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Tsvetkova, N. A., and S. V. Kulakova. "Women in Penal Correction System: Personality Characteristics and Opportunities for Professional and Career Development." Psychology and Law 11, no. 2 (2021): 55–71. http://dx.doi.org/10.17759/psylaw.2021110205.
Повний текст джерелаАнотація:
Presents the results of an empirical study of women employed in the penitentiary system. Seven techniques were used: the Big Five Personality Questionnaire (NEO Personality Inventory); Hall Emotional Intelligence Test (by Nicholas Hall); test E.Berne'; the diagnostic technique for the motivators of one's socio-psychological activity; the methodology for studying the style of one's behavioral self-regulation by V.I. Morosanova; self-rating of possibilities for one's professional development and career; expert evaluation of officer's personality by B.G. Bovin. The examined group of female officers is characterized by : a) mid-range values of the four "traits of a normal personality"; b) modest levels of "emotional intelligence"; c) structural personality disorders which complicate interpersonal communication; d) an ambition to succeed accompanied by a much less apparent will to power; e) an accentuated average style of behavioral self-regulation with the vitally important "modeling skill" as the leading component and the "self-dependence" trait as a "backward" one. Finally, recommendations were proposed to improve the work with the personnel in the penitentiary system.
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Chumakov, M. V., and D. M. Chumakova. "RELIGIOSITY OF THE PERSONALITY AS A FACILITATOR OF EMOTIONAL AND VOLITIONAL REGULATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 29, no. 3 (September 25, 2019): 314–18. http://dx.doi.org/10.35634/2412-9550-2019-29-3-314-318.
Повний текст джерелаАнотація:
The article provides an analysis of religiosity of the personality in connection with emotional and volitional regulation of activity and social interaction. It is shown that the religiousness promotes effective emotional and volitional regulation. One of the mechanisms providing the facilitating effect of religiousness on emotional and volitional regulation is that it increases self-esteem, self-confidence and reduces anxiety. The connection between religiosity and the sphere of meaning is revealed, which influences the stress control through the re-evaluation of stress factors. Religion allows the use of additional mechanisms of stress coping. The ambiguous mechanisms of interrelation of religiousness and personal control, as well as interrelations of religiousness and emotional and volitional regulation at the level of personality traits are revealed. Religiosity is connected with external locus of control that reduces efficiency of volitional component of regulation, but raises efficiency of emotional component of system. Religiosity is connected with emotional and volitional regulation both directly and indirectly.
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L.V., Stepanenko. "PECULIARITIES OF INTERRELATION BETWEEN ADAPTIVE PROPERTIES AND COMPONENTS OF EMOTIONAL SELF-REGULATION OF IN-MIGRANTS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 2 (June 8, 2021): 62–68. http://dx.doi.org/10.32999/ksu2312-3206/2021-2-7.
Повний текст джерелаАнотація:
Purpose. The purpose of the article is to study the peculiarities of the interrelations of the adaptive and emotional properties, coping strategies, mechanisms of psychological protection of in-migrants in the process of emotional self-regulation of the individual.Methods. The following methods have been used to study the components of emotional self-regulation of the personality: 1) the coping test by R. Lazarus adapted by T. L. Kriukova and co-authors; 2) the questionnaire by Plutchik-Kellerman-Conte – Life Style Index, LSI; 3) self-assessment test «Characteristics of emotionality» by Ye. P. Ilin; 4) Freiburgquestionnaire; 5) the questionnaire of empathy by V. V. Boiko; 6) the technique of emotionally-energetic charges by V. V. Boiko; 7) the technique of «index of life satisfaction» adapted by N. V. Panina; 8) 16-factor personality questionnaire by R. B. Cattell; 9) to study the adaptive properties of the multifactorial personality questionnaire «Adaptability» by A. H. Maklakov adapted by S. V. Chermianin has been used.Results. The quantitative and qualitative characteristics of the connections of the adaptive properties with personality emotional properties and coping-protective mechanisms in in-migrants have been revealed. The interrelation of the adaptive properties with the characteristics of emotional response and the stable emotional properties is determined. It is found that the adaptive capabilities of in-migrants are largely determined by