three-dimensional shapes in participants with different level of mathematical expertise
Background. The paper considers the issue of categorical search for three-dimensional geometric shapes. The results of the previous studies on the real-world objects
showed that pre-attentive extrafoveal analysis provides an effective identification of the target, reflecting in the right direction of the first saccade compared with the
random search.
Objective. In this study, we investigated the efficacy of extrafoveal analysis during categorical search for pyramids in two groups of participants: mathematicians and
psychologists.
Design. 15 mathematicians and 17 psychologists aged 18-25 participated in the study. Each participant performed 144 trialssearching for the target pyramid among the
distractor pyramids. In the series 2and 9, any eye movements were prohibited to study covert attention.
Results. The findings of the experiment failed to reveal any differences in the use of extrafoveal analysis and accuracy in both groups. We observed dramatic individual
differences, revealed in various degrees of extrafoveal analysis in the search process and in changing the strategy of the task solving. Special series which prohibited eye movements, demonstrated a significant role of covert attention in the categorical search, as well as the possibility and effectiveness of extrafoveal analysis even though while free instruction it could not be used by all participants and all cases.
Conclusion. During categorical search both foveal and extrafoveal processing of stimuli, as well as pre-attentive analysis and covert attention, were simultaneously
involved. The dynamics of their interaction was determined by low-level perceptual processes, individual characteristics of the subjects, the task specificity and the
instruction
Medical professional image in the social media by Muscovites: managerial and methodological aspects
The article presents a comparative study of social perception of a medical professional in the mass consciousness using social media monitoring and telephone survey. The aim of the study is to develop methodological recommendations for analysis and information policy on the formation of the medical professional image in the mass consciousness. The basis of the study is a sample of posts published by Muscovites in social media containing keywords associated with physician and nurses. In addition, another survey on peopleβs associations with these professions was conducted in order to compare the image in social media to the image held in the mass consciousness. The authors manually coded subsample of the respondentsβ posts and articles from social media. The authorsβ Python code was additionally used to analyse figures and lemmas. The study has allowed to describe the main elements of the specialistsβ image among the population, including the perception of βtypicalβ physical characteristics for a health care worker, professional and personal qualities, and the relationship between the image of a physician and a nurse, where the former usually has a higher status than the latter. The study has revealed similar characteristics, but their different quantitative representation in the survey and analysis of social media, which has allowed to recommend social media analysis for performing qualitative analysis of the populationβs opinions. At the same time, quantitative monitoring of the image in the online environment is also seen as useful due to the significant influence of social media on the formation of opinions in the mass consciousness. Such monitoring may be used as a way to get feedback within the framework of the image formation management process
Global expansion of tertiary education and the position of young people in the labour market
