journal 1_online

ISSN 2474-9397

Scien fic Journal

*

Multidisciplinary Approach

American Journal
of Fundamental,
Applied & Experimental

Research

2016 / 1 (1)

Initiated by
Ukraine and Ukrainians Abroad Not-for-proϐit Corporation

New York NY, USA
2016

ISSN 2474-9397 American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1)

American Journal of Fundamental, Applied & Experimental Research. Issue: 1 (1).
Publ.: Ukraine and Ukrainians Abroad Not-for-profit Corporation, New York NY, USA, (04/2016– 06/2016). – 82 p.

Scientific journal “American Journal of Fundamental, Applied & Experimental Research” is a peer reviewed open access journal, which
is co-published in the USA.

The main principle of the journal is to promote communication among scientists from different countries worldwide.
The main research areas are as follows: Biological Sciences; Historical Sciences; Economic Sciences; Philosophical Sciences; Philological
Sciences; Jurisprudence; Pedagogical Sciences; Medical Sciences; Psychological Sciences; Social Sciences; Political Science; Governance; Cultural
Studies; Social Communication; Cross-Sectoral Research. The journal is published quarterly in two languages: English; Ukrainian.

Published and distributed by:
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County: NEW YORK Jurisdiction: NEW YORK Entity Type: DOMESTIC NOT-FOR-PROFIT CORPORATION

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Entity Address Information DOS Process:
NADIYA BURMAKA
170 WEST 82 STREET

NEW YORK, NEW YORK, 10024

Editor in Chief: Chief Scientific Editor:
Burmaka N. – Ph.D. in Psychology, Professor at the International Academy of Maksymenko S. – Dr. Sc. in Psychology, Professor, Academician of NAPS of
Sobriety, Full Member of EuANH (Scotland, UK), Honorary memberof East Ukraine, Academician EANS (Germany), G.S. Kostiuk Institute of Psychology
European Scientific Analytics Federation of International Academy of Science of NAPS of Ukraine.
and Higher Education (London, UK), Ukraine and Ukrainians Abroad Not-for-
Executive Secretary:
profit Corporation. Lunov V. – Ph.D. in Psychology, Professor, Full Member of EuANH (Scotland, UK),
G.S. Kostiuk Institute of Psychology of NAPS of Ukraine.

Editorial / Expert’s Board

Chiladze G. – Doctor of Law, Doctor of Economics, Professor, National Research Lantukh V. – Dr. Sc. in History, Professor, Kramatorsk Institute of Economics and

Analytics Federation, Georgia. Humanities, Ukraine.

Dubaseniuk O. – Dr. Sc. in Pedagogy, Professor, Zhytomir Ivan Franko State Mamedov Z. – Dr. Sc. in Biology, Professor , A.I. Karaev Institute of Physiolog of

University, Ukraine. Azerbaijan National Academy of Sciences, Azerbaijan.

Gryganskyi A. – Ph.D. in Biology, Duke University, Durham, USA. Mykhaylov B. – Dr. Sc. in Medicine, Professor, Kharkiv Medical Academy of

Gryganska I. – Ph.D. in Psychology, Kyiv Medical University of UAFM, Ukraine. Postgraduate Education, Ukraine.

Hlyva Ye. – Ph.D. in Psychology, Foreign Member of NAPS Ukraine, Professor Pritts A. – Dr. in Psychology and Pedagogy, Professor, Psychotherapy and

(Australia). Psychoanalysis Institute in Vienna, Austria.

Iserman R. – Honorary Dr. Sc. in Political Psychology. Full Member of EuANH Tovstyk V. – Ph.D. in Philosophy, Professor, Academician of the New York

(Scotland, UK), Family Health International Not-for-profit Corporation, USA. Academy of Sciences (USA).

Kalashnik I. – Ph.D. in Psychology, Bohdan Khmelnytsky National University of Tsekhmister Ya. – Dr. Sc. in Pedagogy, Professor, Full Member of EuANH

Cherkasy, Ukraine. (Scotland, UK), O.O. Bogomolets National Medical University, Ukraine.

Kocharian O. – Dr. in Psychology, Professor, V.N. Karazin Kharkiv National Yatsenko V. – Dr. Sc. in Medicine, Professor, National Technical University of

University, Ukraine. Ukraine “Kyiv Polytechnic Institute”, Ukraine.

Editors / Reviewers:

Aymedov K. – Ph.D., M.D., Professor, Odessa National Medical University, Miroshnyk O. – Ph.D. in Philology, Bohdan Khmelnytsky National University of

Ukraine. Cherkasy, Ukraine.

Balabanova L. – Dr. Sc. in Psychology, Professor, National University of Civil Moliako V. – Dr.Sc. in Psychology, Professor, Academician of NAPS of Ukraine G.S.

Protection, Ukraine. Kostiuk Institute of Psychology of NAPS of Ukraine, Ukraine.

Chernavska T. – Dr. Sc. in Psychology, Professor, Odessa I.I. Mechnikov National Orlova O. – Ph.D. in Pedagogy, Zhytomyr Regional In-Service Teacher Training

University, Ukraine. Institute, Ukraine.

Danyluk I. – Dr. Sc. in Psychology, Professor, Taras Shevchenko National University Rodyna N. – Dr. Sc. in Psychology, Professor, Odessa I.I. Mechnikov National

of Kyiv, Ukraine. University, Ukraine.

Hall A. – Honorary Dr. Sc. in Political Psychology in Psychology of Management, Skiba V.V. – Dr. Sc. in Medicine, Professor, Kyiv Medical University of UAFM,

USA. Ukraine.

Hovorun T. – Dr. Sc. in Psychology, Professor, John Paul II Catholic University of Smagin I. – Dr. Sc. in Pedagogy, Professor, Zhytomyr Regional In-Service Teacher

Lublin, Poland. Training Institute, Ukraine.

Hulbs O. – Dr. Sc. in Psychology, Professor, Kramatorsk Institute of Economics and Sydorchuk N. – Dr. Sc. in Pedagogy, Professor, Zhytomir Ivan Franko State

Humanities, Ukraine. University, Ukraine.

Ivaschenko Yu. – Ph.D., in Physical and Math. Sciences (Ukraine). Vlasova O. – Dr. Sc. in Psychology, Professor, Taras Shevchenko National

Kireyeva Z. – Dr. Sc. in Psychology, Professor, Odessa I.I. Mechnikov National University of Kyiv, Ukraine.

University, Ukraine. Yevdokymova N. – Dr. Sc. in Psychology, V.O. Sukhomlinsky Mykolayiv National

Malecha A. – Ph.D. in Psychology, Professor, Uniwersytet Szczeciński, Poland. University, Ukraine.

Markova M. – M.D., Ph.D. Professor, Kharkiv Medical Academy Of Postgraduate Zabrotskyy M. – Prof., Ph.D. in Psychology, Honorary Doctor of Zhytomir Ivan

Education, Ukraine. Franko State University; Izrael.

The publishers and editors do not accept responsibility for the beliefs expressed by the
authors based on their research and personal beliefs.

© Ukraine and Ukrainians Abroad Not-for-profit Corporation, New York NY, USA, 2016
© Authors of articles, 2016

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

Content

Burmaka N. EDITOR’S COLUMN ................................................................................................................. 4

Maksymenko S. THE PERSONALITY RESEARCH METHOD ................................................................... 5

Petrenko P. MENTAL HEALTH RELEVANT TO CONSENT: THEORETICAL PROBLEMS
OF THE STUDY................................................................................................................................................ 16

Borko Y., Lantukh A. CHILDFREE – THE PHENOMENON OF MODERN SOCIETY............................. 20

Danilyuk I., Kurapov A. PSYCHOLOGICAL FACTORS OF ACCULTURATION IN THE AGE
OF YOUTH........................................................................................................................................................ 24

Dubasenyuk A. PEDAGOGICAL CONDITIONS OF CREATIVE DEVELOPMENT OF THE
PERSONALITY BY MEANS OF ART ............................................................................................................ 30

Hovorun T. RESEARCH OF GENDER DIFFERENCES IN PREDICTION OF PROFESSIONAL
SELF PRESENTATION .................................................................................................................................... 36

Hupalovska V., Ustyanych S. FEATURES OF WOMAN’S SEXUALITY WITH DIFFERENT
SUBJECTIVE WELL-BEING .......................................................................................................................... 41

Kapustyuk O. REORGANIZATION OF THE PERSONAL PSYCHOLOGICAL SPACE IN THE
SPHERE OF FAMILY RELATIONS ................................................................................................................ 47

Kirillov D. RESEARCH OF VISUAL PERCEPTION (VIEW FIELD)
IN ADOLESCENTS WITH ICP........................................................................................................................ 53

Lyubchuk O., Lunov V. FORMING OF ENTREPRENEURIAL POTENTIAL OF PERSONALITY
IN THE PROFESSIONAL TRAINING AT UNIVERSITIES .......................................................................... 57

Orlova O. PSYCHOLOGICAL BASES OF TEACHERS’ PREPARATION TO STUDENTS’
SELF-DEVELOPMENT ................................................................................................................................... 61

Virna Z. SAFETY OF PERSONALITY IN MIGRATION TERMS WITHIN THE MILITARY
CONFLICT: ORGANIZATIONAL CONDITIONS OF EDUCATION AND PSYCHOTHERAPY............... 64

Yacenko T. DYNAMICS OF PROFOUND COGNITION OF MIND............................................................. 69

THEY ARE YOUR TALENTS, UKRAINE...................................................................................................... 75

GENOCIDE BY FAMINE................................................................................................................................. 78

CHARITY.......................................................................................................................................................... 80

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ISSN 2474-9397 American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1)

Nadiya Burmaka

Ph.D. in Psychology, MD,
Professor at the International Academy of Sobriety,

Full Member of EuANH (Scotland, UK)
Honorary member of East Europen Scientific Analytics Federation of International

Academy of Science and Higher Education (London, UK)
President of "Ukraine and Ukrainians Abroad", USA

Editor’s Column Колонка редактора

Dear colleagues, representatives Вельмишановні колеги – представники
of scientific elite of society, наукової еліти суспільства,

and seekers of deeper scien fic knowledge! пошукувачі глибинного наукового знання!
We offer to your a en on the first issue of in- Вашій увазі пропонується перший випуск між-

terdisciplinary periodical "American Journal of Funda- дисциплінарного періодичного видання “Американ-
mental, Applied and Experimental Research", registe- ський журнал фундаментальних, прикладних і експе-
red in the US by organiza on "Ukraine and Ukrainians риментальних досліджень”, зареєстрованого у США
Abroad" in partnership with the Associa on of Psycho- організацією ”Ukraine and Ukrainians Abroad” в парт-
logists of Ukraine, G.S. Kos uk Ins tute of Psychology нерстві з Товариством психологів України, Інститутом
of the National Academy of Educational Sciences of психології імені Г.С. Костюка Національної академії
Ukraine. педагогічних наук України.

The idea of launching the magazine belongs to Ідея започаткування журналу належить
a group of scien sts-organizers of science from the US групі науковців-організаторів науки із Сполучених
and Ukraine; Academician of NAPS of Ukraine Serhii Штатів Америки та України: академіку НАПН Украї-
Maksymenko – Director of the G.S. Kos uk Ins tute of ни професору Сергію Максименку – директору Ін-
Psychology of NAPS of Ukraine, laureate of the State ституту психології імені Г.С. Костюка НАПН України,
Prize of Ukraine in Science and Technology, Honored лауреату Державної премії України в галузі науки і
Scien st and Technician of Ukraine; Professor Nadiya техніки, заслуженому діячу науки та техніки Украї-
Burmaka – President of "Ukraine and Ukrainians ни; професору Надії Бурмаці – президенту ”Ukraine
Abroad", USA, member of the European Academy and Ukrainians Abroad”, США, дійсному члену Єв-
of Natural History (Edinburgh, UK); Professor Vitalii ропейської академії природознавства (Едінбург,
Lunov – the first vice-president, administrator of East ВБ), професору Віталію Луньову – першому віце-
European Scien fic Analy cs Federa on of the Inter- президенту, адміністратору Східноєвропейської
na onal Academy of Science and Higher Educa on федерації наукової аналітики Міжнародної акаде-
(London, UK). мії наук та вищої освіти (Лондон, ВБ).

We are very grateful for the advisory and or- Ми дуже вдячні за консультативну та орга-
ganiza onal partner support to the community of нізаційну партнерську підтримку громаді Українсь-
Ukrainian Orthodox Cathedral of St. Volodymyr in New кого Православного Катедрального Собору Свято-
York. The possibility of coopera on with this commu- го Володимира у Нью-Йорку, можливість співпраці
nity is the honor for us and convincing evidence of fra- з яким для нас є честю та засвідченням переконли-
ternal connec on of Ukrainians worldwide. вого братського зв’язку українців у всьому світі.

Prepara on of the issue and its print output Підготовка видання та його вихід друком
marked the beginning of collabora on of a large group стали початком співпраці численної групи науков-
of scien sts from Ukraine, the USA, Australia, Austria, ців з України, США, Австралії, Австрії, Азербайджа-
Azerbaijan, Georgia, Israel and Poland. Our aim is to ну, Грузії, Ізраїлю, Польщі. Наша мета  – висвітлити
highlight the most actual topics of psychological and найбільш актуальні теми психологічної та педагогіч-
pedagogical science, as well as to open dialogues on ної науки, відкрити діалоги щодо актуальних теоре-
important theore cal and applied problems of socio- тичних та прикладних проблем соціо-гуманітарного
humanitarian knowledge. знання.

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

UDC 159.9.072.53

THE PERSONALITY RESEARCH METHOD

Serhii Maksymenko

Academician of NAPS of Ukraine,
Dr. Sc. in Psychology, Professor,
Director of the Psychology Institute
of NAPS of Ukraine named after G.S. Kostyuk

Kiev, Ukraine

[email protected]

The scien fic research of the personality psychology as a real (and not just imagined) subject
of study, as a unique and complete system, represents a great problem. The ma er is that the modern
science has no main thing  – a method, which would be adequate to this subject. The method is the cent-
ral part of the whole problem of the personality psychology as it is not just the instrument of acquiring
scien fic empirical facts. The method is also a way of realiza on of scien fic knowledge, a way of its
existence and saving.

In the wide generalized meaning we consider a method as theore cally arranged means and at the
same me as the result of specific materializing of researcher’s ideas about the subject of study. Disma-
terializing occurs already a er the researcher receives and realizes the scien fic informa on by means of
this method.

The given conceptual understanding of the method allows to imagine a logically consecu ve plan
of the research: the researcher’s ideas about the psychological personality nature, which have arisen on
the basis of everyday facts, acquired theore cal knowledge and percep on of own everyday experience,
mee ng the new facts and new experience generate a problem. Its solving requires new scien fic empirical
facts, and the method appears on the one hand as materializing of ideas, on the other hand – as the reflec-

on of the problem, and what is more – as the ideal technology adequate in its key parameters to that of
the studied system – in this case the personality.

Key words: personality psychology, nomothe c and ideographic methods, empirical facts, a prin-
ciple of analysis by units; a principle of historical method (a principle of gene c and experimental lines
unity in the research); a principle of system (a principle of integral considera on of mental forma ons);
a principle of designing.

Наукове дослідження психології особистості як дійсного (а не уявного лише) предмета ви-
вчення, як унікальної, неповторної і цілісної системи, єдності, являє собою дуже велику проблему.
Справа в тому, що сучасна наука не має головного – методу, який був би адекватним даному
предмету. Метод виступає центральною ланкою всієї проблеми психології особистості, оскіль-
ки він є не лише засобом отримання наукових емпіричних фактів. Метод являє собою ще й засіб
втілення наукового знання, спосіб його існування і зберігання.

Дане концептуальне розуміння методу дозволяє уявити собі логічно-послідовну схему до-
слідження: уявлення дослідника про психологічну природу особистості, які виникли в нього на під-
ставі житейських фактів, засвоєних теоретичних знань та усвідомлення власного життєвого
досвіду, зустрічаючись з новими фактами і новим досвідом, породжують проблему. Її вирішення
вимагає нових наукових емпіричних фактів, і метод з’являється, як, з одного боку, опредмет-
нення уявлень, з іншого  – як відображення проблеми, а ще з іншого – як ідеальна технологія,
адекватна за своїми ключовими параметрами тій системі, яка має вивчатися,  – тобто особи-
стості.

Ключові слова: психологія особистості, номотетичні та ідеографічні методи, принцип
аналізу за одиницями, принцип історизму, принцип системності, принцип проектування (прин-
цип активного моделювання, відтворення форм психіки в особливих умовах).

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Scien fic facts (but not that of life) received du- As the author proves, this distribu on is so important
ring the use of such method are theore cally summa- that two different theore cal approaches of the perso-
rized by the researcher, are compared to the previous nality studying receive the same names. Ideographic
concep ons and research results of other authors; (morphogene c) approach consists in the a empt to
and a er that the new concep ons and new problems inves gate the personality as a unique integrity and
appear. This logic scheme, which precisely displays the provides the use of corresponding methods and me-
concept of the method as such, is almost not realized thodical procedures.
in the inves ga on of the personality. We have breaks
and discrepancies in each part of the scheme. So the Actually, the nomothe c approach is a tradi o-
personality integrity and uniqueness are recognized nally exis ng direc on – when the personality is ar fi-
as its intrinsic (a ribu ve) features prac cally by all cially divided into the cons tuent parts and elements,
serious researchers. But this concep on is strangely and the generaliza on is received only by the means of
materialized exactly in par al, a narrow-concrete tech- a set of numerous results, so that they become sta s -
nique of the inves ga on of separate (and at the same cally reliable. Allport understood everything right, but
in his real empirical research he used the last one – the
me ar ficially isolated) elements, and the classical nomothe c method and consequently his scien fic
thesis that the sum of separate parts is never equal to texts are read as a drama piece: we feel how it is diffi-
the integrity is not considered at all. cult for him to be on the same way which he cri cizes –
to receive generaliza on not from the empirical data,
Generally accepted is such a ribu ve feature but owing to his thoughts.
of the person as ac vity, which, contrary to reac vity,
determines the personality possibility to exist, basing G. Ollport didn’t manage to create the method,
on his own purposes and ideals, and not just to react which would have materialized his ini al concep ons,
to irrita on. But why is this knowledge “materialized” and that is the ma er. However, it is the common pro-
exclusively in s mulus-reac ve methods and techni- blem for the personality psychology. The majority of
ques, which tests, experiments, and different forms scien sts find its solu on in reduc onism: as the perso-
of inquiries should be referred to? The same problem nality is a rather “big” object, some parts should be theo-
is observed in the research of the development. And re cally separated, but these parts should be substan al,
again ini al concep ons of the complex process of self- i.e. such the inves ga on of which will be adequate to
development and heterogeneity of its mechanisms study of the whole personality (Olport, 2002).
are embodied in exclusively “sec onal” methodical
procedures, which only establish the features of the This reference to the so-called cons tuent source
given concrete moment and do not anyhow reveal the of the personality was certainly a step forward. But
mechanisms. the strange thing appeared very soon – each inves-

The absence of the method adequate to the ini- gator singled out a different cons tuent source. If
al concep ons and the object of the inves ga on, ge- to speak about the home psychology, orienta on
nerates scep cism and disappointment and forces the (L. Bozhovich), a tude (V. Myasishchev), communi-
researcher to complete the ini al posi ons by himself, ca on (A. Bodalev), hierarchy of ac vi es and mo -
that is to search answers to the par cular ques ons ves (A. Leontyev), selec vity (M. Dobrynin), purpose
not in the object of the research, but in books and own (D. Uznadze), and emo onal orienta on (B. Dodonov)
experience. Obviously it is very far from the scien fic were consistent as such ini al instance. We observe the
cogni on. same process in foreign psychology. Z. Freud alone was
perfectly consecu ve. Certainly, his approach is also a
Very typical and vivid example is presented by reduc on, though it is s ll not analysed. But we are
Gordon Ollport (Olport, 2002) in his work on the crea- interested in the following here: Freud (and so far
he alone) managed to embody his concep ons in a
on of the personality theory. Ollport belongs to those method, to use this method, to receive results and to
few personologists who really understood the key value construct the personality theory on their basis.
of the problem of the method in theoriza on concerning
the personality nature and realized the existence of It’s quite another ma er, that Freud, actually,
the impressing discrepancy between theore cal con- ignored the a ribu ve features of the personality: both
cep ons and the way of collec ng the empirical facts, integrity, and ac vity, and uniqueness. Therefore the
and hence their real value. He precisely and brightly des ny of his theory does not differ from all others –
believes the integrity and the uniqueness to be the im- the par al concep on constructed on the analysis of
portant personality features, and takes a necessary step arbitrarily selected structure cannot give anything else
to the development of the methods adequate to these but what it has generated. And if it claims to universa-
a ribu ve features. lity, there will only be misunderstanding.

In Allport’s works we meet the distribu on of Can the modern personality psychology over-
all exis ng methods of the personality inves ga on come the crisis of the research method? It seems to us
into two polar groups: nomothe c and ideographic. that there are all grounds for this.