their emotional properties, which in turn are closely related to coping-protective mechanisms. The interrelations of the adaptive properties with the coping-protective mechanisms of the personality are determined. It is proved that the success of the adaptation process in stressful situations is determined by a kind of repertoire of coping strategies and protective mechanisms of the personality.Conclusions. The results of the experimental study have provided new data in understanding the work of emotional self-regulation of the personality, which is based on the emotional properties of the personality in connection with the coping-protective mechanisms and the adaptive personality traits.It is proved that the effectiveness of the emotional self-regulation of in-migrants in imbalances in the system of the personality and social environment is determined by the flexibility of the system of the adaptive mechanisms.Key words: adaptation, characteristics of emotional reaction, emotional properties, coping strategies, mechanisms of psychological protection, stressful situations. Мета статті полягає у дослідженні особливостей взаємозв’язків адаптивних та емоційних властивостей, копінг-стратегій, механізмів психологічного захисту переселенців у процесі емоційної саморе-гуляції особистості.Методи. Для дослідження складників емоційної саморегуляції особистості використано такі методи: 1) копінг-тест Р. Лазаруса в адаптації Т.Л. Крюкової та співавторів; 2) опитувальник Плутчика – Келлермана – Конте «Індекс життєвого стилю» (Life Style Index, LSI); 3) самооціночний тест «Характери-стики емоційності» Є.П. Ільїна; 4) Фрайбурзький опитувальник; 5) опитувальник емпатії В.В. Бойко; 6) методика емоційно-енергетичних зарядів В.В. Бойко; 7) методика індексу життєвого задоволення в адаптації Н.В. Паніної; 8) 16-факторний особистісний опитувальник Р.Б. Кеттелла; 9) для дослідження адаптивних властивостей був використаний багатофакторний особистісний опитувальник «Адаптив-ність» А.Г. Маклакова в адаптації С.В. Чермяніна.Результати. Виявлено кількісні та якісні характеристики зв’язків адаптивних властивостей з осо-бистісними емоційними властивостями та копінг-захисними механізмами переселенців. Визначено взаємозв’язок адаптивних властивостей із характеристиками емоційного реагування та стійкими емо-ційними властивостями. З’ясовано, що адаптаційній можливості переселенців значною мірою визнача-ються їхніми емоційними властивостями, які, своєю чергою, мають тісний зв’язок із копінг-захисними механізми. Проаналізовано взаємозв’язки адаптивних властивостей із копінг-захисними механізмами особистості. Доведено, що успішність адаптаційного процесу у стресових ситуаціях визначається сво-єрідним репертуаром копінг-стратегій та захисних механізмів особистості. Висновки. Отримані результати експериментального дослідження дали змогу отримати нові дані у розумінні роботи емоційної саморегуляції особистості, яка базується на емоційних властивостях осо-бистості у зв’язку з копінг-захисними механізмами та на адаптивних властивостях особистості.Доведено, що ефективність емоційної саморегуляції переселенців за порушення балансу в системі «особистість – соціальне середовище» визначається гнучкістю системи адаптивних механізмів.Ключові слова: адаптація, характеристики емоційного реагування, емоційні властивості, копінг-стратегії, механізми психологічного захисту, стресові ситуації.
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Leikas, Sointu, and Marjaana Lindeman. "Personality, threat identification and emotional processing." European Journal of Personality 23, no. 6 (October 2009): 455–74. http://dx.doi.org/10.1002/per.713.
Повний текст джерелаАнотація:
Individual differences in threat identification moderate the associations of personality with emotional experience and behaviour. The present two studies examined whether adeptness at threat identification also moderates the associations between personality and emotional processing. Participants completed personality scales, different emotional processing measures and a threat versus non‐threat categorization task. Adeptness at threat identification moderated the relations between agreeableness and negative interpretation of ambiguous stimuli, negative reactivity and positive likelihood judgments, and the relation between neuroticism and negative recall. The results supported the view that agreeableness and adeptness at threat identification together form a self‐regulation system. The results may have important implications for trait and health psychology. Copyright © 2009 John Wiley & Sons, Ltd.
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Padun, M. A. "Child’s emotion regulation and emotional security in the family." Современная зарубежная психология 6, no. 2 (2017): 27–35. http://dx.doi.org/10.17759/jmfp.2017060203.