Introduction. The explosive growth of tertiary education around the world calls attention to how this affects the employment of young graduates. Aim. The current research paper is aimed to analyse how the growth of young peopleβs participation in tertiary education is reflected in the change of their employment and economic activity. Methodology and research methods. The comparative and correlation analysis was used to examine the relationship between changes in the education attainment of young people and the dynamics of employment and economic activity indicators by levels of education. The article deals with educational statistics data from OECD countries, Russia and some other countries participating in OECD educational research. Results. The results of the analysis presented in the article show that the growth of tertiary education leads to an increase in the unemployment rate among the young population; however, this is true only for the least advanced programmes, while there is an increase in the employment rate for masterβs degree graduates. Economic activity among young graduates with a masterβs degree grew faster after the 2009 crisis than among graduates of other tertiary education programmes. Masterβs degree graduates were in a better position during the crisis of 2020 caused by the COVID-19 pandemic. Scientific novelty. The authors presented a detailed analysis of the growth in the scale of tertiary education and the changes of status in the labour market indicators of graduates of different tertiary education programmes. Practical significance of the study lies in the development of the information and analytical basis for adjusting further policy in the field of development of tertiary education based on the goal of increasing youth employment.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠ·ΡΡΠ²Π½ΠΎΠΉ ΡΠΎΡΡ ΠΌΠ°ΡΡΡΠ°Π±ΠΎΠ² ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΌΠΈΡΠ΅ Π·Π°ΡΡΠ°Π²Π»ΡΠ΅Ρ ΠΎΠ±ΡΠ°ΡΠΈΡΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π½Π° ΡΠΎ, ΠΊΠ°ΠΊ ΡΡΠΎ Π²Π»ΠΈΡΠ΅Ρ Π½Π° ΡΡΡΠ΄ΠΎΡΡΡΡΠΎΠΉΡΡΠ²ΠΎ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ². Π¦Π΅Π»ΡΡ ΡΡΠ°ΡΡΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ Π°Π½Π°Π»ΠΈΠ· ΡΠΎΠ³ΠΎ, ΠΊΠ°ΠΊ ΡΠΎΡΡ ΡΡΠ°ΡΡΠΈΡ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ Π² ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΡΡΠ°ΠΆΠ°Π΅ΡΡΡ Π½Π° Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΈΡ
Π·Π°Π½ΡΡΠΎΡΡΠΈ ΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ, ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. Π ΡΡΠ°ΡΡΠ΅ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΊΠΎΡΡΠ΅Π»ΡΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠ²ΡΠ·ΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ ΠΈ Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ Π·Π°Π½ΡΡΠΎΡΡΠΈ ΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΠΎ ΡΡΠΎΠ²Π½ΡΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π΄Π°Π½Π½ΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ°ΡΠΈΡΡΠΈΠΊΠΈ ΡΡΡΠ°Π½ ΠΠΠ‘Π , Π ΠΎΡΡΠΈΠΈ ΠΈ Π½Π΅ΠΊΠΎΡΠΎΡΡΡ
Π΄ΡΡΠ³ΠΈΡ
ΡΡΡΠ°Π½, ΡΡΠ°ΡΡΠ²ΡΡΡΠΈΡ
Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
ΠΠΠ‘Π . Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ Π°Π½Π°Π»ΠΈΠ·Π°, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΡΠ΅ Π² ΡΡΠ°ΡΡΠ΅, ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ, ΡΡΠΎ ΡΠΎΡΡ ΠΌΠ°ΡΡΡΠ°Π±ΠΎΠ² ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈΠ²ΠΎΠ΄ΠΈΡ ΠΊ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ Π±Π΅Π·ΡΠ°Π±ΠΎΡΠΈΡΡ ΡΡΠ΅Π΄ΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΠΎΠ³ΠΎ Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ, ΠΎΠ΄Π½Π°ΠΊΠΎ ΡΡΠΎ ΡΠΏΡΠ°Π²Π΅Π΄Π»ΠΈΠ²ΠΎ ΡΠΎΠ»ΡΠΊΠΎ Π΄Π»Ρ Π½Π°ΠΈΠΌΠ΅Π½Π΅Π΅ ΠΏΡΠΎΠ΄Π²ΠΈΠ½ΡΡΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ, Π² ΡΠΎ Π²ΡΠ΅ΠΌΡ ΠΊΠ°ΠΊ Π΄Π»Ρ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² ΠΌΠ°Π³ΠΈΡΡΡΠ°ΡΡΡΡ Π½Π°Π±Π»ΡΠ΄Π°Π΅ΡΡΡ ΡΠΎΡΡ ΡΡΠΎΠ²Π½Ρ Π·Π°Π½ΡΡΠΎΡΡΠΈ. ΠΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΡΠ΅Π΄ΠΈ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