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

L. Vygotsky’s “The Nonclassical Psychology” (the genetic, realized the stated methodological theses. The
cultural and historical theory) contains important sense of this method is in that the materiality of ac vi-
initial methodologies, the further development and ty and the corresponding intermental form is organized
understanding of which closely bring us to the creation and built by the experimenter, taking into account the
of an adequate inves ga on method of the persona- known mechanisms and theore cal concep ons. The
lity. From the point of view of this theory, the cultu- inves gator does not create any s muli and does not fix
re is an ideal representa on of real human abili es, the reac on – he organizes the development of the cer-
and the person’s mentality is a social and cultural and tain mental process, he is nearby, not “opposite”, taking
semio cs forma on, which develops in situa ons of into considera on what L. Vygotsky accentuated: there
communica on. As F. Mikhaylov considers, this thesis is not only the object for the researcher, but also the
for psychology turns out to be a real defini on of its researcher for the object. Such common movement,
own research object: “1) the forma on in ontogenesis co-distributed ac vity really enables to inves gate how
of the system-forma ve ini al ability of the purposeful this or that higher mental func on arises and develops,
a tude to life, the world of its objec ve condi ons; and how it is arranged. It is important to state and em-
2) the development of this ability in the number of its phasize: the posi on of the inves gator here is unique:
displays (in thinking, emo ons, will, a en on, etc.); he is not “in front of”, but “nearby”. With its structurally
3) their transforma on into the integrity (unity) of the schema c parameters this posi on has a bent for the
whole subjec ve world of the individual” (Shorohovoy, posi on of a psychotherapist (especially in psychoana-
1969). Thus, it is a ques on of the ini al (key) ability of ly c and humanis c direc ons). But there is an essen-
the person, the ability which develops under own laws
and on this grounds unites all the mental phenomena al difference – the experimental-gene c method is cal-
into a single and unique whole – the personality. led upon to form and research, not to solve problems,
though the la er also occurs but uncontrollably, as if
We see the essen al moment in these conside- involuntarily (Maksymenko, 2015).
ra ons concerning the inves ga on way – the integrity
may be inves gated adequately if the process of its ap- The logic of this method provides not simple
pearance and forma on, instead of the certain result fixa on of these or those empirical forms of mentality
(pos aktum), is really studied. Thus, the ini al scien - display, but their ac ve modelling and reproduc on
fic problem of the psychological research here changes under the special condi ons. It also enables us to re-
essen ally – the problem is not the personality inte- veal their essence that is the laws of the appearance
grity as the fact, but the process of its appearance. In and forma on of certain psychological func ons in
other words, the psychology of the personality should ontogenesis. Therefore the specific realiza on of the
begin not with the ascertaining of the available men- experimental and gene c method in the researches of
tal structures and search of means for their further age and pedagogical psychology includes the forming
analysis, but from the “problem of human subjec vity experiment as a necessary component.
forma on, the problem of bases of the transformation
process of objec ve human life condi ons into the in- The theore cal level of studying of mental pro-
ternal world, which is subjec vely emo onally expe- cesses in the experimental and gene c method, un-
rienced, mediates, directs and mo vates life ac vity” like other methods, is specially set to the researcher
(Shorohovoy, 1969). through the designing of the substan al and opera o-
nal sides of the objec ve ac vity. And the specific fea-
Thus there is another essen al methodologi- ture of such designing is that the model created by the
cal aspect – the higher mental func ons of the per- researcher with the purpose of cogni on, corresponds
son (that is of the personality, as we have defined it as to the real internal structure of the mental process.
the form of existence of human mentality as a whole)
ingeneral are not given, but are set. They cannot be The generic mental process, or the way of thin-
inves gated without se ng for the individual the king or memory, is recreated by a single individual
means of their construc on. As a whole, it is a ques- with those social and cultural standards, which have
made this process the achievement of the spiritual
on of the inves ga on of the development and the culture of the society. According to F. Engels the ex-
investigation in the development. P. Halperin noted: perimental and gene c method, fixing the “objec ve
“Only in the genesis the true structure of mental func- dialec cs of things” by its own organiza on, gene-
rates the “subjec ve dialec cs of ideas”, the complex
ons is revealed: when they are completely formed, dialec cs of the mental world of the individual, which
their structure cannot be dis nguished; moreover develops under the laws of the reality reflec on. These
they move “in the depth” and are concealed by “the laws are expressed not in the general abstract form, but
phenomenon” of absolutely different kind, nature and as substantial-postopera ve system of certain ac vity.
structure” (Halperin, 1996). Only as such they become a basis of those communi-
ca ons and rela ons, which form the developing men-
The authors of the cultural and historical tal process. Thus, the substan al and postopera ve
theoryin a special research method – experimental and

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system of the experimental and gene c method is the necessity of picking out the system of principles of the ex-
psychological centre of inves ga on. perimental and gene c research construction, and also
revealing of the succession of the basic logical and opera-
It means, that the inves gated mental process
or func on is at first designed in the form of the certain onal structures realizing it (Maksymenko, 2015).
ac vity model, and then actualized through the media- The main principles are:

on of the special ways of the subject ac vity organi- 1) a principle of analysis by units (picking out the ini al
za on. In the pedagogical psychology such universal contradic ng rela on, which generates a class of the
way of the subject ac vity organiza on is the problem, phenomena as a whole);
solving of which provides the func oning of correspon- 2) a principle of historical method (a principle of gene-
ding mental process. The criterion of psychological
estimation of the done research becomes a degree of c and experimental lines unity in the research);
conformity of the really carried out process of the pro- 3) a principle of system (a principle of integral conside-
blem solving with its model (Maksymenko, 2015). ra on of mental forma ons);
4) a principle of designing (a principle of ac ve model-
The educa onal problem in the experimental ling, reproduc on of the mentality forms under special
and gene c research serves as an ar ficial instrument condi ons).
of causing and development of mental processes, as
their specific model. Certainly, there is no full iden ty Principle of analysis by units. The construc on
between the model as the objec ve and the mental and the use of the experimental and gene c method
as the subjec ve produced on its basis; but there are of the psychological inves ga on provide revealing
rela ons of adequacy. During interioriza on (adop on) causal (causal and dynamic) rela onship, which un-
the external social samples at first become the means derlie complex mental processes. The instrument of
of the psychological organiza on of the subject ac vity solving this problem is the analysis “by units”.
regula on, and then they pass onto the internal plan,
ge ng forms of mental processes. They do not remain The analysis “by units” is aimed at picking out
constant and enrich themselves during the func o- the ini al rela on (it always exists in the form of cer-
ning, ge ng necessary liability. tain contradic on in the reality) that generates a class
of the phenomena as a whole.
Thus the experimental and gene c method di-
rectly has the ways of construc on of the higher men- Separated psychological unit (“a cell”) holds
tal func ons, which are adopted by the subject in the proper es of the whole. This kind of analysis enables
process of reorganiza on of certain contents. At the to single out a certain moment in each psychological
same me the reorganiza on unites in itself the gene- whole; a moment, which holds the basic proper es
of the whole. It is necessary to emphasize, that a unit
c and structurally func onal moments of the objec- holds proper es of the whole in a poten ality, as the
ve reality and in this way sets similar structures (in capability of their appearance during their own deve-
the form of ways of the analysis) to the mental proper. lopment. These proper es are the variety of forms,
specific features, in which a unit is shown as the es-
Interiorizing, the ways of reorganiza on act as sence of variety.
psychological mechanisms of the objec ve ac vity of
the subject. Such understanding of mental processes That is the essence of the complete analysis. Its
as the individual ac vity and behaviour regulators for- primary objec ve is not to decompose the psycholo-
ces to interpret the mechanisms of mental develop- gical whole into cons tuent parts or even pieces, but
ment as the necessary and logic consequence of the to pick out certain features and moments in each psy-
par cular line of forma on process specified by the chological whole, which would hold a primacy of the
experimental-gene c method. whole; the use is connected with a natural explana on
of mental processes.
Realiza on of the experimental-gene c method
in the age and pedagogical psychology is carried out The analysis by units enables to find out and
in the form of designing school programs that enables interpret real connec ons and rela ons that form the
experimentally to bring together the age and pedago- par cular phenomenon. Such analysis should explain
gical psychology into one integral unit, to show the il- the appearance and the origin of the external features
legi macy of contras ng, the separa on of educa on of mental process. It is possible at full dynamic ex-
and development. It is a method of study of forma on pansion of all moments of the mental process, which
process mechanisms of new cogni ve ac vity kinds. always requires a certain delay in processes transi on
Therefore the topical problem is: to pick out the con- and is achieved be er when their transi on is compli-
struc on principles of this research method and to cated.
find out the op mum condi ons of its realiza on.
“The analysis by units” in the experimental and
The theore cal understanding of the experimen- gene c method has united with the gene c way of
tal training experience which has been carried out in the scien fic inves ga on and as a result the given ana-
course of the above men oned approach, leads to the lysis has received the status of a scien fic basing of
mental processes development. Such approach to the

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research has resulted in that all the mental forma ons to know its essence as its presence is traced only in
as something permanent started to be considered movement (Maksymenko, 2015).
processes.
The requirement of the historical approach to
The basic methodological requirement to the designing and using of the experimental and gene c
studying of the mental is the transforma on of the method is a specific expression of social primacy in the
“thing in the process”. Within the limits of such re- mentality forma on.
search purpose, the primary goal of considera on is
naturally a gene c reproduc on of all development mo- Contrary to the tradi onal analysis of the men-
ments of the given process. The natural experimental- tality is the historical approach, which is the most
gene c inves ga on of mental processes has caused strongly expressed in the idea of media ng the higher
the demand of introduc on of the concepts of “the mental func ons. Understanding of the mentality as a
dynamic system” and “the moment of development historical product determined the necessity of the crea-
into psychology”.
on of adequate – historical method of its study. The
The first concept (“the dynamic system”) charac- instrumental method became the one, which is also
terizes the existence features of mental processes as defined as the historical and gene c one.
their quan ta ve and qualita ve change. There is a
complex interac on between the parts of the psycho- The instrumental method is not composed si-
logical whole; it leads to the forma on of new proper- milarly to tradi onal psychological methods such as
observa on or experiment: as a ma er of fact, it re-
es, new types of interac on and interrela ons. As a presents a special approach to the study of the mental,
result of this, mental forma ons as dynamic systems that arises from the very understanding of the nature
change quan ta vely and qualita vely. and the essence of the subject of study; first of all it is
a methodological principle and a way of psychological
The concept “the development moment” is in- study of the child; this method can use any technique,
troduced to characterize a stage of mental process de- that is an inves ga on technique: experiment, obser-
velopment. The observa on of connec ons between va on, test, etc.
the development stages enables to describe the gene-
sis, the transi on of the par cular process. The analysis It is impossible to state, that L. Vygotsky was
establishing this interdependence between the stages the first and the only psychologist to suggest studying
is the dynamic analysis, i.e. such an analysis, which is the mentality in its development. Nevertheless, before
brought to the dynamic expansion of the main mo- and a er L. Vygotsky the study of mentality develop-
ments that form a historical course of the given pro- ment was carried out by the method of transverse
cess. sec ons – at different age the development and be-
haviour level of the child, and the condi on of single
Thus, the main result of the experimental and mental func ons are measured, and then by results
gene c research is a historical explana on of what form of separate measurements, which give the discrete
of behaviour is it; it means to find the origin of the pro- points on the age axis, the general development pic-
cess, the history of its development and what has led ture is recreated.
to the present moment.
On the one hand, the hypothesis of the men-
Principle of historical method. This principle is tality media on by psychological instruments allowed
implemented as a logic expansion of the previous prin- overcoming the lack of this method; on the basis of
ciple (the analysis by units). The ma er is that a singled this hypothesis the experimental and gene c method
out unit as an inconsistent ini al rela on, star ng from was elaborated. On the other hand, only such a me-
the requirements of dialec cal logic, is considered to thod can have an explana on ability, which allows
be the process, which has its historical beginning and modelling (as if duplicate) the development process,
end. The historical method demands observa on of recrea ng it, showing the genesis of a certain pheno-
all development moments and mechanisms of their menon. The appearance of this method became possi-
connec on and transi on. Using the principle of the ble as a result of mutual assimila on of two important
historical method concerning mental forma ons, it is for psychology theore cal ideas – the development
necessary to consider its certain adequacy of the state principle and the principle of the objec vely experi-
of the person under study, but in no circumstances its mental studying of the mentality.
iden ty to the phylogene c and ontogene c develop-
ment aspects. The principle of development becomes ini al
for the explana on of the process as a whole, and the
The task of the research under these conditions objec vity key to understanding of the real develop-
is a gene c study of the structural components of men- ment process is the experiment, which allows finding
tal process, which is being expanded. To cover in the out the essence of the gene c process in the abstract
research the development of some thing in all its pha- form of mechanism.
ses and changes – from the moment of appearance
up to destruc on  – means to open its nature, to get Between the true, real development and the in-
ves gated development (by the means of reproduction)

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there is the same rela on, as between the logical and The cultural and historical concept of mentali-
the historical: the logical is the historical, freed from ty development not simply declared its social genesis,
its separate, par al form and accidents breaking the although this fact alone already has the big theore cal
structure, and consequently only it enables to study value, but social determina on itself was subjected
any development moment in its classical form. to the dialec cal and logical analysis. Considering the
social as a process, it was necessary to pick out the
Thus, the only methodologically correct way internal and inconsistent moments, to trace their es
of the mental development study is its experimental- and dependence.
gene c studying, and the main task of the educa o-
nal psychology is the task of rapprochement of the The solu on of such task is inseparably linked
morphological, experimental and gene c analysis. with the introduc on of the principle of the system. Con-
trary to the formal and logical concept of the system, the
The instrumental method, which is under- experimental and gene c method (EGM) consolidates
stood as a methodological principle has the meaning the developing system, gene c basis of which is “a cell”
far beyond the scope of any specific psychology field. as the ini al inconsistent rela on, which includes all
On its essence it forms the basis of so-called “gene- components of the developed whole. At the same me
ral psychology” – middle, “mediated” part between EGM by its substan al-postopera ve side fixes all the
philosophy and a separate area of psychology. Owing necessary transi ons in dialec c expansion of the iso-
to this func on it is put at the heart of the educa onal lated ini al rela on. The transi on from a less develo-
psychology research. ped concept to a more developed one is caused by the
principle of the system.
Principle of system. Primarily important value for
the receiving objec ve data about the impulsive forces The set system of the concept, which is deve-
and mechanisms of mental development is the choice loping, demands also the se ng of adequate system
of the system in which it (development) is considered. of object and conver ng ac ons the performance of
which finally forms the corresponding system of psy-
In the history of psychology there are many chological new forma ons at the individual.
examples, when such a complex phenomenon as the
person’s mentality was decomposed into more simple In real func oning of EGM the principle of the
components. Proper es, forma on ways and modi- system is a specific mechanism of the ascent from the
fica on of these components were studied and des- abstract to the specific, connec ng knowledge, which
cribed; obtained data were summed up and, thus, all is developed, and object and conver ng ac vity, which
necessary knowledge of the ini al and complex phe- is generated by this knowledge. Being a socially objec-
nomenon of mentality was “acquired”. Such approach
which realizes the principle of the mechanism, was ve basis of the mental development of the subject,
historically determined by fast development and im- this ac vity is freed from historically developed con-
pressing success of classical mechanics and physics. di ons and has only a logically well arranged form,
The cogni on methods developed in these disciplines which enables scien fically to prove and organize the
enabled to answer some ques ons, which could not controlled process of the mental development.
be solved before.
The principle of the system embodies gene cal
Nevertheless, in the course of me new scien - modelling method in the educa onal process and acts
fic facts were accumulated tes fying that at the study as a necessary logical step at the designing the con-
of complex mentality phenomena a similar research tents of teaching material. It an cipates the realization
method is not effec ve enough. From such a conside- of the logically mental analysis of scien fic knowledge
ra on it was not possible to find out the essence of and its projec ng into the system of educa onal con-
mental phenomena, to find out the dynamics of their tents. In EGM the principle of system is a deriva ve
development. from the principle of the analysis by the units and the
principle of historical method, and it characterizes the
The new approach based on the so-called historical expansion of the analysis by units (Maksy-
principle of system, was aimed at the display of the menko, 2015).
basic appearance and development mechanisms of
the mentality as a single whole. K. Marx and F. Engels Principle of designing and modelling of forms
pioneered the use of this principle at the description of mentality. The principle of designing in the theory
of public processes. Eventually the corresponding of the experimental and gene c method reveals its
method of analysis, overcoming difficul es, received qualita ve difference from the corresponding structu-
the appropriate place in the science of human men- ral components of other psychological methods. The
tal life. Then the cultural and historical theory of the experimental and gene c method is aimed at ar ficial
person mentality development became the result of crea on of such mental processes, which are s ll not
using this method. And in its development the speci- present in the internal world of the individual.
fied principle was realized the most strictly and con-
sistently. This circumstance dictates the necessity of
designing the experimental model of their genesis

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and development, finding-out the mechanisms of “typically” nomothe c way of the inves ga on of the
this process. Similar experimental models of these or personality. Though it is also directed to determining,
those mental func ons, these or those abili es (or how this unique spontaneous system creates its own
processes) are created with the cogni ve purpose, but integrity, the integrity itself again remains “behind
they are the prototype of really func oning processes. brackets” – the inves gator can complete it in his own
Certainly, the designing of psychological models does mind, reasoning from concrete and par al results.
not result from the intui on of the researcher. It arises
during complex logic processing of the cogni on re- Dis nc on between the objects of studying and
sults, which make the essence of human culture. the real research purposes predetermines different lo-
gic of expansion and technology of using the experi-
The experimental and gene c (gene cal and mental and gene c, and the gene cal and modelling
modelling) method consists of the theory within the methods.
limits of which it has arisen; designing (modelling);
reformatory (forming) experiment and diagnos cs The experimental and gene c psychological
(fixing) both the intermediate and to a certain extent inves ga on provides alloca on of substan al unit of
final psychological new forma ons of the developing the analysis in the space of scien fic discipline as the
personality. phenomenon, resul ng from subjec vizing the higher
mental func ons of many people on the historical scale.
The correspondence of the experimental and Then there is “a transfer” of the par cular material in
gene c method to the study of mental func ons is di- the form of a subject and its assignment in the form of
rectly determined by dialec c concepts of social ge- an educa onal task as the instrument of solu on of a
nesis of individual’s consciousness, of mental develop- definite educa onal problem. The result of such assign-
ment as adop on of society cultural proper es by the ment is the appearance of a new mental structure of
subject. Therefore it is the most adequate research the highest level (unit of consciousness).
way of the problems of educa on and the personality
mental development. The gene cal and modelling method aims at the
study of an integral personality in the development. In
The experimental and gene c method was not this connec on there was a necessity of search of ab-
used and cannot be used for the inves ga on of the solutely different kind of “units”, and it was ascertained
personality proper. But those real empirical results, that was the need as an inconsistent ini al unity of the
received owing to its use, theore cal generaliza ons, biological and the social, predetermining the persona-
carried out in the context of the theory of developing lity existence. The principles of the method construc-
educa on, allow considering it as a conceptual basis for
the crea on of the study method of the personality. on reflect the nature of the existence of the studied
object. The technology of the method (a principle of
By means of the experimental and gene c me- unity of gene c and experimental lines of the deve-
thod mechanisms of appearance and development of lopment) provides execu ng the research under the
separate higher mental func ons were inves gated: most “natural” condi ons of the personality existence
the individual using (crea ng) special means adopts and crea on of actual realiza on space of numerous
universal abili es, which exist in the social environ- opportuni es of modelling personality development
ment in the form of materialized displays of other and existence.
individuals, and transforms them into own abili es
(the higher mental func ons). The psychological me- There is another moment. Assignment of cul-
chanism of this phenomenon – the interioriza on – is tural and historical experience in the form of instru-
determined. It is also determined, that later on in such a ments and signs that begins at a certain (not ini al!)
way the adopted abili es, already as intrapsychic struc- ontogene c stage occurs in the own ac vity of the in-
tures form “around themselves” the so-called “inter- dividual directed to mee ng the exis ng needs. It is
func onal psychological systems”, and determine the the ABC of the cultural and historical theory. But here
further processes of “growing” of the individual in cul- there are, at least, two cardinal ques ons. How does
ture, media ng them from inside (the phenomenon of this stage appear? What was there before its appea-
double media on). rance and what has led to its appearance?

These data allowed approaching closely the The second group of questions concernsac-
analysis of the person. But the par cular method can- tually the needs. In fact the individual never emo onal-
not cover the personality as the integrity represen- ly experiences the need for the assignment of ability.
What does the phrase that this assignment is carried
ng not the sum of separate parts, but their special out during the realiza on of needs mean? And why is
organiza on and ac ve interoscula on. The integrity, the individual (as our experimental results show) at
present at the whole personality and each in par - any of early ontogene c stages appeared to be ready
cular, is specified each me according to the definite for inerioriza on? This is in the first place. And in the
aspect, remaining at the same me equal to itself. In second place, where do human needs appear from,
this sense the experimental and gene c method is what generates them?

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The answer to these fundamental ques ons apply. If they are guided by exis ng paradigms, they
demands the crea on of a new methodology as the won’t help). That is qualita ve change, i.e. absolutely
method of theore cal analysis of the personality. different and new experience, which would meet the
main point of the studied phenomenon (Maksymenko,
The living being which begins in a parent bo- 2015).
som, is ini ally the “flesh of one’s flesh”, a product of
two human beings. The social (the whole immense ex- In this case the following unity is essen al: the
perience of genera ons assigned and concentrated in nature is humanized; the human is naturalized. Certain-
two loving beings – parents) is subjec vized and em- ly, this phrase gives nothing in cogni on, but without
bodied in a strange crea on – a new biological being, it we can’t go further, it is a reference point. In fact the
but not only biological, namely – biosocial. The need humanized nature and naturalized human is a pheno-
of two, biosocial one by the nature, their need in each menon (not just ascertaining) and as that it has diffe-
other and need in own con nua on – the crea on, rent forms of existence. One of them is a biosphere as
generates this crea on and proceeds in it, being rea- a unity, and another is a human being as a unity. This
lized in different needs, and provides what is referred unity is caused and kept by the need, biosocial unit in
to as “growing into culture”. The need acts also as the the essence.
carrier of the eternal human experience (both as a bio-
logical and social being) and, at the same me, it is a Finding of qualita vely new experience requires
source of personal ac vity – the ac vator energy of a new research method adequate both to the object,
which never goes out as it is embodied and restored and ini al posi ons. It can’t be an analy cal method
in a new life. because the need as the ini al inconsistent unity of
the biological and the social does not decompose into
If we observe (inves gate) a human child during cons tuent parts but creates, integrates the complete
the first period of its existence a er a physical birth, personality during its ontogenesis. So, it should be the
our sensible experience (or experiment) gives the in- method, which would model the personality genesis.
forma on of separate parts, their interrela on, and We shall name it gene cal and modelling, as this name
func oning. At the same me something main, very corresponds to its essence to the maximum. (It is ne-
essen al remains outside our sensible experience, but cessary to say, that in the theory of the developing trai-
we know about this. We know, that this is alive hu- ning the gene cal and modelling method is referred to
man being in which the basis of existence is the influence as gene cal and modelling experiment and is iden fied
of biosocial need, that this being is already now an em- with the forming educa onal experiment. It seems to
bodiment of all natural and cultural experience and in us, that such iden fica on is simply misunderstanding).
concrete – of its parents, that it is ready to become
the personality, and we can imagine, what it actually The person is a complex self-developing sys-
becomes (both biologically, and socially). This know- tem, i.e. it models and realizes own genesis. To inves-
ledge is not less real than that received in the sensi-
ble plan; it is simply of another kind. Long me ago gate this process scien fically, that is to inves gate
I. Goethe named very successfully this knowledge “an the personality, we should create such ways and forms
exact imagina on” (Maksymenko, 2015): i.e. this is of study, which would not interrupt or stop the deve-
our free construc on, but it is “not absolutely” free, as lopment ar ficially, but would cause it, coexist with it.
at the same me it is exact for being based on reliable Theore cally it is the coexistence on the principle of
empirical data. This is a designing of a complete object coupling (G. Kostyuk): we should enable the persona-
of study. But this “exact imagina on” is not covered by lity (the object of inves ga on) to func on freely and
the inves ga on procedures exis ng in psychology. It is develop under its own laws, but at the same me to
either “meant”, or is subs tuted for any par al concepts- give it such opportuni es (natural and social) which
conjectures, which, in general, are not related to the are subject to empirical fixing and verifica on.
object of study. It is a phenomenon before which the
psychology in all its trends and displays always stop- As it was already told, the gene cal and model-
ped, and declared, that not everything can be given in ling method is not actually the analysis. At the same
the experience.
me, as well as any scien fic method it necessarily
We consider differently. If sensi ve experience has an analy cal component. Not solely on the ba-
appears insufficient in the explana on of the pheno- sis of the data of sensi ve experience, and not solely
menon of the personality, there is no sense either to on the basis of empirical thinking, but as the result of
stop, or to accustom the idea to specula ve cobwebs. integra on of these two components with the third
It is necessary to overcome their lack by expansion and one – “exact imagina on” (or crea vity), we should
qualita ve change of experience. We shall emphasize: single out in the complete personality such substan al
it is a ques on not only of the expansion (no ma er units which would be independent and self-sufficient,
how many new methodologies and techniques we which would have all integrity and would provide in
the whole the self-development and func oning
of this integrity. The last main and essen al point:
the “unit” of the self-developing and self-regula ng