Повний текст джерелаАнотація:
The article presents brief review of researches about concepts of emotion regulation and emotional security in child development. Mechanisms of family influence on the child’s emotion regulation development such as the interiorization of parent’s assumptions about emotions and ways of their expression, playing by the parents the role of emotional couch for children, and emotion charging through emotional climate in the family are considered. The role of experiencing parental conflict in the development of the child’s sense of emotional security is analyzed. Concepts ‘attachment system’ and ‘social defense system’ are differentiated. Theory of emotional security by Cummings and Davies is considered. This theory presents ways of the influence of parental conflict on child’s psychopathology. Emotional security is considered to be the result of interrelated factors: parental style, parent’s psychopathology, processes in family system and child’s personality traits. Four patterns of child’s cognitive and behavioral strategies of defense in parental conflict are described. Emotion regulation strategies and psychological consequences of these patterns are proposed.
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Ryzhkova, N. "SUBSTANTIATION OF THE CONTENT OF THE PROGRAM OF PSYCHOPROPHYLAXIS OF THE EMOTIONAL BURNING SYNDROME THE SERVICE OFFICERS OF THE ENGINEERING TROOPS OF THE ARMED FORCES OF UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 33–38. http://dx.doi.org/10.17721/1728-2217.2021.45.33-38.
Повний текст джерелаАнотація:
The content of the author's program of psychoprophylaxis of emotional burnout syndrome in servicemen of engineering troops of the Armed Forces of Ukraine is substantiated in the article. In particular, it is noted that the huge amount of engineering work carried out in large areas, short deadlines prove that the successful solution of engineering problems of combat operations requires intensive communication and causes deep shortterm emotional experiences, which can provoke emotional burnout of individual servicemen. Therefore, the system of professional training of servicemen is expected to use a system of specific methods of training, which are expressed in the development of professionally significant personality traits, adaptation to stressful factors of professional activity, and non-specific, characterized by the use of means and methods of emotional self-regulation. Psychoprophylaxis of emotional burnout of a serviceman is realized through the development of his skills of self-regulation, personality-oriented professional education, as well as his professional readiness. The program of psychoprophylaxis of emotional burnout is a holistic, sufficiently dynamic system, open for constant recovery, based on the idea of the development of the serviceman first as an individual and then as a specialist, a professional with a deep understanding of socio-cultural and educational situations. Achieving this goal is possible by synthesizing the main components of the personality of engineering troops serviceman: worldview, spiritual, moral and professional.
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Barnow, S., A. Limberg, M. Stopsack, C. Spitzer, H. J. Grabe, H. J. Freyberger, and A. Hamm. "Dissociation and emotion regulation in borderline personality disorder." Psychological Medicine 42, no. 4 (November 9, 2011): 783–94. http://dx.doi.org/10.1017/s0033291711001917.
Повний текст джерелаАнотація:
BackgroundAlthough some evidence suggests that borderline personality disorder (BPD) is primarily a disorder of the emotion regulation system, findings remain inconsistent. One potential explanation for this is the moderating role of dissociation.MethodIn this study, 33 female subjects with BPD and 26 healthy controls (HC; matched by education level and nicotine intake) were presented idiographic aversive, standard unpleasant and neutral scripts. Modulation of startle reflex and electrodermal responses (skin conductance level; SCL) were measured during imagery of emotional and neutral scripts. Additionally, self-reports of emotional experience (valence and arousal) and present-state dissociation were assessed.ResultsPatients with BPD showed elevated levels of dissociative experiences during testing. Present-state dissociation mediated group differences in SCL and startle response between the HC and BPD groups.ConclusionsThese results suggest that careful attention must be paid to the moderating effect of dissociative symptoms on the psychophysiological responses of BPD patients. Furthermore, the findings have important implications for the assessment and treatment of BPD, including the need to carefully assess BPD patients for dissociative symptoms and to incorporate the treatment of dissociation.
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Deckert, Matthias, Michaela Schmoeger, Eduard Auff, and Ulrike Willinger. "Subjective emotional arousal: an explorative study on the role of gender, age, intensity, emotion regulation difficulties, depression and anxiety symptoms, and meta-emotion." Psychological Research 84, no. 7 (May 16, 2019): 1857–76. http://dx.doi.org/10.1007/s00426-019-01197-z.