ΠΌΠ°Π³ΠΈΡΡΡΠΎΠ² ΠΏΠΎΡΠ»Π΅ ΠΊΡΠΈΠ·ΠΈΡΠ° 2009 Π³ΠΎΠ΄Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΎΡΠ»Π° Π±ΡΡΡΡΠ΅Π΅, ΡΠ΅ΠΌ ΡΡΠ΅Π΄ΠΈ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² Π΄ΡΡΠ³ΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΈ ΠΌΠ°Π³ΠΈΡΡΡΠ°ΡΡΡΡ ΠΎΠΊΠ°Π·Π°Π»ΠΈΡΡ Π² Π»ΡΡΡΠ΅ΠΌ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΠΈ ΠΈ Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ ΠΊΡΠΈΠ·ΠΈΡΠ° 2020 Π³ΠΎΠ΄Π°, Π²ΡΠ·Π²Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΠ°Π½Π΄Π΅ΠΌΠΈΠ΅ΠΉ COVID-19. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎΠΌ Π°Π½Π°Π»ΠΈΠ·Π΅ ΡΠΎΡΡΠ° ΠΌΠ°ΡΡΡΠ°Π±ΠΎΠ² ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΡΡΠ°ΡΡΡΠ° Π½Π° ΡΡΠ½ΠΊΠ΅ ΡΡΡΠ΄Π° Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΡΠ½ΠΎΠ²Ρ Π΄Π»Ρ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡΠΎΠ²ΠΊΠΈ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅ΠΉ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠΈ Π² ΡΡΠ΅ΡΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈΡΡ
ΠΎΠ΄Ρ Ρ ΡΠ΅Π»ΡΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ Π·Π°Π½ΡΡΠΎΡΡΠΈ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ
Reading in Children Who Survived Cerebellar Tumors: Evidence from Eye Movements
Cerebellar tumors often affect the eye movement centers located in vermis, negatively affecting cognitive development and learning abilities in children. Previous research has established that patients who survived cerebellar tumors tend to demonstrate various saccadic impairments (e.g., hypermetria) and poor gaze stability as compared to healthy controls. The aim of the current study was to evaluate the influence of oculomotor deficits in such patients on reading parameters. A total of 112 children (8β17 y.o.), 65 of whom survived cerebellar tumors, participated in the study. The study design included several oculomotor and reading tasks. Eye movements were recorded every 1/60 s monocularly with an Arrington eye tracker. We observed profound reading impairments in the patients as compared to healthy children, including longer reading time, greater numbers of fixations and regressive saccades, and longer fixation durations. We also found significant correlations between changes in basic oculomotor functions and reading parameters. The patients also demonstrated gaze fixation instability, large number of fixations, and long scanpath reflecting the return of the gaze to the already counted objects. Thus, oculomotor changes caused by cerebellar tumor and its treatment led to disturbances in such neurocognitive activity as reading. Our findings emphasize the necessity of considering these deficits in cerebellar tumor survivors when designing rehabilitation protocols. Β© 2022 by the authors. Licensee MDPI, Basel, Switzerland
How are the characteristics of national educational systems related to social inequality?
Introduction. A great deal of research concerns the impact of education on the socio-economic performance in different countries, with highlighting the positive impact of education. Aim. The current research is devoted to the relationship between educational indicators and social inequality representing the socio-economic development. Methodology and research methods. By having the use of correlation analysis, the authors examined the relationship between the indicators of national educational systems, including the participation of the population in education, the structure of graduation in educational programmes, the quality of secondary education, the organisation of the educational process, the volume and structure of education