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system essen ally differs from the “units” determined personality, that is the need as a unique unity of the
in the experimental and gene c method. Figura vely biological and the social and their ac vator. Develop-
and at the same me absolutely precisely speaking it ment of the method is consequently the prior and most
should be living. Observance of this will also mean a actual problem. At the given stage we developed the
retreat from reduc on. main principles of its construc on and applica on (the
first of them – “the analysis by units” – is stated here).
One should not also forget that the personality
is a real “unit” of existence and human mentality deve- Other important principle of the gene cal and
lopment. And here it is not decomposed further in its modelling method of the personality inves ga on re-
cons tuent parts. The mentality of the person is perso- flects its primary nature. It is the principle of the unity
nal, and this expression means that any research of any of the biological and the social elements. The status of
par al process or phenomenon will be adequate only the scien fic method principle does not allow decla-
when the la er is considered a substan al branching of ring only the given unity as in this case it will cease to
the personality, and only then it becomes clear (we shall be a principle. It is necessary to realize precisely what
no ce, that it is not considered in psychology and it is is exactly meant, what is understood as a unity?
just declara on).
In his me V. Stern, closely considering the pro-
How should the substan al “units” of the per- blem of the interac on of the biological and the social
sonality be determined in the analysis? We shall again units in the personality, formulated the “principle of
refer to the “exact imagina on”: a special and unique convergence”. Its main point is that it is impossible to
biosocial force – the need, provides genesis, existence, tell neither about any func on of the personality, nor
forma on, and self-development of the personality. The about any its property, whether they appear from the
need acts as an inconsistent, mobile and power unity of outside or inside. It is necessary to understand, what
the biological and the social essence, as embodiment in them appears from the outside, and what from the
and opportunity of the further infinite embodiment of inside as both take part – but unequal – in its reali-
the human into the human, as that modelling and rea- za on (Yudin, 1978). However, the ques on is much
lizing the personality movement, and is which an ini - more difficult. We suppose that it is reasonable to con-
al general unit – the carrier of the personality nature sider the complex inconsistent interac on of the biolo-
of the person’s mentality. In its “expansion” the need gical and the social elements in two levels – as factors
“meets” social and biological factors of the personal influencing the personality and the factors forming the
environment and sets the substan al points – units of personality and providing its existence and develop-
the personality thesaurus. These units are knots of the ment “from within”. The first level of the analysis re-
structure, and at the same me – the lines of the deve- presents the interac on “personality  – environment”.
lopment of the personality. It’s really possible to define in it to a certain extent the
biological (natural) and the social factors.
The existence (func oning, development) of se-
parate lines of the personality development (substan- Though the la er ones actually are never merely
and exclusively social, all of them represent a product
al “knots” of its structure) has a rather rigid double of the person (mankind), in which not only the social,
condi onality-determinacy. but also biological system of that complete biosocial
being who created them is in some way realized. If to
The general course of the human need “meets” consider the biological and the social as the internal,
the factors of the environment (biological, social). the personal, it is necessary to admit, that in this case
There are branching of the need – the necessi es, which we never have each taken separately. We go back on
being realized, form certain interfunc onal systems, the tradi onal considera on of the biological element
which specialize, remaining at the same me parts and as the hereditary and the corporal: biological and so-
carriers of integrity (analogy to ssues and organs of a cial factors do not exist separately “inside” the perso-
human body). So the differen a on of the integrated nality; each of them represents different existence of
unity of the personality appears (Maksymenko, 2015). another one. Any thought, image, idea, need is impos-
sible outside the biological structures and func ons of
Thus, the analy cal component of the gene c- the organism. The opposite is also true  – each corpo-
modelling method is directed to the separa on of ral structure, each biological func on of the person is
substan al mobile units of genesis and self-modelling. a manifesta on of the human nature, i.e. this is what
And though it essen ally differs from the determining both the biological and the social embodiment ini ally
of units within the experimental and gene c limits, we have, and psychosoma c phenomena, being intensi-
leave the name of the first principle of our method un- vely inves gated by modern science, are the best con-
changed – the principle of the analysis by units. firma on of this.

According to our methodological paradigm, The principle of unity of the biological and the
the applica on of the gene cal and modelling method social structures reveals the real intrinsic nature of the
eventually will allow “to return the person into psy-
chology”, as the method enables to analyse and at the
same me to integrate that ini al backbone basis of the

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ISSN 2474-9397 American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1)

sources of the personality ac vity. When the psycho- creative poten al, which is found out in uniqueness,
logy states, that needs are such sources; it is mistaken. heterogeneity, self-consciousness, and self-sufficiency
In fact there are very simple and well- med ques ons: as a whole. Real mystery and mysterious uniqueness
where do these needs appear from? Besides it is im- of human consciousness consists in its ability for mo-
possible to explain self-movement, self-development delling and self-modelling. It leads, in par cular, to ab-
of that complex open system such as the personality solutely original correla on of the past, present and fu-
by the influence of the need. So there appears the no- ture in consciousness. The consciousness self-models,
assigning the ability, and models the further existence
on of spirit as the primary source of ac vity, but it of the person.
in fact can’t be inves gated within the limits of mo-
dern science. Again the most interes ng and impor- The crea vity is a deep, primary and absolutely
tant disappears from psychology (by the way the term “natural” feature of the personality, – it is the higher
“soul” in Ancient Greece meant a source of ac vity). form of the ac vity. The ac vity, crea ng and leaving
the trace, is embodied. On the other hand, the cre-
We insist that such ini al primary source of the a vity means the aspira on to express the internal
ac vity of the personality actually exists, and it is en- world. When A. Losev names the expression one of
the a ribu ve features of personality, he precisely de-
rely subject to scien fic inves ga on. And this is the fines, that it is an expression, and in fact, at the same
need. V. Davydov notes: “The need forms a deep basis
of the necessity... The problem is how this need turns me it is also the act of crea on of this world.
to the corresponding necessity” (Davydov, 1996). It is To observe the principle of crea vity in the per-
noted further that no one in psychology has studied
it yet, and it’s true. V. Davydov considers the need in sonality analysis (and research) means “to take” its
the context of the ac vity (not of the personality) as existence as a whole, in its unique purposeful unity
its important component, and does not try to analyse in which it merely exists. It means really to consider a
at all its psychological contents no ng that it is a “very mul ple meaning, unexpectedness and unpredictabi-
difficult future conversa on...” (Davydov, 1996). lity of the personality. On the other hand, it means to
realize that not everything is simple and predictable.
We base on that need is the personality ini al Everything we try to receive in modern experiments is
power basis, biosocial by its nature. The ontogenesis actually not even a definite case, but a true artefact.
of the personality begins much earlier, than it is born And this is the main lack of the researches in the field
physically. Its basis – subjec vizing – is the realiza on of the personality psychology. We consider the la er
of the needs of two people loving each other. There is to be very significant, first of all methodically, and
a new form of existence of the need; the la er simply consequently we formulate the following principle of
can’t exist without the material carrier (at least, mo- reflec ve rela vity, which fixes basic impossibility to
dern science has no other way of existence of the bio- determine the exact measures and ul mately to fix
social need, except for its existence as sociobiological higher unique and crea ve manifesta ons of the per-
power basis of the human personality). sonality.

Observance of the principle of unity of the In fact self-determina on through own need
biological and the social elements within the gene c- gives the person essen ally nonsaturable and unlimi-
modelling method means the study of the ontogenesis ted opportunity of the variety of literally all displays
from its real beginning, the research of the mechanisms and proper es. The presence of reflec on, as one of
of the appearance of the necessi es from the need. the most interes ng and mysterious consequences
As a whole, it means considera on in any definite psy- combining the need and human life, makes this life
chological inves ga on of the personality existence as original without limits, opens for the person real infi-
the ini al biosocial unity capable of self-development. nity of resources of self-change in each moment.

The following important principle of construc- As a whole this phenomenon is well known: re-
on of the gene c-modelling method is the principle collect even the asser ve statement of F. Dostoyevsky
of crea vity. Combining the need with numerous and about the immense depth and unpredictability of
various objects and phenomena not simply generates the “real, sound personality” of each person. At the
the necessi es; it predetermines the targe ng and same me, the tendency of posi ve science to prag-
development of own and unique instruments of aims ma cal schema zing leads to very simplified images
achievement. It is, actually, crea vity. concerning the personality. The principle of rela vity
warns against sketchiness and shallow forecasts – our
In this very sense we use the term “crea vity”. knowledge is limited and will always be such: we sure-
So, it is the ques on of crea ve uniqueness of the per- ly know only about presence of reflexive – crea ve po-
sonality, which penetrates all its life. Already the be- ten al of the person and boundlessness of its manifes-
ginning of a new person is nothing else than the result ta ons. As a result of this real limita on and lightness
of crea ve act of subjec vizing the need of two loving of a empts of schema zing or personality modelling
beings. Person in itself is both the result and product
of crea vity. And the need, realized in it, has huge

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

appears. As a result of this a real depth of sufferings anything here (see the principle of crea vity), without
of the person manipula ng or being manipulated breaking filigree the thin process of self-modelling and
opens. self-development. So, is there only the descrip on
le ? No, we are sure that joining this “naturally” gene-
At the same me, crea vity and rela vity prin-
ciples open the real contents of the phenomenon of c line of development with the experimental one is
subjectness: the need of ontogenesis is similar to bran- possible, but not by forma on, assignment of abili es,
ching. The part of it exists and func ons as in the early but by crea on in the experiment of special condi ons
childhood, as it was in the beginning: without the per- of expansion and “delay” of the forma on of complete
son knowing it his viability and life as a whole is sup- units of the analysis. It can happen on the background
ported. Other “branch” of the need aims exclusively of various (but fixed) opportuni es for self-modelling
at mee ng with the social world. These mee ngs ge- (Maksymenko, 2015).
nerate the higher mental func ons, forming targeting,
par ality of the internal world, and crea vity. So the Let’s turn back again to L. Vygotsky, who con-
subject is born (Maksymenko, 2015). firmed (and absolutely fairly), that the new conceptual
approach demands new, adequate inves ga on way
The last principle of gene cal and modelling in- (Vygotsky, 1982). We consider, that the gene c-modelling
ves ga on method of the personality study is the unity method (in our understanding) reflects those intrinsic
of experimental and gene c lines of development. In ideas necessary to be realized in the inves ga on of the
our opinion, it is a very essen al moment of the charac- personality as the integrity. The self-developing integrity,
teris c not only of our method, but also of the general owing to the biosocial basis – the need, is objec vized
state of affairs in the psychology of personality. Stu- in the par cular personality.
dying the development by the means of forming expe-
riment, we form and then study the formed. And how References:
is it actually, without our interference? Many scien sts Davydov, V.V. (1996). Teoriya razvi ya i obucheniya [The
unfortunately didn’t no ce the acuteness of this ques -
on. And in vain: psychology became “forming”, the for- theory of development and studuing]. Моscow:
ming experiment is s ll a necessary a ribute of theses. INTOR.
But let’s remember, the science should study the object Halperin, P.Ya. (1966). Metod srezov i metod poetap-
in its own logic, instead of the researcher’s logic in the nogo formirovaniya v issledovanii detskogo mysh-
object. The ques on lacks a en on, and how will it be- leniya [The method of sec ons and the method
come more acute, if “the person returns to psychology”? of gradual forma on in a study of the child’s thin-
In fact the main thing will become that, what now sim- king]. Voprosy psikhologii, 4, 123-135.
ply nobody pays a en on to: if at a child it is ar ficially Maksymenko, S.D. (2015). Genesis of personality exis-
formed (and studied), let’s say, mediated remembering tence. Montreal: Accent Graphics Communica on.
by the way of “growing and assignment”, but the child Olport, G. (2002). Stanovleniye lichnos [The beco-
at the same me exists and develops as the integrity. ming of personality]. Moscow: Smysl.
We study the discrete moment – how it grows, how it Shorohovoy, E.V. (1969). Metodologicheskiye i teore-
is assigned. And what happens at the same me to the
child, to its other func ons and phenomena? There is a cheskiye problemy psikhologii [Methodological
ques on at issue: how it happens at other children, at and theore cal problems of psychology]. Moscow:
whom nothing is formed specially? Nauka.
Vygotskiy, L.S. (1982). Istoricheskiy smysl psikhologi-
This complete personality is brought to the fo- cheskogo krizisa [Historical sence of psychological
refront in the gene cal and modelling inves ga on. crisis]. Moscow: Pedagogika.
And we easily tend to the phenomenological direc - Yudin, E.G. (1978). Sistemnyy podkhod i printsip deya-
on when we realize, that it is impossible “to simulate” telnos [The systema cal approach and principle
of ac vity]. Moscow: Nauka.

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UDC 159.9.; 343

MENTAL HEALTH RELEVANT TO CONSENT:
THEORETICAL PROBLEMS OF THE STUDY

Petrenko Pavlo

Minister of Justice of Ukraine, Ph.D.

The need to address (crime) mental health relevant to consent within a single concept is dictated by
the fact that modern criminal law of Ukraine in accordance with the principles of jus ce and humanism en-
compasses a variety of mental condi ons, including previously unknown domes c criminal legisla on that
affect the degree of conscious voli onal control at the me of commi ng socially dangerous and criminal
acts, tradi onally perceived as linked to individual mental phenomena. The leading conceptual and metho-
dological basis of the research can be gene c-modeling method of academician S.D. Maksymenko about the
correla on of biological and social determinants in the system of internal mental experiences of the person
and its legal status in system of legal rela ons.

Key words: (crime) mental health relevant condi ons, personality, gene c-modeling method.

Необхідність розгляду кримінально-релевантних психічних станів в рамках єдиної концепції
диктується тим, що сучасне кримінальне право України відповідно до принципів справедливості та
гуманізму охоплює безліч психічних станів, у тому числі раніше невідомих вітчизняному криміналь-
ному законодавству, що впливають на ступінь свідомої вольової регуляції під час вчинення суспільно
небезпечних і злочинних діянь, які в силу традиції сприймаються як не пов’язані між собою відокрем-
лені психічні феномени.

Провідною концептуально-методологічною основою дослідження може виступити генетико-
моделюючий метод академіка С.Д. Максименка про співвіднесення біологічних та соціальних детер-
мінант в системі внутрішніх психічних переживань особистості та її правового статусу в системі
юридично-значимих відносин.

Ключові слова: кримінально-релевантні психічні стани, переживання, особистість, генетико-
моделюючий метод.

Introduc on Mental health relevant to Criminal-relevant mental
The concept of mental health relevant to consent consent and experiences of states of subjects of
and emo ons of the personality we see as the con nuum the subjects of human rights, the wrongful, socially
in the object plane, which are concentrated mental expe- enforcement and legislative dangerous, criminal
riences of all subjects of legal rela ons. In a substan ve- activity activityl
methodological perspec ve of our study, this thesis
takes the following form. condi ons resul ng in legally relevant situa ons, such
Mental health relevant to consent and experien- as reasonable risk, and innocent inflic on of harm.
ces of the subjects of human rights, enforcement and
legisla ve ac vity. It is obvious that the treatment of psychologists
As follows from the analysis of leading disser- and lawyers to the concept of “relevance” in those cases,
ta on researches, in a number mental health relevant when it comes to mental health relevant to consent, cir-
to consent actually included indefinitely wide circle of cumstances and situa ons never are accompanied by
mental condi ons of subject of crime, including relate defini ons of relevant concepts that allows authors to
to: by the age-related offensive of criminal responsibili- invest different meaning in the concept of “relevance”.
ty; emo onal state, mi ga ng the punishment; mental

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In some cases, the use of the term “relevance” in state of intoxication caused by alcohol, drugs or other
criminal law is unjus fied. Episodically used expressions intoxicating substances; the mental condi on of mother-
“legally relevant sphere”, “legally relevant behavior”, killer of child; states arising up in the condi ons of
“legally relevant task” does not carry an actual seman c mentally injuring situa on; the affec ve state in the
load, as in first case the ques on is about the sphere of Commission of aggressiveviolent crimes, provoked im-
ac on of criminal law, in the second – about criminal il- moral or wrongful conduct of the vic m.
legal behavior behavior, in the third – about the tasks of
criminal law. The context of legal psychology, as a rule, In the context of our research, next classifica on
remains regardless scien sts in that volume that is jus - of groups of mental condi ons acquires actuality:
fied in connec on with meaningfulness of problem. - mental health relevant to consent that plug in itself:
heavy disorders of mental, consoling with the me of
On the whole it should be noted that ques on of commi ng a socially dangerous act;
mental health relevant to consent and mental condi ons, - disorder occurred a er commi ng the crime in sane
deep experiencing in the methodological field of our re- persons;
search in the repressing great number of aspects concen- - disorder represen ng a mental anomaly, which does
trated round the ques ons of criminal within the limits of not exclude sanity;
concepts “sanity”, “limit to sanity”, and “insanity”, as such. -mental health relevant to consent in the form of affects,
emo onal stress;
Thus legally the legal phenomena ge ng in psy- - mental health relevant to consent that can be considered
chology the name of mental health relevant to consent, as personality traits, or similar mental abnormali es.
in a criminal law characterized li le different: in par cu-
lar, a reasonable risk is examined as a circumstance, elimi- By the nature of the legal consequences of a le-
na ng applica ons of punishment, and “insanity” – as a gally mental health relevant to consent correlate with the
circumstance elimina ng criminal responsibility mental
sick persons, while in psychology a risk is a ributed to me of the act, they divided into three groups.
the numbermental health relevant to consent, and “in- The first group formed by the condi ons to that,
sanity” – to the number legally relevant circumstances.
a legislator binds the excep ons of criminal responsibi-
Such approach from posi ons of psychology is lity or avoidance of awarding punishment or aboli on of
jus fied, as allows opera ng terminology reflec ng serving of punishment. Such condi ons include the state
certain psychological nuances, but not acceptable in a of chronic mental disorder, temporary mental disorder,
criminal law the categorical system which established demen a or other painful disorders of the mind; a mental
regula ons. disorder that occurs a er the crime; the backlog in mental
development not associated with a mental disorder.
On etymology of concept. A base term “concept of
relevance” (from the Eng. of Relevant – belongs to business, The second group is formed by the condi ons,
answering, acceptable), that is introduced into scien fic not impeding the a rac on of persons to criminal lia-
prac ce, requires clarifica on, because his use presently is bility, the purpose of and serving sentence. Such condi-
arbitrary and mainly depends on posi on of authors.
ons can be a ributed to mental disorder, not excluding
Personality disorders sanity; the state of alcoholic, narco c or toxicological in-
The analysis of legal norms shows that the term toxica on; mental condi on of a mother to a child killer
“mental health relevant to consent” encompasses a pain- and in terms of the trauma c situa on or in a condi on
ful (pathological) and painless (without pathological disor- of mental disorder; the emo ons provoked by unlawful
ders) condi ons of mind that affect criminal responsibility, or immoral behavior of the vic m.
punishment and other measures of criminal-legal nature.
- chronic/serious mental illness; The third group can be included the mental
- temporary mental disorder; condi ons of the perpetrator, mi ga ng his punish-
- demen a; ment. Among the mental condi ons that so en the
- another sickly state of mental health during his public punishment should include accentuated condi on of
dangerous act; mind, which in some cases reduce intellectual and
- mental disorder, not excluding sanity; voli onal capabili es of the individual; a condi on
- mental disorder occurred a er commi ng the crime; of intoxica on, which encourage the par cipa on of
- mental disorder, not elimina ng responsibility, mark the person in the commission of a crime group; the
next to the not sickly state of mental. low level of psychical development must be taken into
A en on should be the certain states men- account, at awarding punishment minor; state of the
tal that is unconnected with amental disorder: the sharp psychical experiencing provoked by unlawful or
backlog in the mental development of a minor who immoral behavior of vic m, and also commission of
has not a ained the age of criminal responsibility; a crime on reason of compassion that from the psycho-
logical point of view is none another than “emo onal
experience”.

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Forensic contexts involving assessment - insanity;
of personality disorders - limited sanity;
- the so-called age of insanity;
The mental condi ons included in the second - no sanc on of the mental ill, providing for criminal
group may be differen ated by the nature of measures liability of persons who commi ed a crime in a state
criminally legal influence. This group consists of: of intoxica on;
a) mental condi ons that give an opportunity to the - in concrete crimes, the specific of that requires the
court at own discre on to appoint force measures of account of mental condi ons of subject during the
medical character together with punishment; commission of crime and list of circumstances, com-
b) the states are psyches that cause the necessity of the mu ng sentence.
obligatory se ng of force measures of medical charac-
ter in connec on with alcoholism or drug addic on. In fact, mental health relevant to consent of
persons, commi ng crime and publicly dangerous
Thus, mental health relevant to consent are the acts, there are mental health relevant to consent, in
separate states of psyche, correlated with me of com- a criminal law come forward as circumstances, elimi-
mi ng socially dangerous acts(in the case of insani- na ng criminal responsibility, and possibility of se ng
ty and a minor lag in mental development)or during or serving of punishment, extenua ng or reducing the
the commission of criminal acts (in the case of sanity punishment of persons, commi ng crime.
and diminished responsibility, intoxica on or heat of
passion). Such states are determined, as a rule, retro- Legally relevant mental condi ons at the domi-
spec vely, a er the act. Are they related to me of nant role of philosophical category the “state” can
commi ng socially dangerous or criminal acts at the be examined from dialec cal posi ons. This category
onset of a mental disorder a er commi ng the crime. serves for denota on to totality of such proper es and
Mental health relevant to consent are determined phenomena that have quality and quan ta ve (exten-
prospec vely, as the characteris cs of the mental con- sive) character. A.F. Sorokin complements descrip on
di ons of the inves ga on, trial, or punishment. of category specifying the “state” on the spa otempo-
ral cut of his life and presence of system connec ons.
A number mental health relevant to consent He writes, “Category the state characterizes totality of
of the legisla on relates not only with the me of the substan al proper es of the subject taken in the cer-
act or a legally relevant period, but also with the situa- tain system of connec ons and rela ons, and some
spa otemporal cut of the life”.
on of the offence, inducing the appropriate state of
mind: state of affect arising up as a result of provoca- In criminal law, the mental state in the form of
mental disorder tradi onally characterized by two criteria:
ve behavior of vic m, and the impact of prolonged - biological (medical);
trauma c situa on or state arising up for the mother - legal (psychological).
of newborn child in the condi ons of independent
of her dura on. It means that self on itself the state The first criterion determines the quality of the
of affect, emo onal excita on or tensions arising up biological organiza on of the mental – a chronic men-
without provoca ons from the side of vic m and with- tal disorder, temporary mental disorder, demen a or
out connec on with a prolonged trauma c situa on other painful condi ons of mind, a mental disorder.
is not legally relevant, as objec ve signs giving legal
meaningfulness the psychical experiencing of subject The second criterion specifies on the degree of
of crime are absent. intellectually-voli onal disorder of mental the person
during, the act is inability to “realize actual character
Mental health relevant to consent of psyche and public danger of the ac ons (inac on) and inabi-
shows up in law consequences that a legisla on binds lity to follow to a full degree, realize actual character
to the features of mental condi ons, characterizing and public danger of the ac ons (inac on) or manage
the subjec ve side of crimes. As these legal conse- them”. Legisla on gives determina on of mental con-
quences the law provides for a mismatch of mental ill di ons analogical character minor with the expressed
persons in a state of deep mental disorder; absence lag in psychical development, which eliminates crimi-
of responsibility at minor with the expressed lag in nal responsibility. Thus one criterion characterizes
psychical development; release from punishment of quality of mental condi on is “lag in psychical de-
persons at that a er the commission of crime mental velopment, unconnected with a mental disorder”,
disorder and deprived their capaci es for consciously- other – his quan ta ve measure is inability “to a full
voli onal behavior; the assignment of compulsory degree to realize actual character and public danger of
medical measures; mandatory or op onal mi ga on the ac ons (inac on) or manage them”.
of punishment.
On the spa otemporal cut of life mental health
In the criminal statute, mental health relevant to relevant to consent, expressions specify “the me
consent embodied in the formula:

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

of commission of socially dangerous acts”, “during acts, tradi onally perceived as linked to individual
the commission of crime”, “a er the commission of mental phenomena.
crime”, “in the context of the mental trauma c situa-
The leading conceptual and methodological ba-
on” and other chronometric indices of the corre- sis of the research can be gene c-modeling method of
sponding states. academician S.D. Maksymenko about the correla on
of biological and social determinants in the system of
Qualita ve and quan ta ve criteria are essen al- internal mental experiences of the person and its legal
ly the universal characteris cs of all mental conditions, status in system of legal rela ons.
having legal value, because these criteria allow determi-
ning the nature of the mental condi on and degree of its An isolated approach to mental health relevant
influence on consciously willed behavior of the perpetra- to consent reduces the level of interpre ng legal norms
tor of the offence provided by the criminal law. that characterize the mental condi on of persons who
commi ed acts s pulated by the criminal code, and
A quan ta ve criterion characterizing the de- ul mately hinders the improvement of norms of crimi-
gree of influence of the mental condi on of consciously nal legisla on, based on the implementa on of the
willed behavior provides insight into the intellectual and main principles of criminal law.
voli onal capabili es of the subject at the me of com-
mi ng socially dangerous acts (crimes), and a er com- In our work, study legally relevant mental con-
mi ng the crime in cases of mental illness, sane person. di ons is not limited to the problem of es ma ng the
qualita ve and quan ta ve characteris cs of the indi-
In the criminal statute of different countries, dis- cated condi ons and corresponding criteria.
nguish mainly two types of quan ta ve criteria, charac-
terizing intellectual and voli onal possibili es of persons In research from new methodological posi ons,
subject to and not subject to criminal responsibility: the ability to crimes of psychical anomalies, accen-
1. a quan ta ve criterion indicates the inability of a tua ons and other condi ons of the mental. Special
person to consciously willed behavior; attention paid to legal categories that mediate mental
2. quan ta ve criterion indica ve on a limit capacity condi ons, precluding the possibility of the criminal
of person for consciously voli onal behavior. liability and of the condi on affec ng criminal respon-
sibility and subsequent punishment.
Analysis of the technical legal means used to
describe the mental health relevant to consent, shows References:
two features: first, the legislator uses a quan ta ve Ivanov, N.G. (2009). Ugolovnoye pravo Rossii. Obsh-
criterion is mainly to determine the depth of mental
disorder and only in one case – to indicate the degree chaya i Osobennaya chas : uchebnik dlya vuzov
of intellectual and voli onal failure, associated with a [Criminal law of Russia. General and Special parts:
mental disorder; the second is to formulate a quan - Textbook for universi es]. Moscow: Ekzamen.
ta ve criterion of mental health relevant to consent, Kudryavtsev, I.A. (1999). Kompleksnaya sudebnaya
the legislator seeks to use the standard in its content, psikhologo-psikhiatricheskaya eksper za [A com-
intellectual and voli onal traits. prehensive forensic psychological and psychiatric
examina on]. Moscow: MGU.
Use reasonable technical and legal methods to de- Maksymenko, S.D., Maksymenko, K.S. (2013). Gene ko-
scribe heterogeneous mental condi ons however, gene- modeliruyushchiy metod: yego evris cheskiy i
rates the row of substan al defects: first, the most com- razvivayushchiy potentsial [Gene c and modeling
mon quan ta ve criteria, characterizing the inability or method: its heuris c and developmental poten-
limited ability of persons to comprehend the nature and
social danger of his ac ons (inac on) of the ability to fol- al]. Problemy suchasnoyi psykholohiyi, 22.
low them are the laws strictly without regard for the legal Mikheyev, R.I. (1992). Nevmenyayemyy. Sotsialno-
consequences; the second, these criteria do not fully re-
flect the legal nature of legal categories, that correspon- pravovoy ocherk [Insane. Socio-legal review]. Vladi-
ding mental health relevant to consent are the basis of. vostok: Izd-vo Dalnevost. Un-ta.
Mikheyev, R.I. (2000). Prinuditelnyye mery meditsin-
Conclusion skogo kharaktera v ugolovnom prave – sotsialno-
Thus, the need to address (crime) mental health pravovyye i mediko-reabilitatsionnyye mery bezopas-
relevant to consent within a single concept is dictated nos [Compulsory medical measures in the criminal
by the fact that modern criminal law of Ukraine in ac- law – social and legal, medical and rehabilita on se-
cordance with the principles of jus ce and humanism curity measures]. Vladivostok: Izd. Gruppa “VIT”.
encompassesa variety of mental condi ons, including Minkovsky, G.M. (1998). Kriminologiia [Criminology].
previously unknown domes c criminal legisla on that N.F. Kuznetsov (Ed.). Moscow: BEK.
affect the degree of conscious voli onal control at the Sitkovskaya, O.D. (1998). Psikhologiya ugolovnoy otvet-
me of commi ng socially dangerous and criminal stvennos [Psychology of criminal responsibility]. M.

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UDC 304.3. 159.922.4:316.752

CHILDFREE – THE PHENOMENON OF MODERN SOCIETY

Borko Yelyzaveta Lantukh A.P.

Student, Ph.D., Associate Professor
National University of Pharmacy National University of Pharmacy
Kharkiv, Ukraine Kharkiv, Ukraine

The ar cle provides an overview of the phenomenon as the childfree – the absence of children and
a conscious refusal to ever have them. This is a new ideology of modern society, the principles of which are
supported by a growing number of people around the world.

Key words: childfree, woman, marriage, family, children.

У статті розглядається проблема чайлд-фрі – відсутність дітей і свідоме небажання коли-
небудь їх мати. Акцентується увага на тому, що це нова ідеологія сучасного суспільства, принципи
якого підтримує все більше кількість людей усього світу. З’ясовується також причина цього явища
у сучасному соціумі.

Ключові слова: чайлдфрі, жінки, шлюб, сім’я, діти.

Formula on of the problem. Childfree (eng. thoughts, but most men did not give them a role dif-
"childfree" – free from children, childless; childless ferent from the tradi onal one: a creator of family
by choice, voluntary childless) – the absence of child- hearth and a person upbringing the children. Most of
ren and a conscious refusal to ever have them. This the women disagreed with that because at that me a
is a new ideology of modern society, the principles of married American woman could not manage her wa-
which are supported by a growing number of people ges, could not own private property and also could not
around the world. decide whether she wants to have children.

Prac ce of childfree as of an established pheno- At the beginning of the XIX century, many women
menon has started only in 70-ies of XX century, from saw marriage as an instrument of oppression due to lack of
what we can conclude that this movement, the study of the right to choose and control their future. Already at
which has begun recently, is new for society (Bycharova, that me, women were ac vely giving lectures, where
2013; Selyvyrova, 2010). An increasing number of scien- they tried to assure general public that they can make
decisions for themselves on whether they want to have
sts are trying to explain the background and causes for children, get married, and proved that they can be eco-
such an event, ambiguous for many, that brought a new nomically independent from men. But these reali es
idea for the reconstruc on of established customs and have been achieved in only XX century, which made it
socio-cultural founda ons of society. possible for women to receive educa on and be less
dependent on social norms and stereotypes.
A range of problems of childfree is actualized by
the fact that a significant number of couples in develo- Analysis of recent research and publica ons. In
ped countries consider themselves to be followers of 60-70-ies of XX century feminist movement begins to
this ideology, which in the future may have an impact shock the public with extravagant slogans and unusual
even on the state level in the form of a “danger” of ideas. Thus, two young feminists Shirley Radl and El-
reduc on of the economically ac ve popula on and len Peck put forward an idea that procrea on is an
lead to a demographic crisis. It is also worth no ng op onal part of a woman’s life, as she has the right to
that people who choose the childfree ideology begin make a choice regarding a child. (Rachitskaya, Petro-
to define the la er as their credo. vskaya, 2014). Their ideas found many followers and
there was a na onal organiza on “No kidding” crea-
The emergence of childfree is related to the ac- ted for “non-parents of USA”, which brought together
ve promo on of feminism ideas in the American so- childfree in America. Today, this organiza on does not
ciety. Ini ally, the struggle for the freedom of women’s exist, but over the years dozens of other organiza ons
rights arose during the War of Independence in 1775- around the world were created.
1785 in North America. Women started to get involved
in poli cal discussions and to express their political

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

The statements made by Peck and Shirley Radl control over life; unnecessary loss of me, energy, pri-
were unexpectedly radical and sensa onal for the me vacy and freedom. And also it’s just a flat refusal to raise
and soon Ellen Peck published a book about the new a child. Society as an organizer is not able to resolve
ideology and childfree movement (Ellen Peck Paper- global problems: there is no guarantee that the person
back, 1976). In 70-80-ies the interna onal communi- will live a good life. Also, people do not want to sacrifice
personal space, in macy with a partner, spontaneity in
es have adopted documents (Resolu on 2263 (XXII) ac on; they do not want to change something in their
of the UN General Assembly from November 7, 1967), lives "in general".
which called for the elimina on of all forms of discri-
mina on against women. With that woman became a According to sta s cs, childfree supporters
full-fledged subject in public life the same as a man. It are young people with a good educa on and a career,
was also stressed that childbirth was a woman’s own usually residents of large ci es, they are not religious,
will, and not her duty. they want to do more with their life and are not willing
to spend me on children (Bycharova, 2013).
Today, there is a tendency to increase childfree
followers. If in 1982 in America there were a li le less There are several types of childfree representa-
than 2.5% of those, then in 2009 their number reached tives, depending on how they came to this ideology.
15%. Now, the influence of this ideology can be seen not Firstly, there are "childless" – people of this category can-
only in America. For example, in Russia childfree move- not have children for various physiological reasons. Their
ment appeared in 2004. The first virtual community turning to the ideology can be called a psychological pro-
counted 500 people (h p://ru.Wikipedia.org/wiki/ tec ve reac on from the established and long-standing
Chayldfry). It’s difficult to speak for Ukraine, though, dogmas of the society. In most cases, they can be mis-
because there is no sta s cs on this issue. understood and can hear cri cism in their address from
the "moral" people. For these people it is easier to ad-
And now let’s turn to sta s cs. Below you’ll find mit that they deliberately refuse to have children than to
the list of European countries with popula on growth publically explain the reasons for such a refusal.
rate (births minus deaths) on 2010 to 1000 people (Tym-
chenko, 2015): Secondly, this is "childhate" – the majority of
people in this category are fans of "childfree". They
Belgium (-0.4), show hatred and even aggression towards parents and
Sweden (-0.06), their children. Psychologists call different reasons for
Germany (-2.79), such a nega ve a tude and open cri cism. The main
Italy (-2.82). reason may be a protest in society, when a person, follo-
What is the reason for such a rapid change in wing a "spring approach" tries to deny the conven onal
the demographic situa on: the natural popula on de- opinion and established tenets. In most cases it occurs
crease or increase of childfree ideology followers? in developed countries, where the level of economy,
According to sta s cs, in a modern society the educa on and freedom of expression allows a person
percent of childfree in the United States among young to have an opinion and to be independent of the others.
Americans is 25% and this figure con nues to grow. Such open hos lity can be dictated by a childhood psy-
In Europe, for example, in Berlin, Germany, childfree chological trauma or friends` nega ve experience,
ideology is being followed by half the popula on. Even these factors can lead to the fact that a person simply
among the most influen al European poli cians there cannot imagine himself as a parent, and doesn`t try
are women who implement their life energy and their to understand the perspec ves and advantages of the
social poten al in public life, not in the child’s upbrin- future together with a child. But society cannot under-
ging. For example, German Chancellor Angela Mer- stand these people. With this social networks are the
kel, the President of Lithuania Dalia Grybauskaitė and constant field for debates and we can see thousands of
others (h ps://ru.wikipedia.org/wiki/Hrybauskayte Da- messages in which people try to prove their point and
lya; h ps://ru.wikipedia.org/wiki Merkel’ Anhela). describe the advantages of living with no procrea on
Most people who are not familiar with this ideo- on forums. Most find it wrong and call women feminists
logy call childfree people prone to egocentrism, point- for refusing to have children.
ing to the absence of desire to share and change their
lives for the sake of a child. The childfree themselves Thirdly, there are "neutral childfree". These are
can name specific reasons for their refusal to have the people who have no problems with reproduc ve
children. It is the desire to keep free me and personal func on, but they s ll refuse having a child, while not
space; further career growth, to which a child would be showing any aggression or nega ve emo ons towards
a hindrance; realiza on of the fact that the consequen- other children. They can be loving brothers and sisters,
ces of such a decisive step as having a baby in future will aunts and uncles, godparents, teachers in schools, but
be irreversible; the ability to maintain a certain level of as for their own children, they hold a defini ve childfree

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posi on. When interviewing one of the representa ves Over me, young people lose the ability to com-
of neutral childfree, answering the ques on about the municate and get along with their peers, that in future
reason for refusing to have children, he said: “Children reduces their chance to create a complete family and
do not irritate me and I am ok with a no on of mother- with age a child is not regarded as something of para-
hood, but I think I will never have my own children, be- mount importance, which is necessary in the process
cause I will not be able provide all the necessary things of crea on of marriage and family. At the same me
for them, and I will constantly work to compensate for people find more interes ng ac vi es and hobbies, be-
this deficiency, and then what is the point of having a cause if we consider the past, the majority of large fami-
child who can`t see his parent at home. I think it’s not lies were representa ves either of lower class or of fami-
right.” lies far from the bustling city life. A er all, when into so-
mething it`s easy to reorganize one`s life to a convenient
Eleanor Mills, a well-known London journalist, rhythm, in which there is no such "burden" as a child.
verbalized thoughts of her genera on on the pages of
Spectator Magazine: “The fact is that girls like me – Residents of modern large ci es have to adapt
healthy, hearty, middle-class women all in their 20s – to the fast pace of life. Workload, poor environment,
are just not breeding.” (Eleanor Mills, 2000). And why lack of funds, constant search of self – this is what mo-
not? Because, Mills con nues, “My genera on’s twin dern person lives by. And despite the large variety of
preoccupa ons are, unfortunately, looks and money.” agencies that provide babysi ng services, women are
She further cites one of her contemporaries: “If I had a in no hurry to part with their work for the sake of a
child – says Jane, an employee of an adver sing agen- child, because they can make sure they have a decent
cy, – I would not be able to do even half of what I do life in the old age, and con nua on of their species
and take for granted. Every Saturday at 10:30 a.m. s ll does not ma er.
slugging in bed, my husband and I look at each other
and simultaneously say: “Thank God we don`t have to Today, China ranks first in the world by popula on.
get up at five in the morning to feed a baby.” It`s good Now China is home to over 1.3 billion people. However,
being just the two of us; who knows how would our over the last decade, the number of inhabitants of China
rela onship change if we added the third one?” decreased significantly. Chinese authori es believe that
the reason for this is one-child policy, which the state es-
Governments of developed countries tried to tablished in 80-s of the last century, seriously dreading
stop the process of birth control in Third World coun- that a huge number of people would overload the land,
tries in the late twen eth century. These ac ons have water and energy resources of the country.
resulted in more counterproduc ve consequences,
namely in lowering of the birth rate in the "affluent The main problem, which the authori es want
society" countries and a "baby boom" throughout the to address by cancelling one-child policy, remains ac-
Third World. Let`s consider this dilemma.
ve aging of China popula on. According to UN projec-
When the American poor have reached the level ons, by 2050 more than a quarter of China’s ci zens
of the middle class and the middle class joined the rich, will be over 65 years old, and the younger genera on
the rich became superrich, each of them took the style will have a huge burden of taking care of the elderly.
of the society in which he found himself. Everyone star-
ted to reduce families, everyone suddenly had fewer It is known that for 1.3 billion Chinese the
children. Hence the controversy that the richer a coun- leading universi es of the country have only about
try is, the fewer children there are, and the more likely thirty thousand student and graduate posi ons. Appli-
its people will start to die. Socie es created with the cants compete very hard, and at least one suicide a
aim to provide its members with a maximum pleasure, year happens on campus. It is very expensive to edu-
freedom and happiness, at the same me prepare fu- cate a child in China.
nerals for these people (Patryk Dzh. B’yukenen, 2003).
Now the Chinese women, the same as Euro-
The development of modern techniques and pean ones, strive for self-sufficiency. They get married
technologies also contributes to ac vely promo ng the a er thirty and purposefully want to have only one
childfree ideology to masses. With the development child. Some healthy girls are not going to have child-
of computer technology and the crea on of social net- ren. This trend is now very popular in China (Rambler
works, more and more young people prefer this style of online magazine, ar cle from 07.2013).
communica on and pas me instead of the previously
conven onal "live" communica on. There is no direct As for childfree ideology in Ukraine, we have
impact on the increase of childfree representa ves, but noted that there is no informa on about this pheno-
it indirectly creates the precondi ons for the gradual menon. We interviewed 60 respondents in the age
spread and expansion of territory for this ideology. group from 18 to 45: the first age group – 18-25; se-
cond age group – 25-35; third age group – 35-45.

The following ques ons were asked:
1. Do you support the childfree ideology? "Yes/No"

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

2. If "Yes", explain the reasons for which you decided Now it is mely and new. And we will know
to choose this prac ce. very soon what it will be for the mankind in the fu-
ture – the new alterna ve or a step into the abyss.
Only 5% of respondents in the first age group On the other hand, childfree is not propaganda for
consider themselves to be childfree. They gave a posi- procrea on refusal. This is a life posi on. Each of us
is free to do as he pleases in life, because everyone
ve response. When asked about the argumenta on, has the rights and du es prescribed by society. There
in all cases the answer was not being ready to have a is no country having among the du es a duty to leave
child, and also these people posi oned themselves as an offspring behind. But we do have the right for free
not yet fully formed personali es, who needed me expression of our thoughts and will. It is obvious that
for further personal development. a childless family shakes the founda on of society.
The society takes up arms against a human. Interests
In the second age group also 5% of the res- of an individual are valued less than the public inte-
pondents confirmed that they are childfree. However, rest.
they argued that they are not ready for a child because
of a fear of losing a money-making posi on, and that But what is surprising is that the world is be-
with the appearance of a child the rela onship bet- coming more and more popular over the problem of
ween the partners can rapidly deteriorate. having children: in addi on to a "baby boom", num-
ber of childfree followers is growing. In our view, this
In the third age group there was no posi ve res- could be a posi ve trend – there is no imbalance in
ponses. From the interview it can be concluded that the terms of demographics. People ge ng rid of stereo-
prac ce of childfree like an erosion is slowly spreading types become happier. But the most important thing
among Ukrainians, and from a passive state, in the form is wish fulfillment, a sense of comfort, regardless of
of forum discussion, may soon go to the ac ve one, the choice. A er all the choice itself is without doubt
such as the adop on of the ideology for life. a manifesta on of human freedom. And freedom is a
priceless thing, possessed by human.
To understand the reason for the spread of this
ideology, psychologists advise to look at the problem References:
from the point of view of childfree representa ves, in Bycharova, M.M. (2013). Fenomen "chayldfry", yak pro-
terms of their mo va on. For example, you can not have
a child because it is assumed that the child is a mandato- blema "Druhoho" [Fenomen “childfree” as a problem
ry and integral part of your life, you do not have to prove of “Another one”]. Herald of Astrakhanskyy State
and explain anything, because it’s your life. You will be Unoversity, 135.
able to achieve career growth and visit many countries, Bycharova, M.M. (2013). Fenomen "chayldfry" i problema
because your me is just yours. A er all, every person is druhoho [Fenomen “chaildfree” and problem of “Ano-
different and he can decide for himself. We can only state ther one”]. Vestnyk Astrakhanskyy hosunyversyteta.
the results of such a rapid spread of childfree today. Eleanor, Mills. (September 16, 2000). Too Busy to Have
a Baby. Spectator.
Childfree is reaching a poli cal level, because Hrybauskayte Dalya. (n.d.). In Wikipedia. Retrieved from
its representa ves create par es and put forward their h ps://ru.wikipedia.org/wiki/Hrybauskayte Dalya.
demands at the state level. This results in most coun- Merkel’ Anhela. (n.d.). In Wikipedia. Retrieved from
tries already having restaurants, museums and cafes h ps://ru.wikipedia.org/wiki/Merkel’ Anhela
where children are forbidden. And this con ngent has Patryk Dzh. B’yukenen. (2003). Smertʹ Zapada [The
made its point already: on the average more than 40% death of West] Sankt-Peterburh.
of couples in Europe do not have children. Peck, E. (1976). Paperback. The baby trap.
Rachitskaya, M.K., Petrovskaya, O.A. (2014). Mo on
In most countries, the spread of the ideology is childfree among young people. Krasnodar.
constrained by religion, because human`s main purpose Resolu on 2263 (XXII) of the UN General Assembly
in its teachings is a con nua on of its kind. Therefore, from November 7, 1967. (n.d.) In Wikipedia. Re-
in countries where religion is a state policy, and it is trieved from h ps://ru.wikipedia.org/wiki/
par cularly in the Asian region – there is a steady po- Selyvyrova, E. (2010). Chayldfry: bez paniky [Childfree:
pula on growth. without panic]. Sociology Poin, 2010, 121 p.
Tymchenko, V. (2015). Modernyy natsionalizm [Modern
We have the right to decide for ourselves on na onalism]. Hlobal’ni katastrofy ta yak yim zaradyty.
what is this ideology for each of us. In our opinion, on Kyiv.
the one hand, it can lead humanity into a dead end,
because due to the voluntary refusal to have children,
not just na ons may disappear, but also whole popu-
la on, including human kind. But childfree existed at
all mes, but only recently people gave them a name,
and are beginning to pay more a en on to this issue.

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UDC 159.9. 316.6 (470-25+470.6)
PSYCHOLOGICAL FACTORS OF ACCULTURATION IN THE AGE OF YOUTH

I. Danilyuk A. Kurapov

D. Sc. in Psychology, Ph.D. student of Psychology
Professor, Department,
National Taras Shevchenko National Taras Shevchenko
University of Kyiv, University of Kyiv,
Ukraine Ukraine

[email protected] [email protected]

This ar cle describes dependencies and connec ons of accultura on strategies with psychological features of
exchange students. There are 4 main accultura on strategies: assimila on, separa on, margi- naliza on and
integra on. The ar cle also shows possible ways and predic ons of accultura on strategies’ selec on, basing
on the measured psychological characteris cs. These characteris cs include: level of anxiety and depression,
level of neuro sm and psycho sm, extroversion and introversion. Results of a research allow predic ng pos-
sible outcomes of inter-cultural interac on, giving a possibility to create atraining program that will increase
their adapta on and make the study process smoother and more effec ve.

Key words: accultura on, youth age, accultura on strategies, accultura ve stress, adapta on,
cross-cultural psychology.

У статті розкрито залежності та взаємозв’язки вибору стратегій акультурації студентів,
що навчаються за кордоном, окреслено можливі варіанти та прогнози вибору стратегій, залежно
від виміряних психологічних характеристик. До виміряних характеристик відносяться рівні триво-
ги та депресії, вираженість нейротизму та психотизму, екстравертованість-інтравертованість,
темперамент.