Повний текст джерелаАнотація:
Abstract Subjective emotional arousal in typically developing adults was investigated in an explorative study. 177 participants (20–70 years) rated facial expressions and words for self-experienced arousal and perceived intensity, and completed the Difficulties in Emotion Regulation scale and the Hospital Anxiety and Depression scale (HADS-D). Exclusion criteria were psychiatric or neurological diseases, or clinically relevant scores in the HADS-D. Arousal regarding faces and words was significantly predicted by emotional clarity. Separate analyses showed following significant results: arousal regarding faces and arousal regarding words constantly predicted each other; negative faces were predicted by age and intensity; neutral faces by gender and impulse control; positive faces by gender and intensity; negative words by emotional clarity; and neutral words by gender. Males showed higher arousal scores than females regarding neutral faces and neutral words; for the other arousal scores, no explicit group differences were shown. Cluster analysis yielded three distinguished emotional characteristics groups: “emotional difficulties disposition group” (mainly females; highest emotion regulation difficulties, depression and anxiety scores; by trend highest arousal), “low emotional awareness group” (exclusively males; lowest awareness regarding currently experienced emotions; by trend intermediate arousal), and a “low emotional difficulties group” (exclusively females; lowest values throughout). No age effect was shown. Results suggest that arousal elicited by facial expressions and words are specialized parts of a greater emotional processing system and that typically developing adults show some kind of stable, modality-unspecific dispositional baseline of emotional arousal. Emotional awareness and clarity, and impulse control probably are trait aspects of emotion regulation that influence emotional arousal in typically developing adults and can be regarded as aspects of meta-emotion. Different emotional personality styles were shown between as well as within gender groups.
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L.M., Lysenko. "THE ROLE OF EMOTIONAL EXPERIENCE IN MOTIVATIONAL TARGET SYSTEM OF LEARNING ACTIVITY OF SENIOR STUDENTS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (November 4, 2020): 57–63. http://dx.doi.org/10.32999/ksu2312-3206/2020-4-8.
Повний текст джерелаАнотація:
Мета статті – представити теоретичний аналіз і результати емпіричного дослідження емоційного досвіду в осіб юнацького віку та визначення його ролі у розвитку мотиваційно-цільової системи. Методи. В емпіричному дослідженні використовувались такі психодіагностичні методики «Тест-опитувальник спрямованості навчальної мотивації», «Диференційованість емоційного досвіду», «Готовність до використання емоційного досвіду», метод кореляційного аналізу.Результатидослідження за психодіагностичною методикою «Тест-опитувальник спрямованості навчальної мотивації» свідчать, що більшість учнів мають низький рівень внутрішньої мотивації до навчання, переважно орієнтуються під час виконання завдань на отримання оцінки. За результатами методик на вивченні емоційного досвіду переважаючими є показники середнього рівня. Порівняльний аналіз за методиками свідчить, що в учнів, в яких спостерігається зовнішня мотивація на уроках, переважають емоції байдужості, хвилювання, образи, тривоги. Деталізація емоцій краще представлена у дівчат. За даними статистичного аналіз у, коефіцієнт кореляції Пірсона показує, що тісними виявилися зв’язки між показниками диференційованості емоційного досвіду та готовності до використання, також є зв’язок з показниками внутрішньої мотивації до навчання. Висновки за результатами дослідження визначено, що емоційний досвід особистості – це система емоцій і почуттів, що переживала людина в історії свого життя, що має вплив на розвиток мотиваційно-цільових систем особистості. Це положення підтверджується даними кореляційного аналізу показників, які вказують на взаємозв’язок мотивації та здатності до диференціації емоцій і використання емоційного досвіду. Запропоновано напрями розвивальної роботи для покращення міри усвідомленості емоційного досвіду та мотивації. Перспективи подальшої роботи вбачаємо у розробці та впровадженні в практику методів розвитку емоційної регуляції поведінки та пізнавальної мотивації. Ключові слова: мотиви навчання, емоційний досвід, емоційна регуляція, навчальна діяльність, освітній процес. The purposeof the paper is to present a theoretical analysis and results of empirical research related to emotional experience of young people and specify its role in development of motivational target system.The research methods for studying this topic: “Academic motivation inventory”; “Differentiation of emotional experience” focused on diagnostics of the ability to distinguish and describe in detail own rueful feelings or another person’s emotions, “Readiness to use emotional experience”, methods statistical analysis The research results prove that majority of students have low level of self-motivation to study; when performing tasks, they are mostly focused on obtaining a grade. Based on the results of methods for studying emotional experience, the indices of intermediate level are predominant. Detailed elaboration of emotions is better shown among girls. According to figures from the statistical analysis, the indices of differentiation of emotional experience are closely correlated with readiness to use; there is a correlation with indices of self-motivation to study. Thus, the mutual influence of motivational and emotional components of study has been observed.The conclusionsunder the research results have been specified: the emotional experience of a personality, being a system of emotions and feelings experienced by a person in his/her life, has an impact on development of the motivational target system of personality. This thesis has been confirmed by correlation analysis of relationship between motivation and ability to differentiation of emotions and use of emotional experience. The aspects of progressive work are proposed to improve the degree of awareness of emotional experience, the ability to distinguish emotions and to make emotional behavioral regulation during the learning process. The prospects of further work can be seen in development and practical implementation of methods of developing emotional behavioral regulation and cognitive motivation.Key words: motivation to study, emotional experience, emotional regulation, educational process.
