ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

MORAL ORIENTATIONS OF STUDENTS᾿ PROFESSIONAL FORMATION

The article considers the moral sphere of the individual as a necessary condition for the existence and effective functioning of man in society. It is emphasized that moral norms regulate interpersonal interaction, which is associated with professional activities, and morality is the basis for effective interaction between people. Moral guidelines as a basis of maturity from the standpoint of the system-subject approach are analyzed. It is noted that moral values are formed on the basis of human needs, and value in general is formed in relation to the object that is able to meet human needs. Moral judgments are seen as a process of social decision-making based on numerous factors. The generalization of the views of researchers dealing with the moral sphere of personality, allowed within the concept of moral development of personality, to distinguish three stages of moral development of the individual: pre-moral, conventional (guided by most members of society) and post-conventional, which requires the following factors: social contacts, high level intelligence, independence from authorities. It is determined that morality is an individual property of the individual, based on the norms of morality. For the formation of morality it necessary to determine the following basic foundations of morality: biological, spiritual, social, pragmatic. It is established that the highest level of personal and professional self-determination is the moral, value-semantic level, which has a great influence on professional self-determination and professional development of a person. It is emphasized that moral guidelines as a tool of social regulation are a necessary prerequisite and resource for successful professional development and play a crucial role in the course of professional development and the effectiveness of professional activity. It is noted that the key stage of professional development in the study of moral guidelines is the acquisition of higher education. It was found that in the process of learning in adolescents, moral guidelines reflect the general ethical values accepted in society and serve as a basis for the formation of specific professional values adopted in the profession, which is mastered by the student.

FASION AS THE MEANS OF PERSONALITY SELF-IDENTITY

The article carries out theoretical and empirical analysis of features of personality᾿s self-identity by means of fashion. It presents theoretical analysis of the main approaches to the interpretation of fashion and its evolution in the process of social development and describes the content characteristics of fashion as a social and psychological phenomenon and its impact on the individual identification and self-presentation. It has been determined that fashion is an important mechanism of self-presentation and identification of the individual with a certain social group. The author clarifies the scale of the fashion influence on the self-identification and self-presentation of the personality and its possible consequence revealing the psychological mechanisms of young people᾿s interest in modern fashion. The empirical study of the role and influence of fashion on self-presentation among students has been carried out. According to quantitative and qualitative analysis of the results obtained factors and the relationship between them have been singled out, which are the key to the self-identity of personality. It is confirmed that the studied groups of students perceive fashion as a means to emphasize their individuality; they have a clear need for material well-being, prestige, popularity.

FEATURES OF ADAPTABILITY AND EMOTIONAL INTELLIGENCE RATIO

The article presents the results of an empirical study of the ratio of emotional intelligence and adaptability. Theoretical and empirical study of the problem revealed that emotional intelligence, which ensures the success of interpersonal interaction, can be considered as one of the indicators of adaptability and is an important property that ensures the success of adaptation. Emotional intelligence indicators have been found to be closely related to adaptive indicators, and these properties reinforce each other. The empirical part of the study was to study the relationship between indicators of emotional intelligence and indicators of personality adaptability, to identify the specifics of emotional intelligence in people with different levels of adaptability. An empirical study using valid and reliable psychodiagnostic tools revealed that there are individual differences in the manifestations of emotional intelligence in people with different levels of adaptability. The aces and profiles method found that there are differences in the manifestations of emotional intelligence in groups of people with different levels of adaptability. It is empirically established that a group of people with a high level of adaptability is generally characterized by a high level of emotional intelligence, while a group of people with a low level of adaptability demonstrates a low level of emotional intelligence. The use of the method of ranking indicators made it possible to establish the most significant manifestations of emotional intelligence in relation to adaptability. In general, the results of the study indicate that the phenomena studied function in a single phenomenological space and mutually reinforce each other.