Ключові слова: акультурація, юнацький вік, стратегії акультурації, акультураційний стрес,
адаптація, крос-культурна психологія.

Introduction many students studying abroad do not undergo preli-
In the fi ies of the twen eth century, interna- minary tes ng aimed at determining the presence of
onal educa on was viewed as part of the post-war a par cular student adap ve capacity, par cularly of
recovery and as part of the diploma c interests of ma- extraversion and emo onal stability. The problem of
jor donors, ie countries that provided places in univer- accultura on is s ll not thoroughly researched, so this
si es and scholarships to students from abroad. The issue requires further inves ga on.
criteria in evalua on of interna onal educa on reflect
these goals. Thus, the focus of the majority of studies Methodology
were focused on a tudes that have emerged in inter- For the first me, scien sts have addressed the
na onal students during their stay abroad, to the local problem of so-called accultura on in the early 30th of
popula on of Western ideas and life in general. This the 20th century and it was associated with a sharp
led to a lot of theore cal research without prac cal turn of the US ethnographers to studies of primi ve
use. Nevertheless, modern scholars, including J. Berry, na ons to the detailed study of the present. The first
F. Rudmin, R. Redfield, S. Kang, T. Stefanenko, N. Le- works on problems of accultura on that were presen-
bedyeva, individual entry into a new culture, accom- ted by researchers, tried to illustrate changes of va-
panied by a change in values, role behavior, a tudes, rious cultures, mainly Indian, influenced by European
consider as psychological accultura on. culture, and iden fy some pa erns of cultural change.
For over 17 years, student exchange program Number of field studies grew so that soon there
FLEX (Future Leaders Exchange Program) is ac ve on was an urgent need for the compila on and evalua -
the territory of the former Soviet Union. Every year on of the already ongoing work, specifically in terms
approximately 200-300 Ukrainian school students are of the objec ves’ unifica on, development of pro-
sent to study in the US schools. Unlike FLEX finalists, grams and methods for the study of accultura on. The

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

implementation of this set took place at Columbia Uni- group leads to complete assimila on that is under-
versity Council for Research in Social Sciences, which stood as a full acceptance of tradi ons, values, norms
since 1930 subsidized the research of accultura on. and language of alien groups, which might lead to the
In order to work in the indicated area, special commit- full merge with the dominant group. According to the
tee was created. It included prominent US scien sts: numerous studies, migrants arriving for permanent re-
R. Redfield, R. Linton and M. Herskovits, who developed sidence are more likely to assimilate than those that
the “Memorandum on the study of accultura on.” It are currently resident in a par cular country. In turn,
contained the following defini on of accultura on: “Ac- people who emigrate in order to get educa on, im-
cultura on comprehends those phenomena which re- prove economic situa on get assimilated quite easily,
sult when groups of individuals having different cultures whereas refugees who are supposedly "pushed" by
come into con nuous first-hand contact, with subse- poli cal cataclysms, psychologically resist termina on
quent changes in the original cultural pa erns of either of rela ons with the motherland and become assimi-
or both groups” (Stocking, 2002) lated much longer and with difficulty. Earlier studies
indicated that the best op on for cultural adapta on
The memorandum discussed the following is- is assimila on with the dominant culture. Now it is be-
sues: types of contacts between groups in which accul- lieved that biculturalism, achieved in the integra on
tura on is possible; factors that affect what is percei- process, is more real and more successful for ethnic
ved as cultural traits and why a certain group perceives minori es (Lebedeva & Tatarko, 2001).
them; features of the transforma on of cultural traits
in the selec on process; the role of an individual in Strong iden fica on with mul ple interac ng
the selec on and transforma on of cultural traits. The groups leads to the forma on of mul -ethnic identity.
essence of the process of accultura on is reduced to People who have this iden ty, have features of both
selec ve assimila on of each of these groups of mate- groups (both own and "alien"), aware of their similari-
rial and spiritual values and cultural values of another
group, so that the culture of both groups undergoes es. This strategy is called integra on, it is characterized
certain changes. As prac ce shows, the dominant cul- by iden fying both the old and the new cultures and
ture changes less. The extent of these changes depends causes a "mosaic" society, where each element retains
on several factors: psychological, demographic, geo- its unique mosaics, and all interac ons createnew in-
graphical, historical, economic, social, ideological, etc., tegrity. Mul ple or mul cultural iden ty is most be-
including the special role of psychological factors. neficial for humans, it allows it to use the experience
of one group to adapt to another, acquire benefits of
To determine individual preferences regarding another culture without compromising their own va-
accultura on, according J. Berry, iden fica on process lues. Such people are called intermediaries or bridges
with its own and basic culture needs to be described. between cultures. Awareness and acceptance of the
Thus, two measurement model includes four variants belonging to two ethnic communi es posi vely af-
of ethnic iden ty in which an individual with varying fects personal growth of people from ethnic marria-
degrees of intensity iden fies with one, two or even ges. However, weak, not clearly expressed ethnic iden-
several ethnic communi es (Table 1).
ty with another ethnic groups creates marginalized
Table 1 ethnic iden ty. If the person does not iden fy with any
J. Berry’s Scheme Regarding Possible Op ons ethnic majority in culture or the culture of ethnic mi-
of Iden fica on and Accultura on strategies: nori es, the result is an ethno-cultural marginaliza on.
This may occur due to the lack of ability (or interest)
Iden fica on Iden fica on with basic culture to support cultural iden ty (o en through forced or
with own imposed cultural losses) and the lack of desire to es-
culture strong weak tablish rela ons with the surrounding society. This
ethnic integrity (ethnic iden ty) allows to analyze how
strong integra on separa on this dysfunc onal strategy may be helpful in the re-
weak assimila on segrega on duc on culture shock and maintain posi ve iden ty.
marginaliza- It is assumed that non-dominant groups and their
members are free to choose the strategy of accultura-
on
on, but this is not always the case. Dominant group
Mono-ethnic iden ty with another ethnic group limits the choice or makes certain forms of accultu-
or change of ethnic (cultural) iden ty becomes possible ra on, while using other terms. For example, people
in cases where a mul -ethnic society "alien" group is may some mes choose separa on from the object or
regarded as one that has a higher economic, social, interrup on of rela onship. The concept of separa on
etc. status. Mono-ethnic iden ty with another ethnic means that ethnic minority culture voluntarily denies

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Table 2

The Results of the Correlation Analysis

extraversion
integration
separation
marginaliza-

tion
assimilation
dysadaptation

anxiety
depression
psychotism
neurotism

Pearson Correlation 1 ,156 ,148 -,156 ,086 -,168 -,258** -,214* ,001 -,332**
,090 ,074 ,324 ,013
extraversion Sig. ,072 -,165 -,344** -,088 ,054 ,003 ,994 ,000
integration ,058 ,000 ,313 -,177*
separation Pearson Correlation ,156 1 ,335** -,091 -,198* ,042 -,151 -,117
marginalization 1 ,131 ,000 ,050
assimilation Sig. ,072 ,132 ,088 ,296 ,022 ,566 ,083 ,179
dysadaptation ,315 ,131
anxiety Pearson Correlation ,148 -,165 ,131 1 ,290** ,150 ,132 ,168 -,041
depression ,132 1 ,100
psychotism Sig. ,090 ,058 ,335** ,088 ,001 ,085 ,250 ,054 ,636
neurotism ,000 ,315 ,295** ,181*
Pearson Correlation -,156 -,344** ,290** ,135 ,001 ,135 ,195* ,037 ,019 ,173*
,001 ,121 ,211* ,796**
Sig. ,074 ,000 ,150 ,195* ,015 ,121 ,025 ,000 ,826 ,047
,085 ,025 ,100 1
Pearson Correlation ,086 -,088 ,050 ,131 ,250 ,295** ,211* ,284** -,022
,566 ,132 ,284** ,293**
Sig. ,324 ,313 ,168 ,019 ,001 ,001 ,015 ,001 ,001 ,798
,054 ,826 -,022 ,681**
Pearson Correlation -,168 -,091 -,041 ,173* ,798 1 ,185* ,000 ,399** ,197*
,636 ,047
Sig. ,054 ,296 ,033 ,000 ,023

Pearson Correlation -,258** -,198* ,185* 1 ,253** ,654**

Sig. ,003 ,022 ,033 ,003 ,000

Pearson Correlation -,214* -,177* ,181* ,796** ,293** ,681**

Sig. ,013 ,042 037 ,000 ,001 ,000

Pearson Correlation ,001 -,151 ,399** ,253** 1 -,002

Sig. ,994 ,083 ,000 ,003 ,983

Pearson Correlation -,332** -,117 ,197* ,654** -,002 1

Sig. ,000 ,179 ,023 ,000 ,983

the majority and preserves its ethnic characteris cs. with psychological characteris cs forworkers and ex-
However, if this strategy is chosen, it is o en forced change students is not inves gated. There are very
to minority by the domina ng majority and it will be few studies that present at least a li le and describe
called segrega on. The same applies to the strategy the phenomenon of accultura on and its rela onship
of assimila on, when representa ves of minori es with psychological phenomena and processes.
(migrants) choose it voluntarily and it is called “mel-
J. Berry (2005) defines several important fac-
ng pot”, but if their choice is forced, it is more like a tors that may impact the process of accultura on.
"press" (Lebedeva & Tatarko, 2001). Specifically, he focuses on the context and the process
of accultura on in terms of the interac on between
Marginaliza on is rarely the result of the free ethnic groups (usually dominant and non-dominant).
choice of individuals since they become increasingly Important factors that may have a significant impact
marginalized as a result of a empts of the forced as- are the following: dura on of stay in different cultu-
simila on combined with violent rejec on (segrega- ral environment, gender differences, age, educa onal
level, accultura on a tudes, behavioral shi s, cul-
on). Only integra on can be freely chosen and suc- tural iden ty and accultura ve stress (Berry, 2005).
cessful strategy of accultura on in ethnic minority The most significant out of the men oned factors are
groups, when the basic se ngs of the dominant group accultura on a tudes, which depend on specific psy-
on cultural differences are openness and acceptance. chological features that are not clearly presented by
To achieve integra on, mutual adapta on is required other researchers. An interest is given to the research
and it includes the rights of both groups in order to live of psychological characteris cs, specifically, the locus
as culturally diverse na ons. Despite the selec on of
specific strategies of accultura on, their rela onship

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

of control, introversion and extraversion, together with instability. Due to the presence of emo onal instability,
personal efficiency. a person would rather choose assimila on as accultu-
ra on strategy. Integra on as accultura on strategy is
Since current research was focused on exchange the inverse of the presence of anxiety and depression,
students, it is necessary to men on the factors that which suggests their impact on integra on. Marginali-
impact indicated age group since its representa ves za on showed no significant links with the measured
undergo certain psychological processes. As a result, variables.
important characteris cs are the following: develop-
ment of moral regulators, forma on of self-esteem and Basing on the results of the study of influence
behavioral flexibility (Sholohov, 1999). It means that of temperament on the selec on of accultura on stra-
factors that impact accultura on might differ and are tegy, it can be stated that significant differences bet-
the following: general level of psychological adapta on, ween the indexes were not found, however, it is pos-
presence of communica on skills and expected roles. sible to see connec on in terms of tendencies, which
means that they can be described. In par cular, the
Participants phlegma c and sanguine temperaments show low le-
The sample consisted from the finalists of an vel of depression in comparison with choleric or me-
academic exchange program FLEX, including those lancholic temperament.
who have returned home (85 people) and those who
at the me of the research were in the United States Rela vely, accultura on strategies iden fied
(48 people). Total sample size was 133 persons. certain phlegma c commitment to the choice of mar-
ginaliza on and separa on for the melancholic. Based
Results on the features of these strategies and behavior of
The results, obtained in the research, allowed each type of temperament, these links are absolutely
to iden fy the following features. Measured parame- logical and appropriate. The results of the quan ta ve
ters are not age-dependent. Correla on analysis, the distribu on of respondents are shown in Fig. 1.
results of which are shown in Table 2, revealed the
relationship of certain characteris cs of the measured Using the regression analysis, it was possible to
variables. Consequently, due to the presence of social iden fy variables that influence the choice of accultu-
dysadapta on, the person most likely will choose se- ra on strategy. Without going into the details of the
para on, as accultura on strategy. Social exclusion, in study, it can be stated that only one significant impact
turn, is caused by high levels of conflict and emotional was discovered: between exposure to social exclusion
and anxiety, which leads to the choice of assimila on
and separa on as accultura on strategies. It means,

Fig. 1. Distribution of the results according to the Eysenck scale

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Fig. 2. The model of acculturation strategy choice

the more social exclusion and the level of anxiety, the a tudes. Since current research was focused on ex-
more likely a person will choose assimila on and sepa- change students, it is necessary to men on the factors
ra on as accultura on strategies. that impact indicated age group since its representa-

Accultura ve stress is defined as individual res- ves undergo certain psychological processes. As a re-
ponse to life events (rooted in intercultural contact) sult, important characteris cs are the following: deve-
when they exceed the capabili es of individuals to cope lopment of moral regulators, forma on of self-esteem
with them. O en these reac ons include depression and behavioral flexibility.
(due to the loss of cultural experiences) and anxiety
(due to uncertainty in how to live in a new society). Ac- FLEX finalists tended to achieve integra on
cultura ve stress level is characterized by depression, strategy. The boys showed higher levels of extraversion
anxiety and social exclusion. A er analyzing the results, and a tendency to refer to separa on, in comparison
it can be stated that accultura ve stress was experien- with the girls. The presence of accultura ve stress
ced by quite a small number of respondents. Neverthe- leads to assimila on, which accompanied by the high
less, the presence accultura ve stress promotes choice level of emo onal instability and psycho sm. Due to
of assimila on as accultura on strategy. Graphic re- the presence of social exclusion, respondents tended
presenta on of dependencies of acculturation strate- to choose separa on. Social exclusion is caused by
gy choices with psychological characteris cs is shown high levels of conflict and emo onal instability. In-
in Fig. 2. tegra on as accultura on strategy is inverse to the
presence of anxiety and depression. Marginaliza-
Discussion
Modern scholars define psychological accultura- on found no significant links with the measured
on as an individual entry in a new culture, accompanied variables. The choice of separa on affects social ex-
by a change in values, role behavior, social installations. clusion and level of anxiety. Choice of assimila on
J. Berry iden fies the following strategies of accultura- is associated with high levels of anxiety and social
on: assimila on, integra on, separa on and margina- exclusion. Indicated results allowed to create a mo-
liza on. Important factors that may have a significant del of choice which shows the accultura on strategy
impact are the following: dura on of stay in different that might be chosen due to the presence of specific
cultural environment, gender differences, age, educa- psychological characteris cs. Nevertheless, it needs
onal level, accultura on a tudes, behavioral shi s, to be broadened or remodeled in order to include a
cultural iden ty and accultura ve stress. The most sig- bigger picture of personality.
nificant out of the men oned factors are accultura on
The number of student exchanges is increa-
sing, so the problem of accultura on and its rela onship
with the psychological characteris cs of students is

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

very relevant. The results can be applied in selec ng and applied research. Washington, DC, US: Ameri-
students that are planning to study abroad, predict pos- can Psychological Associa on.
sible choice of accultura on strategy that is based on Kang, S.M. (2006). Measurement of accultura on, scale
exis ng psychological characteris cs of students, put formats, and language competence their implica-
forward specific recommenda ons for the successful
“entry” to the alien cultural environment and for the ons for adjustment. Journal of Cross-Cultural Psy-
most efficient and produc ve stay in another foreign chology, 37(6), 669-693.
country. This can improve not only academic success Lebedeva, N.M., Tatarko, A.N. (2001). Metodi etniches-
but also social adapta on in general. The problem of koy I kross-kulturnoy psihologii. Moscow: NIU VShE.
accultura on, par cularly in adolescence, is not fully Rudmin, F. W. (2003). Cri cal history of the accultu-
inves gated, and therefore requires further scien fic ra on psychology of assimila on, separa on, in-
research. tegra on, and marginaliza on. Review of general
psychology, 7(1), 3.
References: Schwartz, S., Unger, J., Zamboanga, B., Szapocznik, J. (2010).
Berry, J.W. (2005). Accultura on: Living successfully in Rethinking the concept of accultura on: Implica ons
for theory and research. American Psychologist,
two cultures. Interna onal journal of intercultural 65(4), 237-251.
rela ons, 29(6), 697-712. Sholohov, I.A. (1999). Psihologicheskie problemy adap-
Berry, J., Phinney, J., Sam, D., & Vedder, P. (2006). tatsii uchashcheysa molodezhi za rubezhom [Psy-
Immigrant Youth: Acculturation, Identity, and chological problems of adapta on of studying
Adaptation. Applied Psychology, 55(3), 303- youth abroad]. Razvi e lichnos , 2(1), 72-85.
332. Stocking, G.W. (Ed.). (2002). American Anthropology,
Chun, K.M., Balls Organista, P.E., & Marín, G.E. (2003). 1921-1945: Papers from the American Anthropolo-
Accultura on: Advances in theory, measurement, gist (Vol. 2). Lincoln: University of Nebraska Press.

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UDC 37.01
PEDAGOGICAL CONDITIONS OF CREATIVE
DEVELOPMENT OF THE PERSONALITY BY MEANS OF ART

Dubasenyuk Alexandra

D. Sc. in Pedagogy, Professor
Department of Pedagogy

Zhytomyr Ivan Franko State University, Ukraine

[email protected]

The ar cle deals with crea ve development of the personality by means of art. The aesthe c educa on is seen
as a complex crea ve process involving children and youth into the system of civiliza on aesthe c values. The art is
understood as a means of communica on and understanding and integra on of the children in shared experiences
and ac ons. The emphasis is made on the necessity of crea on of pedagogical condi ons for the development of
creative poten al in the children and young people, their involvement in different types of art ac vi es, which expands
the range of aesthe c cogni on of the world, enabling to test human strength in various fields. The features of the
innova ve concepts in the field of art of the best educators and the ar sts are outlined. The major regulari es of the
educa on of crea ve personality are analyzed, namely the regularity of the individual systems of learning, the zone
of proximal ac ons, the synergis c enhance of the results, the mo va on of the ac vi es, the rela onships between
crea ve self-realiza on of the personality and educa onal environment. These concepts create favorable condi ons of
ar s c development and spiritual growth of in the children and young people.

It is shown that the educa on of the pupils through art presupposes primarily the development of emo onal
and imagina ve thinking, feeling and intui on development, heart and soul. Innova ve ac vi es of the renowned
teachers, scien sts, ar sts not only helped the other teachers to evaluate their crea ve powers, to feel their own intel-
lectual poten al, but gave the opportunity to predict the future growth of children from the level of representa on to
the level of crea ve thinking, involving heart and soul. This means that in the crea ve work of the children the feelings,
knowledge and will harmoniously unite. Progressive concept of art educa on were not dogma, and became the means
of teacher’s developing in the field of scien fic knowledge, the discoveries in the sphere of art and culture.

Key words: crea ve poten al, art, aesthe cal educa on, all-civiliza on values, aesthe cal values, teachers-
enlighteners.

У статті йдеться про творчий розвиток особистості засобами мистецтва. Естетичне виховання
розглядається як складний творчий процес, що передбачає залучення дітей та молоді до системи загально-
цивілізаційних естетичних художніх цінностей. Мистецтво постає засобом спілкування і взаєморозуміння,
єднання дітей у спільних переживаннях і діях. Наголошується про необхідність створення педагогічних умов
для розвитку творчого потенціалу дітей та молоді, їх залучення до різноманітних видів художньої діяльно-
сті, що розширює діапазон естетичного пізнання світу, дає можливість випробовувати свої сили у різних
сферах. Виявляються особливості новаторських концепцій у сфері мистецтва педагогів-майстрів, митців.
Аналізуються закономірності виховання творчої особистості, а саме закономірності індивідуальності сис-
тем навчання, зони найближчої дії, синергетичного підсилення результатів, мотивації діяльності, взаємо-
зв’язку творчої самореалізації особистості й освітнього середовища, що сприяють її художньому розвитку
та духовному зростанню.

Отже, виховання учнів засобами мистецтва передбачає насамперед розвиток емоційно-образного
мислення, розвиток відчуття й інтуїції, душі і серця. Інноваційна діяльність відомих педагогів, учених-митців
допомогла й іншим учителям оцінити свої творчі сили, відчути власний інтелектуальний потенціал, дала
можливість передбачити перспективу зростання дітей від рівня уявлень до рівня художнього мислення,
привертаючи до роботи душі і серця. А це означає, що в творчій роботі дітей гармонійно зливаються від-
чуття, знання і воля. Прогресивні концепції художньої освіти не стала догмою, а з’явилася засобом розвитку
самого вчителя у сфері наукових знань, відкриттів у сфері мистецтва і культури.

Ключові слова: творчий потенціал, мистецтво, естетичне виховання, загально-цивілізаційні цінно-
сті, естетичні цінності, педагоги-просвітителі.