funding, on the one hand, and social inequality, on the other. Social inequality was measured using the Gini index, which represents the level of income inequality in the country. The authors also investigated the educational statistics data in the OECD countries, Russia and some other countries participating in the OECD educational research. Results. The results revealed the relationship between many educational indicators and the Gini index, as well as showed several features of these relationships in Russia. In particular, the authors observed a relationship between the social inequality index and such groups of educational indicators as the level of education (the Spearmanβs rank correlation coefficient varies from -0,68 for the level of upper-secondary vocational education to 0,51 for the level of upper-secondary general education), participation of the population in education (the correlation coefficient with the integral indicator of participation in education, the average number of years of learning, was -0,64), the quality of education (a positive relationship with the proportion of students, who have not reached the second level of reading literacy in the Programme for International Student Assessment β PISA, reflected in the correlation coefficient equal to 0,56), the organisation of the educational process (positive correlation coefficient with class size equal to 0,61) and the indicators of education financing (negative correlation coefficients for primary and secondary education β -0.48, as well as for tertiary education β -0.57). It is important to note that the indicators related to masterβs degree programmes show a greater negative correlation with social inequality than those reflecting the scale of bachelorβs degree programmes and short tertiary programmes. Scientific novelty of the research includes the detailed analysis of the determinants influencing the national educational systems in their relationship with social inequality, as well as the correlation between these parameters in Russia as compared with other countries. Practical significance of the study involves the development of the information and analytical basis for adjusting further policy in the sphere of education with taking into account socio-economic factors.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠ»ΠΈΡΠ½ΠΈΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π½Π° ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ ΡΡΡΠ°Π½ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ ΠΌΠ½ΠΎΠ³ΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ, Π² ΠΊΠΎΡΠΎΡΡΡ
ΠΎΡΠΌΠ΅ΡΠ°Π΅ΡΡΡ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΈΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π½Π° ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ. Π¦Π΅Π»Ρ. ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΠ²ΡΠ·ΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ ΠΈ ΠΎΠ΄Π½ΠΎΠΉ ΠΈΠ· Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° β ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²Π°. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ, ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. Π ΡΡΠ°ΡΡΠ΅ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΊΠΎΡΡΠ΅Π»ΡΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠ²ΡΠ·ΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ, ΠΎΡΡΠ°ΠΆΠ°ΡΡΠΈΡ