PSYCHOLOGICAL FEATURES OF WORKING WITH A PARABLE IN FOREIGN LANGUAGE CLASSES

The development of intellectual and emotional resource of the personality has become crucial in modern society as it benefits to their effective self-fulfillment. The capability of proper emotions managing contributes to soft skills development. Hence, the problem of emotional intelligence is of great importance for scientists and teachers. Educational sphere is entitled to provide students with opportunities to train their emotional literacy, to overcome emotional barriers that interfere with their successful performance. The importance of integrating emotions into the educational process, in particular learning the second language, is proved by a number of researches. It is stated that positive emotions support motivation, memorization and influence psychological state of the student making them more open to the new knowledge. According to the cordos-mediation principle, the information that goes through the heart, i.e. trough experiencing some feelings and emotions, is effectively acquired by the person. Incorporating emotions into the second language learning activities benefits students᾿ cognitive and emotional sphere of development. As the process of learning foreign language comes with experiencing a range of positive and negative emotions, the work with them seems of great value. Intensification of positive emotions and elimination of foreign language anxiety, hopelessness, boredom, anger, that are typical for second language students, make sense. It leads to deactivation of students᾿ psychological defense mechanisms, increases their motivation and confidence. Selecting and using learning support materials to achieve this target should be based on their psychological sense to transform students᾿ views and contribute to their emotional literacy. The paper presents using the parable at the foreign language class as an effective instrument of meeting the requirements for work with students᾿ emotions. The parable is proved to be of great value due to its volume, lexical and grammar material, metaphoric meaning and deep psychological sense that facilitates the students to analyze their own emotions, bring insights and change their viewpoints.

PRACTICAL TRAINING OF FUTURE PSYCHOLOGISTS: HOW TO ENSURE THE ACQUISITION OF PROFESSIONAL COMPETENCES

The purpose of the article is to reveal the scientific and applied issues of organization and content of internship as components of the preparation of students of psychology for professional activities. In the article, internship represented as a component of the educational process, a practice-oriented element of acquiring professional competencies and as an environment for forming a value attitude to future professional activity. The main generalizations are made on the basis of the following methods: analysis of activity products (practice reports), observation of students᾿ work during the implementation of professional functions at the practice base, design of success factors and quality criteria of students᾿ acquisition of professional competencies, analysis of students᾿ inquiries on problematic issues of performance of tasks provided by the content of practice and professional self-determination in view of «immersion» in the profession. The obtained results showed: the content aspect of the internship program is determined by the need to objectify the knowledge component of student training in practical skills to solve problems of professional activity; the logic of stages in the construction of their activities during the testing of psychotechnologies of psychological care must be best consistent with the logic of working out the client᾿s problems and his request, the formulation of tasks allows them to perform at the individual-creative and personal-activity levels. The dependence of the content-process context of the tasks of internship and qualitative indicators of professional identification and adaptation of applicants to the new social role – psychologist is recognized. Among them: professionalization of thinking, personal and value attitude to professional activity, actualization of personal resources of mastering professional competencies, integration of personal and professional qualities, ability to self-reflection, motivation for self-development in the profession.

THE CONTENT OF PSYCHOLOGICAL ASSISTANCE FOR FORCED MIGRANTS REGARDING THE RECONSTRUCTION OF THE WORLD IMAGE VALUE-SEMANTIC COMPONENTS

The article analyzes the psychological assistance content of migrants in the context of changing the world image value-semantic components. To understand the psychological conflicts that accompany migration processes, it is necessary to use an approach that, in contrast to the traditional understanding of the psyche in its regulatory function (as a reflection that adapts to new conditions) would see it as an important link in the mechanism of human self-organization that provides selective interaction with the outside world. Within the classical paradigm, the migration problem is interpreted as the forced migrants᾿ adaptation problem to the new socio-cultural environment, i.e. the homeostatic variant principle of human functioning in the new conditions is realized. The reflection paradigm realizes the view of the world as a "space for life", which must be mastered through the knowledge acquisition, skills, abilities, thinking ways, and experience gained by mankind. The psychologist acts in this case as a "teacher" and a model of a successful and adaptive lifestyle in the new socio-economic and cultural conditions. The contradiction in the case of forced migration is the contradiction between the established image of the world, the relevant behavioral patterns, and the effective implementation impossibility of these behavioral patterns in the new living conditions, which have not yet become conditions for the individual existence. A migrant needs psychological help in a case, when he lacks the self-organization resources to enter a new life way as a complex system features peculiar to this person of energy and material inherent features exchange with the new environment. The counseling process content is to organize assistance for a person in the transition of a person from homeostatic (adapting for a new environment ‒ here and now) to the future ‒ free, proactive human development in a new environment. To do this, the environment must be transformed into living conditions as soon as possible. As shown in the empirical research, the activation in the psychological period of clients᾿ mental activity counseling, aimed at reflecting on the value-semantic content of a new life way, contributes to the world image development.