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

The deep and profound analysis of contempo- of art one can not only convey the centuries-old expe-
rary social and cultural situa on in the world enables rience of spiritual culture, but also develop the sen-
to conclude that the actuality of crea ve poten al suous sphere of a personality. To transfer this experi-
through art is due to the spread of the tendency of ence there appeared different kinds of art in human
humaniza on of the educa onal process of personally society.
oriented paradigm of educa on and upbringing.
The purpose of the paper is to analyze the im-
The crea vity as a phenomenon emerges as an pact of different kinds of art, the innova ve teaching
integral quality of the individual that is realized in the experience on the development of personality’s crea-
ac vi es and determines the man’s success. This ap-
proach is aimed at fostering the spiritual and moral ve poten al.
personality. In modern na onal educa onal system Thus, the aesthe c educa on is a complex
is increasingly affirmed the role of art in spiritual and
moral development of an individual. The improvement process, which involves children and young people in
of educa on’s content as one of the main sources of general civiliza on of aesthe c ar s c values, since
poten al cultural society draws constant a en on to beauty is holis c and integral one in its universality.
research and teaching staff at all levels. However the beau ful embodies the features of its vi-
sion by the representa ves of a par cular ethnic group
Some years ago O. P Rudnytska noted that the and na on. Personality’s aspira on for cogni on and
transfer of social and cultural experience and humanis- awareness of these features are extremely important
task of aesthe c educa on. The personality finds its
c values of the mankind can not be effec ve if perso- place for exercising its own ar s c capabili es in com-
nal and meaningful realm of a man are not ac vated. plex dimension of integrity, unity, beauty, in the diver-
The main feature of a crea ve personality is conside- sity of its na onal dimensions. The main objec ves of
red its crea ve or individual psychological characteris- the aesthe c educa on of the younger genera on one
should include: the forma on of aesthe c a tude
cs that meets the requirements of crea ve ac vi es. to reality, aesthe c ideas and opinions (the ability to
S.V. Konovets believes that under the crea ve person emo onal experience, the ability to ac vely mastering
one should understand that person who has internal ar s c experience, independent study, exploratory ac-
condi ons that ensure his mo va on for search and
crea ve ac vi es and for the research conduct and vi es, special art and crea vity); the development in
which is able to realizing the crea vity in various forms children and youth the aesthe c ac vi es (the deve-
of life on their own ini a ve and conscious choice of lopment of aesthe c and ar s c percep on, forming
appropriate means (Nychkalo, 2011). It is an aesthe c the ini al skills of performing art ac vi es, implemen-
educa on and the means of art presuppose the for-
ma on of knowledge, skills, feelings, interests, needs, ng the elements of beauty in life, rela onships with
tastes and personality assessments, implemented in people, self-a tude), the development of general and
aesthe c ac vi es (Sche nin, 1986). special ar s c and crea ve abili es (they are formed
during mastering the ways of ac vi es – percep on,
The scien sts note that there are two basic performance and crea vity). With proper pedagogical
ways of cognizing the world: guidance of all kinds of art, the nature and life contri-
bute to forma on in the youth the aesthe c a tude
1) the path of scien fic knowledge, to reality (Shevchenko, 1973).
2) cognizing through art.
If in the first case the scien sts operate with The aesthe c educa on is concerned primarily
facts syllogisms, concepts, then in the sphere of se- with the moral one, as these educa onal trends are ba-
cond – the writers, ar sts, musicians operate with sed on feelings, both posi ve and nega ve experiences.
images, pictures, music. Hence the two kinds of thin- Not accidentally, by describing the ac ons of a man,
king according to the two hemispheres of the brain they use a category of aesthe cs (“a good deed”). The
are differen ated: the first one is the ra onal and lo- child learns to set goals and achieve them In the process
gical, which is used in science (objects of the material of ar s c ac vi es, providing the ways to implement
world); the second one is emo onal and imagina ve the plans, to exercise pa ence, dedica on, attention.
which is used in the art expressed in the a tude to The art is a means of communica on and understan-
crea ve work that should be taken into considera on ding, unity of children in shared experiences and
in the process of personality’s molding. actions. The mul -aspect tasks of aesthe c educa on
Aristotle emphasized the importance of art, par- can be addressed through the development of such im-
cularly music. He emphasized that music can exert in- portant personal quali es such as ini a ve, creativity,
fluence on the aesthe c side of human soul and since the ability to uniquely percep on of the world.
it has such proper es, it should be included among
the subjects of youth’s educa on. However, by means It is very important to create condi ons for the
development of crea ve poten al of children and young

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people and their involvement in various forms of ar s- was paid at the school to the study of the classics of
c ac vity that extends the range of aesthe c know- ancient literature and philosophy, ancient languages,
Greek and Roman literature, mathema cs, in the tea-
ledge of the world, provides an opportunity to test their ching of which visual aids and prac cal work were used.
strength in various fields. In the educa onal ins tu - According to Vi oryno da Feltre’s views, the purpose of
ons they very o en a ract the students to such kinds the pedagogical process was to educate the “humanis-
of ar s c ac vi es as expressive ac vity (percep on
of works of fine art, pain ng, sculp ng, making appli- c personality” who embodies the humanitarian ideals.
ca ons) musical ac vi es (percep on of music, singing, The educa onal program of the Italian teacher besides
playing, dancing, playing musical instruments); ar s c general subjects included physical exercises, singing,
speech ac vity (hearing fairy-tales, short stories, poetry dancing, music aimed at crea ng ar s c percep on
readings, crea ve stories, the inclusion of the children in the children as well as at providing a strict religious
in various crea ve ac vi es, etc.); theatrical ac vity. and moral educa on. The individual characteris cs of
The teachers find crea ve poten al according to the the students were taken into considera on. The rela-
following criteria: a tude, interests, abili es that are
the embodiment of ar s c crea vity, the ways of cre- onship of the teachers and students were based on
a ve ac ons, the quality of children’s art ac vi es. The individual approach and mutual respect. The school
crea vity of the children in ar s c ac vi es is formed was located in a beau ful palace, surrounded by nature
on the background of overall development and through and became popular, and Vi oryno da Feltre was called
special training. It is important to remember that the “the first school teacher of a new type.”
ar s c possibili es of the students are differen ated,
and the results of their study show not only how skill- A century later a school of joy appeared in
fully they paint, sing, read poetry, but also the depth the Pavlyshi rural school of Kirovograd region led by
and strength of their interests, a tude to the quality of V.A. Sukhomlinsky, who took the baton of the Italian
the implementa on, the desire and efforts to improve teacher. An outstanding educator and humanist a a-
skills of ar s c ac vity. The improvement of aesthe c ched grea mportance to moral educa on of the per-
educa on contributes to: the crea on in the schools of sonality by means of the humani es, as well as art. The
developing educa onal environment, the moderniza- nature, the beauty, poe c word, music, art, drama c
art, drawing tales were the powerful means of educa-
on of means and methods of work with the students
aimed at developing their crea ve a tude to aesthe c on and cognizing the world of the senses. The library
understanding of reality, a reflec on of this a tude in of V.A. Sukhomlynsky contained 19 000 volumes inclu-
his own crea ve work. ding the books on theory and history of art. According
to the teacher, the crea ve work begins where the in-
Thus, the results of the scien fic research con- tellectual and aesthe c wealth, mastered earlier be-
ducted in different regions of Ukraine it is revealed came the means of knowledge and transforma on of
that crea ve developed personality of a teachers can the world. The development of crea ve poten al in
play a crucial role in improving arts educa on, the de- children by means of different art is an important con-
velopment of general and aesthe c culture in young di on for the completeness of personality’s spiritual
genera on (Nychkalo, 2011). life (Suhomlinskiy, 1988).

The state of art educa on and training as well The urgency of the problem of crea ve persona-
as teachers’ professional training in the present me lity became acutely realized only at the end of the 90s
need the development of the problems of enhancing of the XX-th century, when it became clear that educa-
the professional competence of a teacher on the basis of
understanding the experience of prominent educators- on can not be based only on those principles that are
teachers. Therefore let us turn to the history and expe- oriented only at the mental development of a man. The
rience of the renowned pedagogues. idea of personal and developmental educa on is reflec-
ted in the pedagogy of coopera on being the trend in
The Italian educator and humanist of Renais- the prac ce of educa on and upbringing, which took
sance epoch Vi oryno da Feltre back in the XIV centu- shape in our country in the 80s as an alterna ve trend
ry (1423) created the school at the court of the Duke of tradi onal pedagogy. This humanis c approach was
of Mantua where studied the children of the duke and ini ated by the teachers-innovators (Sh.O. Amona-
his close persons and children of poor parents that shvili, S.M. Lysenko, I.P. Volkov, V.F. Shatalov, Y.M. Ilyin,
held by the tea-cher. Later the children from other ci- M.M. Paltyshev et al.). Its essence lied in the anxiety
with the lives of the children, their problems and diffi-
es in Italy, Greece, France and Germany went to that cul es, their feelings and aspira ons, turning to true,
school. The school was named “House of Joy”. The very real “I” of a child. The coopera on pedagogy was un-
school’s name Vi oryno da Feltre emphasized its dif- derstood by the innovators the installa on of huma-
ference from the medieval schools. Special a en on ne rela ons between the par cipants of educa onal

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

process being the essen al harmonious development contributed greatly to the forma on of pupils’ interest
of a personality. in crea vity, the need for it, helped to define profes-
sional inten ons (Volkov, 1991).
Let us characterize the contribu on of the teachers-
innovators and the ar sts into the crea ve poten al Very interes ng is the experience of teacher-
of the pupils through art. Here are examples of inno- Academician M.P. Sche nin that in the 70s of the last
va ve teaching ac vi es as teachers and prominent re- century, founded an unusual school in the village of
presenta ves of art. Yasnyi Zori, Belgorod region where he organized edu-
ca onal experiment. The school complex was crea-
I.P. Volkov being the teacher of drawing and ted, which carried general, music, art, dance training
singing summarized his rich innova ve experience in (Sche nin, 1986). Now the village Tekos of Krasnodar
school by flexible and multivariate construc on of region under M.P. Shche nin’s leadership the innova-
teaching process of the crea vity. He made sure that
all children are talented, they have high adaptability to ve public boarding school was founded, where 200
the work. I.P. Volkov conducted the synthesized crea- students acquire school educa on in an atmosphere
of coopera on, understanding and crea vity. The pe-
ve lessons in usual classes. Being involved in the sol- culiari es of the school are: no classes and evenaged
ving the problem of developing the abili es and skills in groups of children, there are no tradi onal classes
the pupils, he came to a conclusion: “all normal child- (instead of them are the crea ve workshops children
ren have a variety of poten al talent”. The school must of all ages). Great importance there is given to the
iden fy and develop them. While there are children development of the students through art and innova-
who are gi ed mostly in one sphere: music, visual arts,
and others. But this is an extremely rare gi of nature, ve teaching methods. The priori es tasktsof perso-
but in general they have the usual inclina ons, that is, nality development are: the forma on of spirituality,
the poten al capaci es. In favorable condi ons the lat- crea vity, patrio sm, belief in knowing his or her life
ter can be developed even onto the higher level. career.

However, these talents are revealed not simul- In the field of musical educa on of children and
taneously and evenly, that presupposes the search and youth the uncondi onal primacy belongs to D.B. Kaba-
further development of crea ve abili es in the pupils, lyevsky. As a scholar and a teacher he developed a uni-
which should be lead not one year. The pupil should have que way to a ract children to musical culture that has
the opportunity to ac vely express themselves in various received worldwide recogni on. He urged the educa-
ac vi es and crea vity. Crea vity, individuality, art, as
I.P.Volkov considers, are revealed even in the slightest onal leaders to include into school curricula the les-
devia on from the sample. But the crea on of specific sons of musical educa on, which played a major role
product of crea ve nature requires general, as well as in increasing the level of musical culture in the coun-
ini al professional knowledge. Therefore, the teaching try. Based in his teaching and educa onal work on the
process should include various types of work and en- experience and ideas of his predecessors and contem-
courage the pupils to be crea ve. To do this the crea- poraries, D.B. Kabalyevsky in the early 70s of the XX-th
century proposed a fundamentally new art and tea-
ve lessons were developed in primary school based ching concept of music educa on. In it, he firstly pro-
on considering the principle of interdisciplinary con- posed the target of school subject “Music” to shape
nec ons (Volkov, 1991). in the pupils musical culture – an integral part of their
overall spiritual culture, declaring the principles of te-
To construct the learning process the teacher- aching music as a living image art. The implementa on
innovator offered 19 kinds of work. Certain crea ve into prac ce of the schools a new program “Music”,
techniques were worked and as a result the crea ve based on the concept of D.B. Kabalevsky, contributed to
product was made. The innova ve idea of I.P. Volkova music and overall development of the children, to sig-
lied in that that it created a mechanism for iden fying nificant professional growth of the teachers-musicians
the crea ve abili es in the pupils and their develop- (Kabalevskiy, 1981).
ment. The school introduced “the crea ve book of a
schoolboy” from the 4th grade. It contained the record The program “Fine art and ar s c work”, deve-
of the contents of independent and crea ve works of loped by B.M. Nemenskoy, is one of the wonderful op-
the pupils made over the curriculum. The crea ve portuni es of upbringing the spiritual personality and
rooms in which pupils received ini al professional trai- awareness of its des na on in the world and society.
ning and developed the crea ve abili es were organi- This program combined in a single crea ve impulse the
zed. During the year the pupil acquainted himself in teachers of fine arts. However, B.M. Nemensky, having
prac ce with several kinds of labor, and could iden fy made a basic movement in the development of spiri-
his advantages. The corresponding entry was made tuality by means of fine arts, did not limit the ar st-
in “crea ve book.” The whole system of I.P. Volkov teachers in choosing their own crea ve paths in the art.

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ISSN 2474-9397 American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1)

This means that the teacher can give preference to any professionally on a voluntary basis. At the end of the
ar s c direc on, but remain a carrier of the informa - 80s the museum has been given the status of state
on all of human culture. The program is variable and is being the affilia on of Kharkov Art Museum.
not limited by the content and means of expression of
Plas c Arts. The pilot program of aesthe c and ar s- Due to the long hard work of the founder of
the museum the significant diverse art collection was
c educa on, the development of which not only the realized. Among the collec on are the samples of icons, a
ar sts, teachers, but also psychologists, sociologists, valuable collec on of pain ngs and graphics of XVII-XX
teachers, innovators were involved, gained spread in century. The friendship of Panas Fedorovich with the ar-
prac ce, since it has as the objec ve to engage all pu-
pils to the art without excep on (Nemenskiy, 1987). sts W. Favorsky, S. Kononkov, E. Kibryk, Ye. Vuchetych,
This approach serves as a means of spiritual forma - B. Nemensky, M. Romadin, I. Izhakevych and many
on of cultural iden ty. Academician B.M. Nemenskyy others, including Kharkiv ar sts, brought upda ng col-
wrote: “The school does not even understand that lec on of modern domes c ar sts who personally gave
without solving these tasks there cannot be a real ef- the museum their works. On the occasion of the 90th
fect in solving the first two (mastering the program anniversary of P.F. Lunev the Alumni Associa on of the
knowledge and skills). As before, they ignore the fact faculty and friends of Kharkiv Na onal University by
that the experience of art, as well as advanced human V.N. Karazin released the book “Athanasy Fedorovich.
sensuality being the basis for forma on the moral and Ar cles, memoirs, documents, materials”, which com-
value principles of the personality are neither trans- bined journalis c ar cles of Panas Fedorovich, the me-
mi ed, nor inherited through knowledge and vice ver- mories of him, the important documents, journalis c
sa. This requires a special teaching tools! And here it ar cles. Since 2010, in Kharkiv Na onal University by
is. Unfortunately, most didac cs specialist s ll do not V.N. Karazin the “Lunovski readings” are hold.
realize that to solve these problems besides scien fic
approach, the ar stry as a second equivalent didac- As the great educator Janusz Korczak wrote, “...in
a moment of inspira on a man not only wrote plays,
c principle of general pedagogy must be taken into learns and an cipates. The moment of inspira on the
considera on. By the way, then there will be one of man finds a friend and reveals new truths for himself,
the major and equitable methods of knowledge – the praying his own words.”
path of mastering the content through his experiences
being the way of art” (Nemenskiy, 1989). Thus, the educa onal ac vi es of known tea-
chers of the Enlightenment, their love for art, profes-
The man has come to earth to be realized in sional competence can arouse beau ful, deep feelings
creativity. He chooses his career and having enhanced in the hearts of the children and young people con-
the intellectual crea vity, enhances not only his perso- tribu ng to their ar s c development, to direct their
nal level, but also enriches the noosphere, ennobles the personal and spiritual growth. Based on the analysis of
life on Earth. The spiritual moral and aesthe c level of scien fic literature and learning the educators and in-
the parents and teachers influence directly on the de- novators in the direc on of the development of crea ve
velopment of Reason and Heart of our children in the poten al in the pupils through art we can reveal a num-
crea ve process. It is at these posi ons was A.F. Lunev, ber of relevant regula ons (Honcharenko, 2012).
the history teacher who created Parhomivsky Historical
and Art Museum in Kharkiv region and a racted the The regula on of individual teaching systems.
youth of the village Parkhomovka to art relics collec- The same systems (techniques) of teaching in various
teachers would give iden cal results. It is connected
ng. He founded the Society of the supporters of art with personal quali es of a teacher. There is such a
and history of his na ve land “Rainbow”. The point system of teaching organiza on according to which
of his life was the crea on of the museum. The first the effec veness of teaching in a teacher will be the
museum exhibi on Panas Fedorovich created in the highest. Thus, each teacher’s teaching methods are
early 1950’s. Its founda on was his own collec on unique and are no to be completely repe ve.
of pain ngs, drawings, decora ve arts, historical and
ethnographic exhibits. Since 1955 with the support of The regula on of ac on of the nearest zone. The
the ar sts of Kharkov branch of the Union of Ar sts of pupil quickly learns the zone of nearest ac on, meaning
Ukraine, which presented the museum in Parhomivtsi that it develops faster if it has a respected mentor. High
with the collec on of pain ngs – these A.F. Lunev had pres ge of a pedagogue, his professionalism increases
chosen for further development of the museum in its the mo va on and improves the results of educa on.
ar s c trend. Later Parhomivsky Historical and Art
Museum became one of the first Na onal (from 1967) The regula on of synergis c enhancement of
Museum of art direc on, that operated for a long me the results. There is such a system of incen ves and
interac on with the pupils, according to which the to-
tal effec veness of art is higher than the efficiency of a
single type of art using by a teacher.

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

The regula on of mo va on of the ac vi es. References:
Any ac vi es become more effec ve if in the pupil the Honcharenko, S.U. (2012). Pedahohichni zakony, zako-
mo va on for learning process and for mastering dif-
ferent ways of training (through art), and to the goals nomirnos . Suchasne tlumachennya [Pedagogical
are formed. It is important to consider the whole set laws, regulari es. Modern interpreta on]. Rivne:
of mo va onal sphere of the individual, taking into ac- Volynski oberehy.
count the poten al ability of the pupils. Kabalevskiy, D.B. (1981). Vospitanie uma i serdtsa:
kniga dlya uchitelya [Educa on of the mind and
The law of rela onship of pupil’s self-actualiza on heart: a book for the teacher]. Moscow: Pros-
and educa onal environment. The man is the creator veshchenie.
according to his natural and spiritual essence. The Nemenskiy, B.M. (1987). Mudrost krasoty: O pro-
degree of pupils’ crea vity through art also depends blemah este cheskogo vospitaniya [Wisdom of
on the condi ons, means and technologies included beauty: On the problems of aesthe c educa on].
in the provision of educa onal process. Choosing by Moscow: Prosveshchenie.
the pupil the studying objectives, an open educa- Nemenskiy, B.M. (1989). Pu ochelovechivaniya
tional contents, accordance to nature of the teaching shkoly [Ways of Humanizing the School]. Novoe
technology, the ability of individual trajectory, pace and pedagogicheskoe myishlenie. A.V. Petrovskiy (Ed.).
educa on forms – these condi ons increase the creative Moscow: Prosveshchenie. P. 103-104.
self-learner. Crea ve effec veness of educa on impacts Nychkalo, N.H. (Ed.). (2011). Tvorchyy rozvytok
on the development of personal quali es of the pupils zasobamy mystetstva vykhovannya: navchalno-
a more degree than the level of their assimila on of metodychnyi posibnyk [Crea ve development by
educa onal standards (Honcharenko, 2012). means of art of educa on: educa onal and metho-
dical manual]. Chernivtsi: Zelena Bukovyna.
Thus, the educa on of the pupils through art Shche nin, M.P. (1986). Obyat neobyatnoe. Zapiski
presupposes primarily the development of emo onal pedagoga [Embrace the immensity. Notes of the
and imagina ve thinking, feeling and intui on deve- teacher]. Moscow: Pedagogika.
lopment, heart and soul. Innova ve ac vi es of the Shevchenko, G.P. (1973). Vzaimodeystvie literatury,
renowned teachers, scien sts, ar sts not only helped muzyki i zhivopisi v hudozhestvennom obrazovanii
the other teachers to evaluate their crea ve powers, uchashchihsya [Interac on of literature, music and
to feel their own intellectual poten al, but gave the pain ng in art educa on of students]. Este ches-
opportunity to predict the future growth of children koe vospitanie shkolnikov v prepodavanii literatury.
from the level of representa on to the level of crea ve S.A. Anichkin (Ed.). Sverdlovsk: Sverd.pedins tut.
thinking, involving heart and soul. This means that in P.68-74.
the crea ve work of the children the feelings, know- Suhomlinskiy, V.A. (1988). Serdtse otdayu detyam [I
ledge and will harmoniously unite. Progressive con- give my heart to children]. Kiev: Rad.-Shk.
cept of art educa on were not dogma, and became Volkov, I.P. (1991). Tsel odna – dorog mnogo: kniga dlya
the means of teacher’s developing in the field of scien- uchitelya [The goal is one - there are many roads:
a book for the teacher]. Moscow: Prosveshchenie.
fic knowledge, the discoveries in the sphere of art
and culture.

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UDC 159.922.1
RESEARCH OF GENDER DIFFERENCES
IN PREDICTION OF PROFESSIONAL SELF PRESENTATION

Hovorun T.

D. Sc. in Psychology, Professor,
WZPiNoS KUL Jana Pawła II w Stalowej Woli, Poland

[email protected]

The ar cle deals with the problem of sex differences on job and social status has many biological and
social explana ons. Much of understanding of economic status differen a on begins with biologically and
socially oriented studies. The first one represent the most evolu onarily differences, which stress on data
explaining heterogeneous sex outcomes – women’s roles for house-keeping and bringing up children, men’s –
for social andvoca onal ac vity.

Key words: self-presenta on, opportuni es to nego ate, gender differences, social competence, locus
of control, self-evaluative judgments.

Statement of the Problem professional capacity bodied by students of different
Modern psychologist (De Cremer, Zeelenberg, sex belonging. We wanted to specify how female and
Murnighan, 2006) men oned that there are many male students perceive, evaluate and present themsel-
explana ons for this gender gap: men and women ves in different kinds of social competence. The next
differ in educa onal a ainment; women have more task of the study was defined as discovering their locus
career interrup ons than do men, thereby reducing of control and specify through it the self-efficacy in the
their experience in the labor market; male and fe- occupa onal aspira ons and wising of employee well-
male choose different college majors and therefore being. The third task included defining sex difference
develop different skills set; women and man work in describing ones self-esteem and senses feelings of
in various types of occupa ons etc. These authors values about their own life. Are the female and male
(De Cremer, Zeelenberg, Murnighan, 2006) gave the students sa sfied with their different sides of the self:
hypocrisies that the key is in skills of nego a on. in terms of personality traits, a feeling of self-worth in
Se ng aside the issue of how successful men and the context of their life existen al value a tudes and
women are when they choose to nego ate, we inves- experience? We have suggested that women’s voca -
gated weather gender differences in the propensity onal and personal affirma on under the influence of
to ini ate nego a on play a role in the persistence gender stereotypes reinforce self-defending, protec ve
of the gender wage gap. Thus, many women may not traits, pa erns of behavior and life senses in response
learn about the opportuni es to nego ate important to patriarchal challenges of the society.
resources that are available to any organiza onal
member who pursues them. Likewise, to the extent The survey was conducted on a sample of Uk-
female have more difficulty finding mentors or cham- rainian universi es students from central and western
pions; they may also suffer from inadequate informa- regions. Number of surveyed women is 47 persons
on about exis ng resources in organiza ons. Taken aged 19-20 years. Results of the study were compa-
together, these psychological and structural forces red with similar data obtained on the male’s sample,
suggest that women may see fewer opportuni es to which included 35 respondents.
ini ate nego a ons compared with male. We agree
with authors, that it is important to test this hypo- Methods
thesis and explore whether the gender differences in “The ques onnaire of three types of compe-
recognizing opportuni es to nego ate. tence” adapted by Anna Matchak (Matczak, 2007), was
used to tes fy the presenta on of different kinds of so-
Objectives cial competence which evaluated a person’s efficiency
This paper has three major objec ves. General in in mate job communica on, in typical voca onal ex-
aim of the research was to detect the similar and dif- posi on situa ons and in social interac on which de-
ferent features in the content of self-presenta ons of mand asser ve behavior.