ΡΡΠ°ΡΡΠΈΠ΅ Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ, ΡΡΡΡΠΊΡΡΡΡ Π²ΡΠΏΡΡΠΊΠ° ΠΏΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ°ΠΌ, ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎ ΡΡΠ΅Π΄Π½Π΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, ΠΎΠ±ΡΠ΅ΠΌΡ ΠΈ ΡΡΡΡΠΊΡΡΡΡ ΡΠΈΠ½Π°Π½ΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Ρ ΠΎΠ΄Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²Π°, Ρ Π΄ΡΡΠ³ΠΎΠΉ. Π‘ΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ΅ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²ΠΎ ΠΎΡΠ΅Π½ΠΈΠ²Π°Π΅ΡΡΡ ΠΏΠΎ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Ρ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΡΡΡ Π΄Π»Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΡΡΠΎΠ²Π½Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²Π° Π² ΡΡΡΠ°Π½Π΅, β ΠΈΠ½Π΄Π΅ΠΊΡΡ ΠΠΆΠΈΠ½ΠΈ. Π ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ Π΄Π°Π½Π½ΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ°ΡΠΈΡΡΠΈΠΊΠΈ ΡΡΡΠ°Π½ ΠΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΡΡΡΠ΄Π½ΠΈΡΠ΅ΡΡΠ²Π° ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ (ΠΠΠ‘Π ), Π ΠΎΡΡΠΈΠΈ ΠΈ ΡΡΡΠ°Π½-ΠΏΠ°ΡΡΠ½Π΅ΡΠΎΠ², ΡΡΠ°ΡΡΠ²ΡΡΡΠΈΡ
Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
ΠΠΠ‘Π . Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠΊΠ°Π·ΡΠ²Π°ΡΡ Π½Π° ΡΠ²ΡΠ·Ρ ΠΌΠ½ΠΎΠ³ΠΈΡ
ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΈΠ½Π΄Π΅ΠΊΡΠ° ΠΠΆΠΈΠ½ΠΈ ΠΈ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ Π½Π΅ΠΊΠΎΡΠΎΡΡΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΡΠΈΡ
ΡΠ²ΡΠ·Π΅ΠΉ Π² Π ΠΎΡΡΠΈΠΈ. Π ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ, Π±ΡΠ»Π° ΠΎΠ±Π½Π°ΡΡΠΆΠ΅Π½Π° Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΠΈΠ½Π΄Π΅ΠΊΡΠ° ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²Π° Ρ ΡΠ°ΠΊΠΈΠΌΠΈ Π³ΡΡΠΏΠΏΠ°ΠΌΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΈΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡΠΎΠ², ΠΊΠ°ΠΊ ΡΡΠΎΠ²Π΅Π½Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ (Π·Π½Π°ΡΠ΅Π½ΠΈΡ ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½ΡΠ° ΡΠ°Π½Π³ΠΎΠ²ΠΎΠΉ ΠΊΠΎΡΡΠ΅Π»ΡΡΠΈΠΈ Π‘ΠΏΠΈΡΠΌΠ΅Π½Π° Π²Π°ΡΡΠΈΡΡΡΡ ΠΎΡ -0,68 Π΄Π»Ρ ΡΡΠΎΠ²Π½Ρ ΠΏΠΎΠ»Π½ΠΎΠ³ΠΎ ΡΡΠ΅Π΄Π½Π΅Π³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π΄ΠΎ 0,51 Π΄Π»Ρ ΡΡΠΎΠ²Π½Ρ ΠΏΠΎΠ»Π½ΠΎΠ³ΠΎ ΡΡΠ΅Π΄Π½Π΅Π³ΠΎ ΠΎΠ±ΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ), ΡΡΠ°ΡΡΠΈΠ΅ Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ (ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½Ρ ΠΊΠΎΡΡΠ΅Π»ΡΡΠΈΠΈ Ρ ΠΈΠ½ΡΠ΅Π³ΡΠ°Π»ΡΠ½ΡΠΌ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΌ ΡΡΠ°ΡΡΠΈΡ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ β ΡΡΠ΅Π΄Π½ΠΈΠΌ ΡΠΈΡΠ»ΠΎΠΌ Π»Π΅Ρ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ β ΡΠΎΡΡΠ°Π²ΠΈΠ» -0,64), ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ (ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½Π°Ρ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ Ρ Π΄ΠΎΠ»Π΅ΠΉ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ², Π½Π΅ Π΄ΠΎΡΡΠΈΠ³ΡΠΈΡ
Π²ΡΠΎΡΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ ΡΠΈΡΠ°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΡΡΠΈ Π² ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΌ ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ Programme for International Student Assessment β PISA, ΠΎΡΡΠ°ΠΆΠ΅Π½Π½Π°Ρ Π² ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½ΡΠ΅ ΠΊΠΎΡΡΠ΅Π»ΡΡΠΈΠΈ, ΡΠ°Π²Π½ΠΎΠΌ 0,56), ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° (ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΡΠΉ ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½Ρ ΠΊΠΎΡΡΠ΅Π»ΡΡΠΈΠΈ Ρ ΡΠ°Π·ΠΌΠ΅ΡΠΎΠΌ ΠΊΠ»Π°ΡΡΠ°, ΡΠ°Π²Π½ΡΠΉ 0,61) ΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ ΡΠΈΠ½Π°Π½ΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ (ΠΎΡΡΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½ΡΡ ΠΊΠΎΡΡΠ΅Π»ΡΡΠΈΠΈ Π΄Π»Ρ Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΡΠ΅Π΄Π½Π΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ β -0,48, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ β -0,57). ΠΠ°ΠΆΠ½ΠΎ ΠΎΡΠΌΠ΅ΡΠΈΡΡ, ΡΡΠΎ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ Ρ ΠΌΠ°Π³ΠΈΡΡΠ΅ΡΡΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ, ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ Π±ΠΎΠ»ΡΡΡΡ ΡΠ²ΡΠ·Ρ Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²ΠΎΠΌ, ΡΠ΅ΠΌ ΠΎΡΡΠ°ΠΆΠ°ΡΡΠΈΠ΅ ΠΌΠ°ΡΡΡΠ°Π±Ρ Π±Π°ΠΊΠ°Π»Π°Π²ΡΠΈΠ°ΡΠ° ΠΈ ΠΊΠΎΡΠΎΡΠΊΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΡΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎΠΌ Π°Π½Π°Π»ΠΈΠ·Π΅ Π΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°Π½Ρ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ Π² ΠΈΡ
Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΠΈ Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²ΠΎΠΌ, ΡΠΎΠΎΡΠ½Π΅ΡΠ΅Π½ΠΈΠΈ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΡΡ
Π·Π½Π°ΡΠ΅Π½ΠΈΠΉ ΠΏΠΎ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ Ρ Π΄ΡΡΠ³ΠΈΠΌΠΈ ΡΡΡΠ°Π½Π°ΠΌΠΈ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΡΠ½ΠΎΠ²Ρ Π΄Π»Ρ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡΠΎΠ²ΠΊΠΈ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅ΠΉ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠΈ Π² ΡΡΠ΅ΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Ρ ΡΡΠ΅ΡΠΎΠΌ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ°ΠΊΡΠΎΡΠΎΠ²
Assessment of the Need for Psychological Help for Cancer Patients and Their Close Relatives
ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠΈ ΠΎΠ½ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ²
ΠΈ ΠΈΡ
Π±Π»ΠΈΠ·ΠΊΠΈΡ
ΡΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΠΈΠΊΠΎΠ² Π² ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠΌΠΎΡΠΈ. ΠΠ° ΡΠΎΠ½Π΅ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ
ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΠΎΡΡΠΈ ΠΎΠ½ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΠΉ ΡΠ°ΡΡΠ΅Ρ ΡΠΈΡΠ»ΠΎ Π»ΡΠ΄Π΅ΠΉ, ΠΊΠΎΡΠΎΡΡΠ΅
Π±Π»ΠΈΠ·ΠΊΠΎ ΡΡΠ°Π»ΠΊΠΈΠ²Π°ΡΡΡΡ Ρ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠ΅ΠΉ ΠΎΠ½ΠΊΠΎΠ·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΡ ΠΈ ΡΠ²ΡΠ·Π°Π½Π½ΡΠΌΠΈ
Ρ Π½Π΅ΠΉ ΡΠΈΠ·ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ, ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΡΡΠ΄Π½ΠΎΡΡΡΠΌΠΈ. Π‘ ΠΏΠΎΠΌΠΎΡΡΡ
ΠΎΠ½Π»Π°ΠΉΠ½-ΠΎΠΏΡΠΎΡΠ°
ΠΈΠ·ΡΡΠ΅Π½Π° ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡ ΠΎΠ½ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² ΠΈ ΠΈΡ
Π±Π»ΠΈΠ·ΠΊΠΈΡ
ΡΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΠΈΠΊΠΎΠ² Π² ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠΌΠΎΡΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ ΠΌΠΎΠΆΠ΅Ρ Π²ΡΡΠ°ΠΆΠ°ΡΡΡΡ ΡΠ²Π½ΠΎ (Π² Π²ΠΈΠ΄Π΅
ΠΆΠ΅Π»Π°Π½ΠΈΡ ΠΎΠ±ΡΠ°ΡΠΈΡΡΡΡ, ΡΠ΅Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΡ, Π½ΡΠΆΠ΄Π°Π΅ΠΌΠΎΡΡΠΈ Π² ΠΏΠΎΠΌΠΎΡΠΈ) Π»ΠΈΠ±ΠΎ ΡΠΊΡΡΡΠΎ
(Π² Π²ΠΈΠ΄Π΅ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΡΡ
ΡΡΡΠ°Ρ
ΠΎΠ², ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π½ΠΈΠΉ Π² ΡΠ²ΡΠ·ΠΈ Ρ Π±ΠΎΠ»Π΅Π·Π½ΡΡ). Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ
ΡΡΠ°ΡΡΠ²ΠΎΠ²Π°Π»ΠΈ ΠΎΠ½ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠ°ΡΠΈΠ΅Π½ΡΡ (N=73, 43 ΠΆΠ΅Π½ΡΠΈΠ½Ρ) ΠΈ Π±Π»ΠΈΠ·ΠΊΠΈΠ΅ ΡΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΠΈΠΊΠΈ
ΠΎΠ½ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² (N=426, 268 ΠΆΠ΅Π½ΡΠΈΠ½) ΡΡΠ°ΡΡΠ΅ 18 Π»Π΅Ρ. Π Π΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΡ
ΠΎΡΠ²Π΅ΡΠΈΠ»ΠΈ Π½Π° Π²ΠΎΠΏΡΠΎΡΡ ΠΎΠ½Π»Π°ΠΉΠ½-Π°Π½ΠΊΠ΅ΡΡ
ΠΎ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°Ρ
, ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π½ΠΈΡΡ
, ΡΡΡΠ°Ρ
Π°Ρ
, ΠΆΠ΅Π»Π°Π½ΠΈΠΈ
ΠΎΠ±ΡΠ°ΡΠΈΡΡΡΡ ΠΈ ΡΠ΅Π°Π»ΡΠ½ΠΎΠΌ ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΠΈ Π·Π° ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠΌΠΎΡΡΡ, ΠΏΡΠΈΡΠΈΠ½Π°Ρ
ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΡ/
Π½Π΅ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΡ, ΠΏΡΠΈΡ
ΠΎΡΡΠΈΠ³ΠΌΠ°ΡΠΈΠ·ΠΈΡΡΡΡΠΈΡ
ΡΡΡΠ°Π½ΠΎΠ²ΠΊΠ°Ρ
. ΠΡΡΠ²Π»Π΅Π½Π° Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½Π°Ρ
ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡ Π² ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠΌΠΎΡΠΈ, Π½Π°Π±Π»ΡΠ΄Π°Π΅ΠΌΠ°Ρ ΠΊΠ°ΠΊ ΡΠ²Π½ΠΎ, ΡΠ°ΠΊ ΠΈ ΡΠΊΡΡΡΠΎ.