PROFESSIONAL COMPETENCE OF FUTURE PSYCHOLOGISTS IN PREVENTIVE WORK WITH CHILDREN WITH NEUROTIC SYMPTOMS

The article deals with theoretical analysis of the problem of professional competence of future psychologists in preventive work with children with neurotic symptoms. The specifics and psychological features of this phenomenon are revealed due to the definition of different scientific approaches. Competence of future specialists in preventive activities is a multifunctional category that has a multilevel structure (professional knowledge and skills, values, attitudes to professional activities (motivation) and the ability to improve it, productivity, etc.), characterizes the individual as a subject of a particular activity and provides achieving success. The complex approach to a problem of the maintenance of professional training of psychologists concerning prevention of difficulties of personal formation of younger students with neurotic symptoms is offered. It is assumed that the formation of professional competence of future psychologists in the innovative conditions of higher professional education will be successful if an interdisciplinary approach to this problem is applied. For this purpose it is necessary to involve progressive researches of psychology, medicine, propaedeutics, pedagogics, sociology, etc. We present the results of an empirical study of the cognitive component of readiness of students-psychologists for preventive activities and determine the levels of readiness of future psychologists for preventive work ‒ reproductive (low), reproductive-productive (below average), productive (above average) and creative (high). The most important conditions for the preparation of future psychologists for preventive work with children with neurotic symptoms have been identified. Certain factors of formation of professional competence of future psychologists concerning preventive activity are highlighted.

PROFESSIONAL SELF-DETERMINATION OF SCHOOL STUDENTS IN EARLY ADOLESCENCE

The article discusses the issues of a stable idea of themselves, about their capabilities, their preferences, this, in turn, is called "self-determination". This topic of professional self-determination of a schoolboy has always gained attention. The choice of profession depends in the future, what kind of person you will become, how the environment reacts to you, or realize yourself as a "person". Currently, "self-determination" can be considered as a psychological neoplasm of adolescence. As already mentioned, the term "self-determination" is used in different meanings. We can assert this in family, religious, professional, moral self-determination. The changes that are taking place in our country in the labor market require some modernization to solve the problem of professional self-determination of a modern student. Therefore, at the school level, this problem still remains open with vocational guidance and the choice of profession. Therefore, it is a task to correct the needs of the economy and society, to enjoy the profession. To solve these problems is called part of the propaganda, but it cannot be argued that professional enlightenment is based only on propaganda. The planned work, which is carried out at the school on campaigning and propaganda, should be carried out in accordance with the previously conceived professional organization, on the basis of such approaches it is possible to carry out appropriate work with schoolchildren and direct to sobriety of consciousness in the direction of choosing a profession. Enlightenment is based on the needs of this profession in society. Thus, it is necessary to introduce certain preparatory courses, where students are prepared for the choice of profession, take into account the skills and abilities, help to obtain an initial qualified category from a certain profession. Also, an acquaintance with the profession is carried out in order to learn it well and understand it.

FEATURES OF STUDENTS’ PROCRASTINATION

The article carries out a theoretical and methodological analysis of the phenomenon of procrastination. In psychology, procrastination is understood as a constant postponement and non-fulfillment of planned tasks. It is different from a simple correction of plans or laziness. A person is well aware that non-fulfillment of certain cases can have negative consequences (non-fulfillment at all, late execution, excessive extra effort for deadlines, condemnation of relatives, lack of sleep), however. Again and again a person postpones it. That is why procrastination is often accompanied by various negative emotional states: guilt, anxiety, discomfort, a sense of inability to control the situation. Procrastination is usually manifested in activities, the result of which is very important for the individual. Students have all kinds of procrastination, but academic procrastination is the most common. Most often studentsʼs procrastination occurs in situations that involve intellectual stress, require self-organization and activity planning, with deferred remuneration, not sufficiently motivated. The classic of academic procrastination is to prepare for the exam on the last day, to write a term paper the day before the defense, or even to write it at night. Chronic procrastination is characteristic of students who have chosen the wrong specialty and the wrong educational institution, so they study without interest and try to complete educational tasks on the last day. In addition, such students show an inability to organize their activities, forgetfulness, general behavioral rigidity. There are the factors that cause procrastination in the studentʼs environment. They are psychological, socio-psychological, pedagogical and psychophysiological factors. An empirical study has shown that procrastination is common to all students, but manifests in varies degrees. There are some causes of procrastination that the students indicated. They are inability to plan, lack of time, lack of motivation, fatigue, health, too many tasks, uninteresting tasks, lack of willpower, the presence of other important tasks. It should be said that both groups with a low level of procrastination and with a high level of procrastination there are students who have a positive attitude to procrastination. They see the benefit of procrastination, explaining that they have time to have a rest, time to find more effective way to achieve a desired result, thus considering procrastination a natural state of reduced activity. In the group of students with a low level of procrastination the success rate is higher than in the groups of students with medium and high levels of procrastination. In the group of students with a low level of procrastination there is a high overall ability to self-regulate. High self-regulation of laziness is a characteristic of students with low levels of procrastination.