Communicative Competence as a Component of the Professional Development of Psychology Students

The paper analyzes the issue of communicative competence as an element of the professional development of students studying psychology. It is established that in order to become a professional psychologist, a person should possess a number of essential psychological skills, such as communicative competence realized in the possession of verbal and nonverbal means of communication, ability to initiate and maintain contact. Based on this, the aim of the article was to conduct an empirical study on the communicative competence features as a component of the professional development of upcoming psychologists. A set of psychodiagnostic methods was selected, which helped to study the main parameters of communicative competence, features of professional orientation and motivation of future professional activity. The obtained results were subjected to quantitative and qualitative analysis. The sample included 72 Bachelor’s degree psychology students studying at Vasyl’ Stus Donetsk National University. The research consisted of two stages. The first stage incorporated the assessment of communicative competence, based on which the sample of subjects was divided into 3 subgroups according to their level of communicative competence development. The second stage analyzed the features of professional motivation and attitude to one’s own professional development of psychology students with different levels of communicative competence development. The results demonstrate that students with a high level of communicative competence in comparison with students with medium and low levels of communicative competence in the structure of professional motivation are dominated by intrinsic motivation, which indicates that for such students their future profession itself is very important. Moreover, these students have a clear idea of their future professional activity, are more professionally oriented, which will contribute to their successful professional development.</p

COUNTERING BULLYING IN SCHOOL ENVIRONMENT

   In this study, an analysis of the problem of bullying in secondary schools has been carried out. To do so, comparison, generalization, observation, systemic analysis, theoretical cognition, and analogy methods are utilized. The necessity of pedagogical reacting to the stated problem has been proved. The authors present guidelines for countering the problem of bullying. The importance of humanization of relationships at school, beginning with leadership styles, goal-oriented formation of optimistic positions, and positive thinking of schoolchildren and teachers are emphasized. Particular attention is paid while working with the problem of bullying to the method of reliance on the strengths of an individual and the formation of its leadership qualities. The main components of socially significant knowledge: socio-psychological, socio-legal, and social-integrative, have been outlined. The formation of this knowledge will allow a person to avoid bullying or respond to it at the right moment. The need for a timely diagnosis of bullying has been accentuated

Кібербезпека: освіта, наука, техніка

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