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

According to the ques onaries’ “Man at work” Results and discussion
(Matczak, Jaworowska, Fecenec, Stańczak, Bitner, 2009), According to the data received by technique
its aims to iden fy internal or external locus of control “Ques onnaire of three types of social competence”
in professional people career ac vity. It was important Ukrainian female students exhibit a higher level of all
that people with internal locus have strong mo ves kinds of social competence (Fig.1) in in mate rela on-
to self-expression in job performance that is directly ship in the workplace, in reaching job-performance
related to money and social status rewards for it. It is du es and demonstra ng their work communica ve
valued that diagnos c scales include except general capaci es. These dis nc ons persist in the job deter-
locus of control (external and internal) as well such op- mined social ac vi es, in promo on their status quo
to develop their own advantage job posi on. Female
ons as a sense of ineffec veness of anybody in labor, students are also more likely to present successfully
dependence of self-effec veness in job performance their abili es and traits in Self-focusing social situa-
on coincidence of lucky circumstances or others help tions (social exposure) compared with male’s sample.
especially authority, vision causes of ones successes Young women are more likely than their peers boys
and defeats in the light of the circumstances and any focused on understanding the psychological norms
other external causes or on the contrary – in internal of social interac on, they are be er able to solve in-
personality factors. terpersonal problems in their social interac on, to
demonstrate more persistence (asser veness) in the
Equally important for economic self-presenta on performance of job du es. To the extend the women
forecas ng and labor successful performance is youth do it is clear that men are not ready to cope with the
self-confidence in their own personality traits and confi- discrepancy of the self in job rou ne.
dence in living according to one’s own values and belie-
ves For this purpose we used the correla on between Fig. 1. Mean values for the test
the data of Mul dimensional self” and ques onnaire “three types of social competence”
“Life a tudes”. The performance test “Mul dimensio-
nal self” (by E.Obrayan, S. Epstein included the following In general, research supports the predic on that wo-
parameters: self-esteem as a whole, a sense of self- men tend to match social standards in self-presenta ons
acceptance, competence, being loved, popular, persua- in whatever they will do in job communica on se ngs and
sion in one’s own leadership skills, physical a rac veness, illustrate health concern about their abili es to succeed in
vitality, and others (Fecenec, 2008). Besides the above this area.
men oned quali es the ques onnaire determines such
facets as total protec on (defense) in self-es ma on, Items that measure private self-consciousness
self-control, iden ty integra on. in viewing job perspec ve and making self-descrip ve
statements in self-reflec on individual job career capa-
Ques onnaire “Life a tudes” by Richard Klamut ci es gives us data of the ques onnaire “Man at work”
(Klamut, 2010) tes fies the importance of evalua on (Fig. 2). Women demonstrate higher level of subjec ve
one’s own values and aims of existence over life me general and personal locus of control on job se ngs. If
(at present me and future), and in combina on with men are prone to overes mate the influence of others
other scales – their determina on the life scenarios in own defeats, women – the importance of one’s own
and its role for the future social affirma on. Test data impression on others. Males demonstrate much higher
made itpossible to discover the level of coherence levels of external monitoring feeling-controlling job life
as internal consistency of life purposes. Low results development (35 to 54), which means more high wo-
showed a lack of desire for self-realiza on in a life men’s readiness to overcome any barriers on the way
span, including voca onal space. Conversely, discove-
red high-diagnos c parameters such as well-defined life
a tudes and goals, a sense of life managing in the
transi on from past to future, the desire to get out of
rou ne life was considered as the demonstra on of
the accept at ions of new adult life challenges their
intromission into gender related self-thinking and be-
haviors.

Tests performance data and correla on of their
indicators made it possible to discover sex differences
in self-presenta ons in order to differen ate social or
biologically determined peculiari es. So far, we tried
to trace the roots and examined the consequences of
gender stereotypes.

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ISSN 2474-9397 American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1)

Fig. 2. Mean values for ques onnaire ”Man at work”

to professional fulfillment. Both sexes are not much to scales “level of personal control” and “successes”
oriented on external circumstances in job efficiency. In indicate a higher level of their subjec vity expression
comparison to men females are less consider the ne- in the field of professional achievements. Much more
cessity of others help in career promo on as well as do poor personal feeling of control (ideology of control) may
not believe in happy fate or influence of other people in indicate to a large extent their accurate percep on of
reaching own job effec veness. Thus, they demonstrate sexism reality which can give rise to self-defea ng beha-
more psychological efforts in defending their own suc- vior and feelings, leading them to perform self-protec ve
cesses and accep ng some defeats pa erns of expression of the social self.

According to the quali ve analysis of specific The results of another ques onnaire for measu-
scales parameters, males in professional presenta on ring self-es ma ng a tudes include mul dimensional
are more focused on avoiding losses than on achieving parameters of self-presenta on by both sexes. (Fig. 3).
successes. Though females are more influenced by ex-
ternal influence of sex prejudice circumstances but ne- What are the strengths or weaknesses of the
ver the less they do not prone to jus fy their expected self-descrip ons discovered by men and women? The
job failures by external factors. Female’s data according indicators demonstrate higher level of female integra ve
iden ty in image of the self in comparison to male peers.

Fig. 3. Mean values for performance scales of self-assessment ques onnaire
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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

Girls demonstrate higher level of self-moral acceptance Lower results according to the scales existen al vacuum
as coherence between moral views and factual behavior, and death acceptance affects a number of overcoming
higher level of es ma on their own physical a rac ve- gender stereotypes challenges which resulted in streng-
ness, own popularity and competence, capacity for lea- thening the protec on of their own existence (social func-
dership, managing people. However, the assessment of
their the level of self-control as well as general level of oning) by increasing responsibility, internal consistency
self-esteem are a bit or more low in comparison to male’s of values and interests in reaching personal goals and as-
sample. This difference might have an explana on, which pira ons. The same social and psychological factors can
roots to the female’s fear of possible rejec on by society, explain the higher female’s sample results on existen al
which is more, oriented on male’s image of the socially vacuum scale, indica ng a higher level of anxiety, uncer-
successful personality rather than female’s. On the con- tainty in the future proper implementa on of their own
trary to women, men marked contrast to higher levels of senses of life.
self-protec ve self-es ma on, which suggests enhanced
attention to a different kinds of self-defensive psychologi- Men demonstrate more self-confidence in rea-
cal mechanisms. This figure data demonstrates the desire ching personal life goals, because they are more predict-
of young men to show themselves in the best light, which able for themselves in tradi onal gender roles, which
can some mes be accompanied by anger and aggression are expected by social environment. However the real
in a case of misunderstanding or underes ma on. Com- challenge to gender stereotypes demonstrates fema-
parison of sex difference within test scales (proper es) le’s sample in a scale of responsibility (43,23 to 40,71).
demonstrate the phenomena that the more social fac- Higher desire to control their own des ny in women
tors as sex stereotypes of social environment can impact sample remains at the level of psychological readiness
the self-percep on by women, the lower its es ma on to defend their rights, although accompanied by in-
are presented in the content of women’s self-es ma ons creased anxiety for fear not fully realize their personal
scales and vice versa. poten al forces.

In a similar way might be by interpreted the data Correla on analysis revealed that there is a in-
obtained by ques onnaire “Life existen al a tudes” terdependence between self-esteem competence and
such as women’s low parameters in search for purpose existen al vacuum (r – 0,290, p <0,05), which means
in their existence and acceptance of death as the end that individuals (in this study women), who feel lack
of the life-crea ve ac vi es (Fig. 4). family and interpersonal communica on, more often
experience a lack of meanings in life, addic on to
The test results demonstrate performance supe- exaptation of surround people, narrow opportuni es in
riority in women’s indicators of life percep on as choice self-realiza on in social ac vity, lack of self-asser ve be-
responsibility, internal values and goals consistency. havior. Revealed more significant correla on between
taking responsibility and death accepta on (r –0,312,

Fig. 4. Mean values for ques onnaire “Life existen al a tudes”

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ISSN 2474-9397 American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1)

p <0,05), and inverse correla on – between the liabi- Another basic self-presenta on fundamental per-
lity and existen al vacuum (r=-0,293, p<0,05) and pro- sonal quality – locus control in self-verifica on in job set-
tec ve self-esteem (r=- 0,381, p <0,01).
ngs. In fact, males mostly perceived themselves as
Thus, those persons who have control of his poten ally submissive, externally controlled while wo-
own life experiences and difficult life situa ons and men only selec vely feeling secure, unconfident about
those who are convinced that they are the authors of interpreta on their defeats and the feeling of control,
their own decisions and ac ons and take responsibility which is against widespread view that female feel inse-
for them, are more oriented on senses which help to cure about their low self-efficiency in job performance
overcome everyday challenges. Test performances on and thus prefer to be guided, not to lead.
self-acceptanceand responsibility has also direct corre-
la on (r=0,396, p<0,01). That means that those women, Lower rates in female’s self-esteem quali es
who have congruent system of values are more confident presenta ons in comparison to mail’s sample indicate
and successful in the ways of presen ng themselves in that women are more dependent on external insuring
comparison to those, who have not clear vision of the of their competent quali es and acceptance their job
self and cannot reflex clearly their goals in life. performance behavior in nontradi onal social roles as
well. The pressure of gender stereotypes may give rise
Internal consistency is inversely associated with to rather vague imagina on of their future scenarios of
a sense of physical a rac veness (r – -0,399, p <0, 01) their job ac vi es, which are more been impacted by
and personality control (r – -0,374, p <0, 01). Thus, the tradi onal females roles contradic ng their level of so-
women who hold the internal control, who believe their cial aspira ons. That’s why men are more self-persuaded
bodies a rac ve have more integrated, harmonious in life span scenarios, fulfillment of desirable aspira ons
image of themselves and their work experience. Their and thus their acceptance un l death.
data on scales “vitality” and “sense of dependency on
fate” with feedback (r – -0,365, p <0,05), indicate that Though the general level of female’s self-esteem
these individuals are less oriented on self-presenta on in is lower in comparison to males, coherence in women’s
any social ac vity Protec ve strengthen self-esteem has self-acceptance is higher and less defensive as in men’s po-
an inverse correla on with the feelings of depending on pula on which means that they accept personality feed-
the fate (r – -0,340, p <0,05), which indicates that women back that confirm their self-concep on. The conducted
who feel dependent on extraneous circumstances, use research is able to make general judgment about socially
escape behavior in fulfilling the job performance. determined response to the individual self-presenta on
concern and some predic ons about future coping with
Conclusions the pressure of gender stereotypes and their overcoming.
We compared self-descrip ve characteris cs of
male and female students concerning their job capaci- References:
es. Thus we tried to confirm or deny wide spread scien- De Cremer, D., Zeelenberg, M., Murnighan, J.K. (2006).
fic hypothesis and stereotyped conclusion that women
have low capaci es for self-discovering and expression in Social Psychology and Economics. Lawrence Erlbaum
job demands and communica on, which started to be Fecenec, D. (2008). MSEI –MSEI– Wielowy miarowy Kwes-
the psychological root of their lowest social-economic
status in the work-place and in society se ngs. onariusz Samooceny MSEI [Mul dimensional Self-
Our study theore cal background was based Assessment Ques onnaire]. Pracownia Testow Psy-
on the assump on in social science, which argued that chologicznych. Warszawa.
people are more or less self-conscious in public se ngs, Klamut, R. (2010). KPŻ – Kwes onariusz Postaw Ży-
depending on their subject posi on in the experience of ciowych [Ques onnaire a tudes to life. Labora-
social self-presenta on, which may take different forms. tory of Psychological Tests] Pracownia Testow Psy-
Applying the empirical data collected by iden - chologicznych, Warszawa.
cal psychological technique tested on male’s and fema- Matczak, A. (2007). Kwes onariusz Kompetencji Społec-
le’s sample, who es mate their ability to shape others znych (drugie, uzupełnio newydaniepodręcznika
impression in order to get influence in different job per- [CSQ –Social Competence Ques onnaire (second,
formance, we came to general conclusion. supplemented edi on of the Handbook)]. Pracownia
We considered social competence the main wide- Testow Psychologicznych, Warszawa.
spread way in presen ng themselves in any job ac vi- Matczak, A., Jaworowska, D., Fecenec, J., Stańczak, J. Bitner
es. All women successfully presented high levels of (2009). CwP – Skala Człowiek w Pracy [CWP – Scale Man
their competence in in mate spheres social exposition at Work]. Pracownia Testow Psychologicznych, Warszawa.
and asser ve competence. Weber, M. (2011). Etyka protestancka a duch kapitalizmu [The
Protestant Ethic and the Spirit of Capitalism]. Aletheia
Myers, D. (2008). Social Psychology, 9-th Edi on. Pub.:
MCGRAW HILL COMPANIES.

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

UDC 159.923:316.61

FEATURES OF WOMAN’S SEXUALITY

WITH DIFFERENT SUBJECTIVE WELL-BEING

Viktoriya Hupalovska Sofiya Ustyanych

Ph.D. in Psychology, Master of Psychology,
Assistant Professor, Ivan Franko National
Ivan Franko National University of Lviv,
University of Lviv, Ukraine
Ukraine
sofi[email protected]
[email protected]

This ar cle presents the different defini ons of sexuality, analyzes current approaches to the study of
subjec ve well-being and considered its components. Were established the rela onships between women’s
sexuality and their posi on to themselves. Presumably, some women do not associate their sexual depriva on
with the general well-being because it can be associatedwith a very different objec ve or subjec ve reasons.
Sexual concern is highest in three categories of studied group – women with low, medium and high levels of
subjec ve well-being. Perhaps the concern of women on sexual themes, which detects nonlinear dependence
of subjec ve well-being, can be associated with other factors that in our study is not detected, such as values,
the presence of a partner, husband, family and others. The results of our study can be used in consul ng and
psychotherapeu c work with women. The prospect of further research is more detailed study of the socio-
psychological factors of sexual sa sfac on of women, which is related to their subjec ve well-being.

Key words: sexuality, subjec ve well-being, comfort, sa sfac on, sexual concern, sexual depression,
sexualfeasibility.

У статті приведено визначення поняття “сексуальність”, описано особливості сексуаль-
ності жінок, а також проаналізовано сучасні підходи до вивчення суб’єктивного благополуччя та
розглянуто його складові. Встановлено взаємозв’язки сексуальності жінок із показниками суб’єк-
тивного благополуччя та їх роль у становленні та реалізації сексуальності. Результати нашого до-
слідження можуть бути використані у консультаційній та психотерапевтичній роботі із жінками.
Перспективою подальших досліджень є більш детальне вивчення соціально-психологічних чинників
сексуальної вдоволеності жінок, що повязано з їхнім суб’єктивним благополуччям.

Ключові слова: сексуальність, суб’єктивне благополуччя, сексуальна заклопотаність, сек-
суальна депресивність, сексуальна реалізованість.

The experience related to gender determine the conviction on limited classifica ons ofeach category
choice of a behavior in situa ons deliberately non- (Masters, Dzhonson, Kolodny, 1998).
sexual contact in a narrow sense. Sexuality is the dri-
ving force of social ac vity as aimed at achieving not Sexuality is also considered as a combina on of
only sexual pleasure, but also social and psychological mental and physiological reac ons, feelings and actions
state, denoted "happiness" as quality of life. Also, sexua- related to the expression of pleasure and sexual desire.
lity is a factor that encourages people to work together, Sexuality is a complex of human traits and characteris-
driving the convergence and unifica on of people, and
is one of the main components of family life. cs, in which it’s difficult to iden fy the main. Each per-
son is unique and dis nc ve, versa le and has its own
Sexuality – mul faceted and mul dimensional unique charm.
concept. The difference between sexual acts such as
masturba on, kissing or sexual intercourse and sexual Similari es and differences between male and fe-
behavior, which includes not only the sexual act as male sexuality – one of the most difficult ques ons in
such, but also flir ng, clothing style, reading ero c sexology. It merges a diverse set of problems: the anato-
literature and da ng, gives only a superficial under- mical and physiological characteris cs, sexual response,
standing of sexuality. Descrip on different kinds of sexual behavior, and finally, sexual scenarios (mo va-
sex as procreative, recrea ve and rela onal brings
on, ero c imagina on, moral and aesthe c values,
etc.). On the one hand, these differences are rooted
in the laws of reproduc ve biology, on the other hand,

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they are inextricably linked with sexual roles and stereo- appears as a value that has par cular importance, and as
types of masculinity and femininity, which in different is the value that stands above other values. The feeling
socie es may not be (Kon, 2004). of happiness can not be defined as a goal to which man
wants, it is rather a concomitant phenomenon accom-
Everyone have many psychological traits, some panying the goal.
features are “asexual”, universal, and some features are
tradi onally associated with typically male or typically The term “life sa sfac on” are fairly common,
female psychology and behavior (Yl’yn, 2003). but it had a uncertainty on the subject of evalua on.
From a psychological point of view is more construc ve
As for female sexuality, it is well known, that term “well-being”. He has a very clear meaning, its in-
images of women and female sexuality are described terpreta on are the same or very similar in the different
in different cultures, but with many differences. On the scien fic disciplines and everyday consciousness. Well-
one hand, they discribed asexuality, indifference and being and sense of well being rather are important for
even aversion to sexual ac vity, and the other – boun- any person, occupy a central place in the whole cons-
dless lust, tempta on and infidelity. The growth of so- ciousness and in the subjec ve world personality.
cial ac vity and consciousness of women include their
resexualiza on recogni on of the right to sexuality and The study certain aspects of subjective well-
the ability to enjoy it. It is not just about feminist slo- being highlighted in the works of M. Argyle, K. Muzdy-
gans, but the real mass shi in women’s sexual behavior bayeva, N. Bredbern, H. Kentril, V. Myasischev, A. Asmo-
(Kon, 1989). lov, N. Lazareva and others. The experience of subjec ve
well-beingis one of the major condi ons for the full func-
In literature male sexuality is o en depicted as
something purely biological. This is a very old cultural ste- oning of the individual in society, condi on and effect as
reotype that a woman embodies the most “natural prin- self-actualiza on and adapta on to the environment. Hu-
ciple”. In any cultural environment, male sexuality is, in manis c psychologypoint of view on a healthy person be-
general, more aggressive, excitable and incon nent than come posi ve development not only in the study of sub-
women. jec ve well-being, but also the whole person. Among
the earliest works are the following as “The structure
However, there is no general concept that would of psychological well-being” N. Bredbern and “Model of
be considered the genesis and factors of female sexuality. human anxiety” H. Kentril that based on research of the
In a culture not only observed the taboo on sexual reali- Na onal Public Opinion Research Center.
za on, but also on its studying (Smakh a, Kocharyan,
2009). However, there were certain areas of sexual rea- Defini on of subjec ve well-being criterion in-
liza on in women rate sex-iden ty forma on (biogenic, cludes three features. Well-being is determined by ex-
sociohenic and behavioral), sexual scripts, sexual fan- ternal criteria, such as the “correctness” of life. Such
tasies, sexual self-esteem, gender roles and structure defini ons are called standard. According to them, the
of love for Sternberg. The resul ng space is defined as person feels well-being if has some socially desirable
symptoms characteris c of a certain type of sexuality quali es; welfare criterion is a value system, accepted in
rela ve measure of severity for other types. this culture. Also, the defini on of subjec ve well-being
is reduced to the concept of life sa sfac on and binds
Sexuality – a combina on of mental and physio- to human standards in regard to what is a good life. The
logical reac ons, feelings and ac ons related to the ex- third meaning of “subjec ve well-being” closely linked
pression of pleasure and sexual desire. to the everyday understanding of happiness as the pre-
valence of posi ve emo ons over nega ve. This defi-
The development of sexual needs also have a ni on emphasizes the pleasant emo onal feelings that
big impact of unsexual personality traits, especially be- prevail or objec ve in life, or subjec ve person prone to
cause in the process of development before they arise. them (Fetyskyn, Kozlov, Manuilov, 2002).
They are formed from birth un l the period of matura-
Subjec ve well-being – is not experiencing ab-
on reach a certain maturity. They piling sharply increa- solute happiness or sa sfac on of all. This is a state of
sing during the matura on of sexual need. Depending dynamic balance, achieved mul -direc onal for valence
on what values reflect the personality traits that are “pi- feelings of sa sfac on in different spheres of life, when
ling” sexual tension, a persons behaves a certain way, the level o he state of dissa sfac on one area is off-
and as a result, in one way or another feels comfortable set sa sfac on to another, and the level of the internal
and sa sfied with their lives. dynamics of dissa sfac on creates a zone of tension,
which is the driving force behind the development and
To some extent, well-being, life sa sfac on rela- sa sfac onzone permit.
ted to the assessment of closeness to the desired, the
ideal life – happiness. In the concept of “happiness” In subjec ve well-being (and its components)
combined a certain set of ideals (standards) of human should highlight two main components: cognitive
life. With these ideals people comparing their own lives,
the lives of others or life of abstract person. Happiness

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

(reflective) – ideas of some aspects of persons life, and To test our hypothesis we used the question-
emo onal – emo onal tone domina ng a tude to the- naire “Sexuality scale” S. Snell and D. Papini and me-
se issues. Besides, the feeling of well-being affec ng va- thodology “Scale of subjec ve well-being”.
rious aspects of human life, it merged many features of
person’s rela onship to himself and to the world, be- Average rates of sexual self-esteem among of
cause the individual welfarecan be divided into several the group of women (pic. 1 – 16.82 points – indicate typi-
components: social, spiritual, physical, material and cal average group level of severity, women tend to consi-
psychological (mental) well-being. der themselves quite good sexual partners, some mes
even be er than the other, assess their sexual skills
All listed components are closely interrelated high enough, however, some mes have doubts and are
and influence each other. Enrollment many phenome- experiencing uncertainty with respect to their sexual
na to the different components of well-being rather con- partner.
ven onal. For example, a sense of community awareness
and experience of the meaning of life may well be a ri- Result for the scale of “sexual depression” of wo-
buted to factors that create peace of mind, not just social men – 24, 43 points – points to a higher than average
or spiritual well-being (Bessonova, Bratchykova, 2013). level of its manifesta on in the study group. The studied
women are o en frustrated or disappointed their sex
Subjec ve well-being generalized and rela vely life, some mes feel dissa sfied with their sexual rela on-
strong feeling that has special significance for the indivi- ships and sadness when they think about their sexual
dual. It determines the characteris cs of the dominant experiences.
mental state: enabling state – harmonious mental pro-
cesses, successful behavior that supports the mental The data obtained in the study group of women
and physical health, or, conversely, unfavorable. on a scale “sexual concern” – 21.15 points – also show
the result of slightly higher than average. The women in
Object of study is features of women’s sexuality. the group think about sex more o en than most people,
Subject of study – features of women’s sexuality and quite a lot of me paying dreams or fantasies on
with different levels of subjec ve well-being. sexual themes.
Research objec ves are to clarify sa sfac on
with sex life and its components and study sexual feasi- The total average subjec ve well-being in the stu-
bility of women with different levels of subjec ve well- dy group of women is 72.10 points and meets 7 stan by
being. this method. With such average results we can conclude
The working hypothesis put forward by us in the that the women of the group can not say that lately they
process, was the assump on that women with different were in a good mood or look to the future with op mism,
levels of general subjec ve well-being and its individual sure, they o en feel lonely and seeking contact someone
components will be observed different levels of sexual for advice in case of any problems. The studied women
self-esteem, sexual depression and sexual concerns. may be prone to depression and anxiety, pessimis c and
The group studied amounted to 84 women of withdrawn, o en they do not tolerate stress and also
reproduc ve age (20 to 53 years). In the study, all the recently did not consider themselves quite healthy and
women were physically healthy and voluntarily took cheerful.
part in the research.
Averages components of subjective well-
being (pic. 2) is quite high and therefore close to the

Pic. 1. Average rates of sexual self-esteem, sexual depression and sexual concerns of women of the group
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ISSN 2474-9397 American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1)

Pic. 2. Averages components of subjective well-being of the group of women

maximum by this method, especially scale “mood they have posi ve self-esteem, do not tend to express
changes” (10.25), “the importance of the social en- complaints to various ailments, op mis c, sociable,
vironment” (15.02) and “self care”. According to this confident in their abili es, work well under stress and
method, the higher are the results studied, the more not tend to anxiety. Close in meaning is the same indi-
they are close to a sense of subjec ve well-being. cators in trouble subjec ve moderate women (20.27),
they are prone to depression, pessimis c, closed, de-
It was found that women with different levels of pendent and can not tolerate stress- ful situa ons. The
subjec ve well-being having differentaverage of sexual rela vely low average results on a of sexual self-esteem
self-esteem, depression and concerns, which is shown observed in women with an average level of subjec ve
(pic. 3). well-being (11.34) and full emo onal troubles (11.67),
in pa ents with moderate subjec ve well-being, where
The highest averages of sexual self-esteem have
women with high levels of subjec ve well-being (21.67),

Pic. 3. Averages of sexual self-esteem, sexual depression and sexual concerns of women
with different levels of subjective well-being

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

there are no serious problems, with severe emo onal Women with moderate subjec ve troubles tend
discomfort, possibly an inferiority complex, dissa sfied to consider themselves quite good sexual partners,
with themselves and their posi on without the trust of assess their sexual skills high enough, rarely frustrated
others and hope for the future. ordisappointed with their sex life, some mes feel dissa-

Average results on a scale of “sexual depression” sfied with their sexual rela onships, not think about
is among the highest of the group – women with severe sex very o en and quite a lot of me paying dreams or
emo onal discomfort (29.67) and a moderate subjec- fantasies of sexual themes.

ve well-being (29,33). Slightly below are the results of Inves gated women with the average level of
sexual depression in pa ents with moderate subjec ve subjec ve well-being tend to consider themselves poor
troubles (21.61) and high well-being. sexual partners, assess their sexual skills rather low, are
experiencing doubt and uncertainty with respect to
As for the average values of the sexual concerns their sexual partner, are frustrated or disappointed their
of women in the study group, these figures are about sex lives, feel discontent with their sexual rela onships
the same level in women with varying severity of sub- and amounts when they think about their sexual expe-
jec ve well-being – 19.73, 21, 21.9 and 23.67. riences, think or fantasize about sex infrequently.

