PSYCHOLOGICAL ANALYSIS OF PARADIGMS OF DEVELOPMENT OF MODERN HIGHER EDUCATION

The article presents a theoretical and methodological analysis of modern educational paradigms and presents axiological vectors of higher education development. The authors identify four basic educational paradigms: cognitive informational, personal (humanistic), competence based and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on development of a holistic personality, ensuring its nature and uniqueness (personal and cultural paradigms). It has been proven that at the theoretical level there has been a drastic narrowing of the semantic field of scientific and pedagogical reflection: the focus is on the production of the amount of knowledge, programmed social behaviour, technologies of activity of the future specialists. It has been shown that higher education institutions are more and more inclined to provide pragmatic education, and training professionals-functionaries. It is determined that the reform of modern education should be based on the idea of integrity, which actualises the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.

The Psychodrama Method of Group Psychotherapy

The article presents a theoretical-methodological analysis of the psychodrama method of group psychotherapy. It examines the aim, objectives, advantages, peculiarities and structure of classical psychodrama as a method of group psychotherapy. Also, the article attempts to define psychodrama as a group psychotherapy process. It studies the links between psychodrama and methods of various psychological approaches. Importantly, the article suggests a phenomenological approach to studying the interaction among the participants in psychodramatic psychotherapy groups to develop effective technologies for implementing psychodramatic techniques. It justifies the methodological and methodical essence of psychodramatic technologies in group psychotherapy, its main characteristics and goals. From the perspective of an integrative approach, psychodramatic technologies in group psychotherapy ensure the interrelation and interdependence of its psychodiagnostic and psychodevelopmental components. Meanwhile, the article considers the organizational, methodical and structural-dynamic features of using the interactive and role-playing method in group psychotherapy depending on the type of psychodrama. It shows how one can practically apply the “mirroring” psychotechnique in combination with the fairy tale metaphor (the method of enacting a fairy tale) in all types of psychodrama, along with an analysis of the advantages of its use and resourcefulness. Finally, the article discusses a methodical combination of psychodrama and transactional analysis within the “psychodramatic triangle” technique. It provides methodical recommendations for emotional disorder correction using the psychodrama method. The relevant indicators of the effectiveness and efficiency of the psychodrama method in group psychotherapy include catharsis, insight, expressions of trust and a sense of comfort in the space of group interaction and feedback, as an existing objective reality.</p

Neuroscientific View on Making Urgent Decisions, Responding to Unusual Situations in Sports and the Role of Emotions

The article considers modern neurophysiological approaches to the readiness of future coaches to act adequately in unusual situations and clarifies real indicators of emotional readiness of future coaches. Objective of the article is complex. We planned to substantiate the role of the emotional-volitional sphere as decisive in quick and effective decision-making by coaches and athletes, to outline neurophysiological, psychometric (real emotional-volitional readiness of students) partially - pragmatic (requirements of today’s sports and coaching realities). We used mainly theoretical (analysis and generalization of sources), empirical (observations, surveys, questionnaires, psychometric testing and mathematical methods of data processing) approaches. Finally, we summarized and explained current trends in the context of understanding social, didactic and neurophysiological mechanisms of an emotional maturity. In the article, the authors proved that in Ukrainian higher education institutions emotional readiness is not formed enough, and instead of the modern inter-scientific neurocentric approach, the modernist approach dominates. Statistical processing of a survey, questionnaire and test data showed mostly low indicators for all key parameters (anxiety, self-control, ability to self-regulate, etc.). This requires a further theoretical research and methodological reform of Ukrainian physical education and coaching education with the introduction of self-regulatory practices, the development of professional reflection and emotional stability. International significance of the article. The article draws educators' attention to the problems of psycho-emotional readiness of young people to solve difficult life and work situations, as recently young people in Europe prefer hyperreal activity and communication, which slows down the formation of readiness for rapidly changing highly responsible life challenges.</p

The problem of preserving and strengthening the occupational health of the teacher: a historical aspect

The article is devoted to the retrospective analysis of the problem of the teacher’s occupational health maintaining and strengthening. On the basis of the study of the psychological and pedagogical massive of sources the state of the development of the problem and the peculiarities of the research of the determined problem in history of the scientific thought and practice are defined. The periods and directions of the professional health of the teacher preservation and strengthening research problem are singled out and characterized. New views of the scientists who studied the problems of the optimization of the efficiency, manufacturing safety, improvement of the efficiency, overcoming of the professional weariness are presented. The experience of the pedagogical education of the beginning of the XX century in Russia and the Committee of the study of the teacher labour in particular, the study of the conditions and mechanisms of the professional disadaptation appearance, professional deformations, determination of the professional difficulties, their influence on the teacher’s state of health are described. The positions of the scientists-analytics in the researched problem are shown. The crucial attention is devoted to the analysis of the A. Makarenko, V. Sukhomlinskyi views of the questions of study of the reasons of the teacher’s health deterioration, the ways and means of the emotional stress removal, improvement of his psychological wellbeing. The special literature for the period from the middle of the XX century till the beginning of the XXI century on the problem of pedagogy and psychology of health, maintaining and strengthening of the teacher’s health are analyzed. The circle of problems that need the research of the concrete ways of maintaining and strengthening of the teacher’s health problem solving is determined

Internal Factors of Development of Psychological Readiness for Professional Activities in Cynologist Officers

The purpose of our research is to carry out empirical study and analysis of internal factors of the development of psychological readiness for professional activities in cynologist officers. The article gives empirical evidence of internal factors of psychological readiness for professional activities in cynologist officers. The motivational and purposive, active and operational, emotional and volitional, reflexive and controlling components of psychological readiness are outlined. Three internal factors of psychological readiness of cynologist officers for professional activities are identified and analysed with the help of factor analysis of empirical indicators: awareness of psychological readiness for professional activities, a responsible subjective position, the ability to act independently, and take decisions