ΠΠ±Π½Π°ΡΡΠΆΠ΅Π½ΠΎ ΠΊΠΎΡΠ²Π΅Π½Π½ΠΎΠ΅ ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠΆΠ΄Π΅Π½ΠΈΠ΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠΌΠΎΡΠΈ
Π΄Π»Ρ ΡΠ½ΠΈΠΆΠ΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΡΡΠ°Ρ
ΠΎΠ²: Π³ΡΡΠΏΠΏΠ° ΠΎΠ±ΡΠ°ΡΠΈΠ²ΡΠΈΡ
ΡΡ ΠΊ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³Ρ ΠΈΠΌΠ΅Π»Π° Π±ΠΎΠ»Π΅Π΅ Π½ΠΈΠ·ΠΊΠΈΠΉ ΡΡΠΎΠ²Π΅Π½Ρ ΡΡΡΠ°Ρ
ΠΎΠ² ΠΏΠΎ ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ Ρ ΡΠ΅ΠΌΠΈ, ΠΊΡΠΎ Π½Π΅ ΠΎΠ±ΡΠ°ΡΠΈΠ»ΡΡ (p=0,006).
ΠΠ½Π°Π»ΠΈΠ· ΠΏΡΠΈΡΠΈΠ½ Π½Π΅ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΡ Π·Π° ΠΏΠΎΠΌΠΎΡΡΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ» Π²ΡΠ΄Π΅Π»ΠΈΡΡ ΡΡΠΈ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
Π±Π°ΡΡΠ΅ΡΠ°:
Π½Π΅ΠΈΠ½ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π½ΠΎΡΡΡ ΠΎ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΡ ΠΏΠΎΠΌΠΎΡΠΈ, Π΅Π΅ Π½Π΅Π΄ΠΎΡΡΡΠΏΠ½ΠΎΡΡΡ,
ΠΏΡΠΈΡ
ΠΎΡΡΠΈΠ³ΠΌΠ°ΡΠΈΠ·ΠΈΡΡΡΡΠΈΠ΅ ΡΡΡΠ°Π½ΠΎΠ²ΠΊΠΈ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ²ΠΈΠ΄Π΅ΡΠ΅Π»ΡΡΡΠ²ΡΡΡ ΠΎ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ
ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΏΡΠΎΡΠ²Π΅ΡΠΈΡΠ΅Π»ΡΡΠΊΠΎΠΉ
ΡΠ°Π±ΠΎΡΡ ΠΊΠ°ΠΊ ΡΡΠ΅Π΄ΠΈ ΡΡΠ·Π²ΠΈΠΌΡΡ
Π³ΡΡΠΏΠΏ, ΡΠ°ΠΊ ΠΈ ΡΡΠ΅Π΄ΠΈ Π²ΡΠ΅Π³ΠΎ
Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ ΠΏΠΎ Π±ΠΎΡΡΠ±Π΅ ΡΠΎ ΡΡΠΈΠ³ΠΌΠ°ΡΠΈΠ·ΠΈΡΡΡΡΠΈΠΌΠΈ ΡΡΡΠ°Π½ΠΎΠ²ΠΊΠ°ΠΌΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΠΎ ΠΈΠ½ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ
ΠΎΠ½ΠΊΠΎΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ² ΠΈ ΠΈΡ
Π±Π»ΠΈΠ·ΠΊΠΈΡ
ΠΎ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΈ Π²Π°ΠΆΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ
ΠΏΠΎΠΌΠΎΡΠΈThe paper addresses the issue of the need for psychological assistance for cancer patients and their close relatives. Considering an increase in the prevalence of cancer, we observe a growing number of people who are closely faced with a critical situation of cancer and the associated physical, psychological and social difficulties. The hypothesis was that these two groups have the need for psychological help, which can be expressed explicitly (in the form of a desire to get a referral, actual visiting the specialist, thoughts about getting help), or implicitly (in the form of intense fears, emotional distress caused by the disease). The study involved cancer patients (N=73, 43 women) and close relatives of cancer patients (N=426, 268 women) over 18 years old. The respondents answered the questions of the online questionnaire about problems, experiences, fears, the desire to get a referral and actual getting psychological help, the reasons for it, psycho-stigmatizing attitudes. A pronounced need for psychological help was revealed, observed both explicitly and implicitly. An indirect confirmation of the effectiveness of psychological assistance for reducing the intensity of fears was found: the group of those who consulted a psychologist had a lower level of fears as compared to those who did not (p=0,006). The reasons for not seeking help include three main barriers: lack of information about the possibility of receiving help, its inaccessibility, psycho-stigmatizing attitudes. The results indicate the need for outreach and awareness work among both vulnerable groups and the entire population, to combat stigmatizing attitudes, as well as to inform cancer patients and their relatives about the possibility and importance of receiving psychological hel