Those women who are unhappy with themselves The studied women with full emo onal well-
and their situa on, are complex and those who do not being consider themselves as quite good sexual partners,
feel emo onal comfort, do not consider themselves some mes even be er than the other, assess their sexual
good sexual partners, be er than others, frustrated or skills highly enough, think, dream or fantasize about sexual
disappointed with their sex life some mes feel dissa s- topics o en, however, are o en frustrated or disappointed
fied with their sexual rela onships and amounts when with their sex life, some mes feel sadness when they
they think about their sexual experiences, o en think think about their sexual experiences.
and fantasize about sexual themes.

Pic. 4. Charts of differences of sexual self-esteem, sexual depression and sexual concerns of women
with different levels of subjective well-being

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It could also be due to the fact that women’s others. It is also possible that women for whom sexuality
happiness and joy is somewhat dependent on the suc- is important but not implemented, there may be a low
cess of their sexual sphere of life. life sa sfac on. In women for whom sexuality is impor-
tant and implemented, there may be a high level of sa s-
Sta s cal analysis of the data was performed fac on with life.
using applica on so ware package STATISTISA – the cri-
terion Kraskel-Wallace with median test. How well women assessed themselves as a
sexual partner, how o en think about sex or fantasize on
When comparing the performance of sexual this topic, or sa sfied with their sexual lives, due to the
self-esteem of women with different rates of overall overall sense of emo onal comfort and well-being.
subjec ve well-being was obtained H – 25.42 signifi-
cance level of p – 0.0006. When comparing the sexual So, a er the comparison of sexual self-esteem,
performance of depressed women with different rates of sexual depression and sexual concerns of women with
overall subjec ve well-being was obtained H – 16.50 sig- different levels of generalsubjec ve well-being and its
nificance level of p – 0.0209. When comparing the sexual individual components, our hypothesis that on women
concerns of wo-men with different rates of overall sub- with different levels of subjec ve well-being will be ob-
jec ve well-being was obtained H – 7.23 significance le- served different levels of sexual self-esteem, depression
vel of p – 0.4046, indica ng the existence of differences and concerns confirmed.
between sexual self-esteem, depression and concern
for women of the group based on their subjec ve well- References:
being. Bessonova Yu.V. (2013) O strukture psykholohyches-

Such trends are confirmed by median test, which koho blahopoluchyya [On the structure of psycho-
showed for sexual self esteem h² – 21.45 and the level biological well-being] Psykholohycheskoe blahopo-
of significance of p – 0.0032; for sexual depression h² – luchye lychnosty v sovremennom obrazovatel’nom
16.50 and p – 0.0209; for sexual concerns h² – 11.01, prostranstve: sb. statey. Ekaterynburh
p – 0.1383 at (pic. 4). Yl’yn E.P. (2003) Dyfferentsyalnaya psykhofyzyolohyya
muzhchyny y zhenshchyny. [Differen al psychop-
As can be seen from picture 4, women with dif- hysiology of men and women] SPb.: Pyter. 544 s.
ferent performance techniques in “Scale of subjec ve Kon Y.S. (1989) Vvedenye v seksolohyyu [Introduc on to
well-being”have different averages of sexual self-esteem, Sexology]. M.: Medytsyna. 336 s.
sexualdepression and sexual concerns. So the highest Kon Y.S. Muzhchkaya y zhenskaya seksualnost [Male
self-esteem in of women, where the average of subjec- and female sexuality]. 2004. M. 175 s.
Masters U., Dzhonson V., Kolodny R. Osnovy seksolohyy
ve well-being (6-7 stan) and the highest level (10 stan). [Basics of Sexology]. M.: Myr, 1998. 721 s.
Sexual depression, suggests that depression and overall, Smakh a N.O., Kocharyan O.S. (2009) Seksualnist v struk-
highest in women who are not sa sfied (3 stan) and qui- turi zhinochoyi realizatsiyi [Sexuality in the structures
te sa sfied (8-9 stan) with their lives. Presumably, some of housing and real estate]. Visnyk Natsionalnoho
women do not connect their sexual depriva on with the tekhnichnoho universytetu Ukrayiny “Kyyivskyy poli-
general well-being because it can be associated with a tekhnichnyy instytut”. Filosofiya. Psykholohiya. Peda-
very different objec ve or subjec ve reasons. Regarding hohika: Zb. Nauk. Prats’. #3(27). Ch.2. S.42-47.
sexual concerns, it is the highest in the three categories Fe skin, N.P., Kozlov, V.V., Manuilov, G.M. (2002) Shkala
studied – in women with low levels of subjec ve well- subyek vnogo blagopoluchiya. Sotsialno-psikholo-
being (4 stan), with a mean (7 stan) and with the highest gicheskaya diagnos ka razvi ya lichnos i malykh
level of sa sfac on with their lives (10 stan). Perhaps the grupp [Scale of Subjec ve Well-Being. Sociopsycho-
concern of women sexual themes that detects nonlinear logical diagnosis of personality development and
dependence of subjec ve well-being can be associated small groups]. M.: Psychotherapy, p. 467-470
with other factors that in our study is not detected, such
as values, the presence of a partner, husband, family and

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American Journal of Fundamental, Applied & Experimental Research, 2016 / 1 (1) ISSN 2474-9397

UDC 159.9. 923.3.
REORGANIZATION OF THE PERSONAL
PSYCHOLOGICAL SPACE IN THE SPHERE OF FAMILY RELATIONS

Kapustyuk Olena

Ph.D. in Psychology, Senior Researcher, Senior Research Fellow of
G.S. Kostiuk Institute of Psychology of NAPS of Ukraine, Kyiv, Ukraine

[email protected]

The ar cle deals with providing the analysis of the theories of personal space as a subject of the scien-
fic analysis; no ons about the principles of construc on and borders of a personal psychological space at
various stages of a life cycle of family rela ons (premarital, a newly-married couple and a stage of family
relations with small children) and problems of domina on and submission as one of the aspects of modifica-
on of a personality psychological space in the system of family rela ons.

Key words: personal psychological space, family rela ons, domina on and submission, borders of “I”.

У статті розглядаються та аналізуються теорії із забезпечення особистого простору як
предмета наукового пошуку; уявлення про принципи побудови та кордони особистого психологіч-
ного простору на різних етапах життєвого циклу сімейних відносин (дошлюбних, молодят, ста-
дії сімейних відносин з маленькими дітьми) і проблемами домінування і підпорядкування в якості
одного з аспектів модифікації психологічного простору особистості в системі сімейних відносин.

Ключові слова: особистий психологічний простір, сімейні відносини, домінування і підпоряд-
кування, кордони ”Я”.

Introduc on relations and its transforma on at various stages of
In the situa on of economic and socio-poli cal the life cycle, are very actual and mely.
instability the huge meaning for a personality has the
forma on of his no ons about both: his family rela- Personal psychological space
ons as a whole, and about his personal role in this The use of the term “psychological space” in
process, in par cular. socio-logical and psychological works had an old tradi-
Modern men and women, who devote the lion’s on. Theore cal bases of studying of this phenomenon
share of their me to work, imagine their future family were put in classical works by A. Adlera, E. Bogardusa,
exclusively as an atmosphere for restora on of working G. Zimmely, K. Levina, the P. Sorokin, S.L. Rubenstein,
capacity. Accordingly, each of the partners, at the stage T. Shibutani, etc.
of a newly-married couple, and in the further and at dif- With regard to the behaviour of the person a con-
ferent stages of family rela ons, try to outline borders cept “the personal space” was used for the first me
of their private space. And, unfortunately, as modern by the R. Sommerom (Valedinsky, Nartova-Bochaver,
prac ce is showing, they are not ready to the changes 2002), founder of a science of proximity. It studies the
of their psychological space sovereignty. Also what is laws of spa al placing and behaviour of people in the
more important, they are not aspired to change this aspect of experiencing by them a subjec ve comfort,
situa on. which can be reached thanks to the presence of invi-
All that is confirmed with unfavourable sta s cs: sible spa al “cover” by everyone. The scholar R. Som-
Adrian Bukovinsky – the president of Ukrainian welfare mer, however, is considering a personal space mainly
fund “Family” indicated (2014) that among pairs who territorially and as a stable forma on (Abramova, 1995;
lived in a civil marriage, 95% a er a certain period of Valedinsky, Nartova-Bochaver, 2002).
me broken up. And among pairs who entered into a The most detailed term “psychological space
marriage, 61 %broken up within the next 5 years. of the personality” was developed by S.K. Nartovoy-
Accordingly our research, which is devoted to Bochaver. The psychological space of the personality
the study of personal space in the system of family is understood as “subjec vely significant fragment of

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life, defining actual ac vity and strategy of a human which were not exposed recently to changes; is ex-
life”. She wrote: “The psychological space includes a pressed in the behaviour directed to the objects, signi-
complex of physical, social and purely psychological ficant for the private world of a human.
phenomena with which a person is iden fying himself
(territory, personal subjects, social a achments, instal- Also it was allocated six measurements of psy-
la ons)” (Nartova-Bochaver, 2005). chological space of the human personality, which reflect
his physical, social and spiritual aspects. The space is
The development of psychological space of the capable to develop with the appearance of new needs
personality in ontogenesis, which is connected with de- and carrying over the exis ng borders. It includes: sover-
velopment of human’s needs and his personal autonomy. eignty of a physical body; sovereignty of a territory; sove-
Closely associated with the concept – “privacy”. It psy- reignty of personal things; sovereignty of temporary ha-
chological sense was well expressed by A. Kurpatov in the bits; sovereignty of social communica ons; sovereignty
book “27 certain ways to get what you want”: “under of values.
the “privacy” it necessary to understand a certain psy-
chological condi on of the person when he is in his per- The psychological space of the personality can
sonal space, which is his sovereign and sacred property. be correlated with the basic displays of the mental: it is
That is why any claims by anyone to excess his personal experienced by the subject as safe or violated, which is
space (whether with kind inten ons or with bad) re- expressed in feeling of rest or anxiety, realized near the
mained outside of this space” (Kurpatov, 2007). The pri- borders and not realized in those areas, which are not
vacy assumed possibility of a personal control over the exposed to recent changes, expressed in the behaviour,
circumstances of life and an establishment of borders direct onto the objects, significant for private world.
between a human, society and its various ins tutes. In
par cular, it is a ques on of interac on regula on and Individual psychological space of the subject
regula on of the informa on. There is an opinion, the of family rela ons as his personal zone of freedom
more personal development is of a human, the more he
needs me and place where he could stay alone with The personal psychological space of a partner
himself. of family rela ons is his/her own zone of freedom,
comfort and security. But thus it is necessary to con-
Besides privacy the psychological space of the sider the fact that other partner has the same space
personality is close to the concept “personaliza on”. too. Accordingly, the person as the individual and a
Personaliza on is an aspira on to take out one’s per- full member of a family, should learn, without damage
sonal senses out of the borders of the world around. If to himself, but diploma cally shi and move his bor-
the privacy serves to the purposes of adapta on of a der of individually-psychological space, which accor-
human, then personaliza on is to the existen al pur- ding to marital status of the owner par cipates in all
poses, which allows to establish communica ons with processes occuring in the zones of the family space, on
the world. Into the personal space also included per- family (and not only) territories.
sonal borders, which help the person to define what is
Me, and what is not Me (Kislits, 2012). When we spoken about inviolability of psycho-
logical space borders of the family rela ons partner, we
According to S.K. Nartovoy-Bochaver the psy- mean, without es mated acceptance of the spouse/
chological space of a personality possesses the follo- spouse with his/her specific features, lacks, require-
wing features: the person feels his space as his own, ments, which make him/her that unique person.
possessedor created by him, and consequently has
its value; theperson has a possibility to supervise and It’s natural that in the course of adapta on to
protect all in his space, thus realizing the feeling of author- some personal characteris cs may enter into conflict,
ship (and what is not controlled, becomes an object demand mutual changes. However and in this case,
out of personal space of the subject); the psycholo- the inviolability of borders should not be violated by
gical space is exis ng naturally and is not reflexed aggressive condemna on, blackmail and other nega-
without occurrence of problem situa ons, it’s “trans-
parent” and consequently it’s hard to give posi ve ve displays.
descrip on; the major characteris c of a psychologi- Interes ng enough was trying to outline the bor-
cal space is integrity of its borders. The psychological
space of a personality can be correlated with the basic ders of psychological space of the partner of family rela-
displays of the mentality: it is endured by the subject ons Khalil Dzhebran, the writer of XX centuries, in Chap-
as safe or broken, which is expressed in feelings of rest
or anxiety; it is understood near his borders (Nartova- ter about marriage in the book of parables “Prophet”. He
Bochaver, 2005) and is not understood in those areas, wrote so: “Love each other, but do not transform love
into chains: Let it be more a worrying sea between the
coast of your souls. Fill each other bowls, but do not
drink from one bowl. Let’s each other taste the bread,
but do not eat from one piece. Sing, dance together
and enjoy, but let each one of you be lonely, as strings

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of a lute, though they are all producing the same music. and to minimize all the painful changes about their own
Give your hearts, but not to possession each other. For inner world of each partner.
only the hand of Life could accept your hearts. Stand to-
gether, but not too close to each other. For columns of a Marriage and Honeymoon period is the tran-
temple stood separately, and the oak a cypress done not si on to a new level of rela ons, during which there
grow nearby”. is laying a solid and long-las ng family life or destruc-

About borders of personal psychological on, the collapse of rela ons. This is a period of serious
space at various stages of family rela ons life cycle work of people on themselves and their rela onships.
Including the installa on of the new fron ers of perso-
The research of psychological space of the nal psychological space of each of the partners.
personality in a plane of family rela ons is actual in a
context of interac on of the subject-subjec ve systems In other words, going on a so-called “grinding”,
(“partner(he)-partner(she)”, “husband-wife-child”, etc.). which must be overcame. Partners of family rela-
The sa sfac on of interac on process and success of
crea on of an ideal family was caused by studying of onships spend much me together and which was
the maintenance and structure of personal space of previously unno ced, begins to manifest itself in daily
everyone, delimita on of his personal territory, its dy- joint ac vity. They begin to show their habits and qua-
namic characteris cs (“emp ness-fullness”, “hardness- lity, some mes not very posi ve. This is the inevitable
weakness”, “constancy-rigidity”, “simplicity-complexity”) difficul es of life together.
at various stages of family rela ons life cycle.
There is a section of the territory and the defi-
It essen ally influence the maintenance and ni on of personal and emo onal space for each of the
structure of space, is the rela on of the person to this spouses, the iden fica on of the boundaries of this
space as a whole, to a role and func ons in it, and also space.
separated elements. Principal kinds of such rela on is
an expecta on, hopes and fear, senses and inten ons, Let’s consider the factors that affect the change
etc. (Kolosov, 2009). in the borders of individual space:
adapta on of spouses to living together, during
The first stage in the direc on to family rela-
ons is premarital rela ons. The main objec ves of which the part of the “pre-marital” habits will un-
this phase are to achieve a par al psychological and dergo some adjustments, changes to the level of
financial independence from the gene c (parental) the corresponding partner’s representa ons. Have
family, the acquisi on of experience with the other to give up some habits for the sake of a happy fu-
sex, the choice of marriage partner, gaining emo onal ture together. This process is complicated by the
experience and business interac on with him. These fact that many of these habits are laid in childhood,
psychological condi ons of op miza on of individual when it was used by human throughout the life.
psychological space in this period are: establishing the psychological and spa al distance
to gene c families. It becomes par cularly proble-
reflec on of mo ves, a tudes and feelings ma c in terms of living together, or residence of
as their own, and partner’s; each of the partners in the “pre-marital” period in
the parental home.
Replacement of emo onal image of chosen gaining experience of coopera on in addressing
to the realis c one; the organiza on of everyday life of the family,
adop on and implementa on of primary appro-
implementa on of premarital informa on vals matrimonial (family) social roles.
exchange; financial support and financial support for the
family: who will earn money, and how will be re-
evalua on of communica on and interac on solved financial ma ers, a er whom it will be the
styles (suits you?); last word, will take into account the opinion of the
partner who earns less or do not earn at all, what
adequate of level of claims; each partner cannot afford and can whether to
a realis c percep on of the partner and his allow from the “usual” premarital life, and what
acceptance; from this, is a need for psychological comfort of
mental and real life of together playing scenarios. each partner.
in macy in the rela onship, which may be accom-
Most psychologists are rightly poin ng out panied by sexual problems as a result of lack of
that between the partners necessarily should be an experience, a difference in educa on, the level of
exchange of informa on on issues such as the values desires, and so on. And this is the me when the
orienta on and life plans; details of the biography; ide- boundaries have to move very, very carefully, de-
as about marriage; role expecta ons and claims; repro- licately, slowly.
duc ve a tudes, and others (Tseluyko, 2008). In the fu-
ture it will help prepare the way for family relationships

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fulfilment and career development issue. With func ons or roles according to certain rules, regula-
that, to date, the ques on is equally relevant for ons, standards and laws, the boundaries of personal
men and for women. Especially true factor may
manifest itself at the stage of the emergence of space may vary considerably at different stages of the
a child. life cycle of family rela ons.
A young family with young children: what are
The problem of dominance and subordina on
the factors that affect the personal psychological space in in the family rela ons
this period?
A Family in the family psychology is seen as a
Parental role is fundamentally different from historically changing form of living together of people
a married that in the forma on of the conjugal union, of both sexes, in its development has undergone pro-
both partners are free to terminate the marital rela on- found changes qualita vely, having risen from polyga-
ship, and divorce, if the partner is brutally invades and mous, gregarious existence before the civilized pairing
violates the boundaries of personal psychological space. family. Each era has le its mark on the development
While parents is “life me” performed by the individual of the family, different exposing and solving the pro-
role and it is impossible to cancel it, and, respec vely, blem of domina on and subordina on in marriage.
and individual space with its values, habits, peculiari es
should construct such boundaries, in which a person Tradi onally, dominance-submission is consi-
will feel most comfortable, according to the new condi- dered as the immaturity of the senses; a empt to find
unity; the struggle for power; ba le in decisionmaking;
ons of life. winding gender stereotypes, leadership nature of do-
A number of important issues at this stage is mina on; acceptance of responsibility avoidance; ma-
nifesta on of personality characteris cs.
associated with those who will care for the child. There
are new roles of a mother and father. There is a kind However, the psychological in macy is usually
of age shi . Besides all that has not been worked out nega vely correlated with the a tude of domina on
between the two spouses must be worked out in the and subordina on: the greater the power of one per-
presence of a third person, for example, one of the pa- son over another, the less psychological affinity bet-
rents (in our society due to gender socializa on, most ween them, as the power is compelling.
of it concerns women) forced to stay at home and care
for the child, while the other (mostly the father) tries V.N. Druzhinin, analyzing family rela ons, said that 
to keep the connec on with the outside world. the family first realized the power rela ons – dominance-
submission. As a rule, a ributed to the dominance of
At the moment, there is a narrowing band of the adop on of social responsibility, improvisa onal
communica on of his wife, which will reflected on ac vity and ini ate ac on (Druzhinin, 2000).
her personal psychological space, and the climate of
family rela onships (where the range of feelings and The rela ons domina on and subordina on, ap-
sensa ons can be of the polar “plus” to the polar “mi- pearing along with the communica on of partners and
nus”). Especially considering the fact that at the same implemented in the following situa ons: “ partner mo-

me as the supply of the material lies with the hus- va on to ac on – agreement, promise”; “Upholding
band, he is “free” from the care of the child, and o en the asser on of own terms – acceptance, consent to
tends to “rest” outside the family (Tseluyko). it”; “The desire to a ract the a en on of a partner,
ini a ng the conversa on – the maintenance, develop-
Thus, the restructuring of the boundaries of ment of dialogue”; “Demonstra ng a higher posi on
psychological space and its measurement affect the with respect to the partner – the recogni on of such
rela onship of the individual with other subjects in- a provision” that may be due to a variety of reasons:
volved in joint ventures (Kronik, Horoshilova, 1987; the hierarchical inequality, the inequality in the level of
Lozhkіn, Volyanyuk, 2003; Nartova-Bochaver, 2003, competence, commitment to take care of one another,
Perls, 2001), who are building a dynamic system of and so on. (Grebenshchikov, Zachesova, 2011).
rela ons and form a mul dimensional interpersonal
space. This space, in turn, is subjec vely meaningful Smirnikova O. V. considers that dominance is a
fragment of life and affects the current direc on and regular, open, underlined (as opposed to the “hidden
strategy of the individual. levers” of power) use of power at a constant appeal to
its excellence. Then the submission – constant follow
Thus the movement and alignment of the new someone’s will, depending on the effect, ac ons and
fron ers of psychological space of the individual de- behaviour of another person.
pends on the posi ve, neutral and nega ve meaningful
rela onship with their partner, as well as other social Smirnikova O.V. connects the idea of domina-
objects and phenomena (real or perceived). These are tion, power and competence of a married couple where
the specific links with each other and performing their competence is characterized as an integral characteris-

c of life, communica on and personal development of

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