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Simonova, G. I., and Yu A. Guschina. "PROBLEMS OF YOUNG ADOLESCENTS’ SELF-REGULATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 3 (October 25, 2021): 287–93. http://dx.doi.org/10.35634/2412-9550-2021-31-3-287-293.
Повний текст джерелаАнотація:
The article discusses the issues of self-regulation development in young adolescents. It reveals the structural elements of self-regulation process, characterizes the structural-functional and content-psychological aspects of self-regulation. The presented structure served as the basis for the analysis of self-regulation of children of early adolescence, taking into account the changes that occur with children at this age stage. The following features of self-regulation of young adolescents in different spheres of their personal development have been identified: a decrease in the ability of self-regulation due to changes occurring at the physiological level and in the functioning of the nervous system of the young adolescent; an increase in the young adolescent's ability to consciously and arbitrarily regulate the motivational sphere of personality in combination with weak arbitrariness of learning motivation; the emergence of the ability for independent volitional regulation of activity; a decrease in the ability for self-regulation in the emotional sphere due to the emergence of a tendency to self-reinforcement, a tendency to affectation in behavior; connection of the adequacy of the image of the "I" and the ability to self-regulation.
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Panshina, S. E., N. L. Sungurova, and N. B. Karabushchenko. "Personality characteristics of students in the regulation of network activity." Education and science journal 23, no. 3 (March 17, 2021): 101–30. http://dx.doi.org/10.17853/1994-5639-2021-3-101-130.
Повний текст джерелаАнотація:
Introduction. Nowadays, the increasing Internet influence on the personality and the ambiguous nature of this impact frequently result in such negative consequences as Internet addiction, reduced self-control, and dysregulation of the Internet-activity. Therefore, it is becoming more and more relevant to investigate the characteristics of personality regulation of students' network activity. The aim of the current research was to identify personality characteristics, which determine the network activity of students. Methodology and research methods. The current research is based on a subject-personal approach. The following methods were applied: Internet Behaviour Questionnaire (by A. E. Zhichkina); Self-Organisation Activities Questionnaire by E. Yu. Mandrikova (OSD); modified questionnaire (by O. N. Arezdova, L. N. Babanin, A. E. Voiskunsky); questionnaire “Attitudes towards the Internet” (by E. Gubenko); Cognitive Emotion Regulation Questionnaire in the adaptation of O. L. Pisareva and A. Gritsenko; the technique of M. Kernis and A. Paradise “The Contingent Self-Esteem Scale” adapted by T. N. Savchenko, A. G. Faustova; personality questionnaire (TIPI-RU) (by A. S. Sergeeva, B. A. Kirillov, A. F. Dzhumagulova). Results and scientific novelty. For the first time, personality regulation of network activity is considered as a system of personality formation, which includes the following components in its structure: regulatory-behavioural, need-motivational, cognitive-emotional, and reflective-evaluative. General trends in the identified components and the connection of network behaviour strategies with personality characteristics of the student audience are determined. Students are characterised by an understanding of their own goals and their desire to achieve them, a tendency to be consistent and to follow the scheduled structure of the organisation of events, the manifestation of will to achieve goals and developed tactical planning skills. The Internet for students is above all a comfortable environment, where it is possible to feel calm and security, to expand social contacts, to find a new experience. Students are more likely to use effective strategies for cognitive emotion regulation, which are aimed at searching for the ways to overcome adverse situations, at recognising the positive significance of the event for personal growth, as well as at accepting the situation. Respondents' self-esteem is moderately reactive to the impact of situational factors. Students, who prefer network behaviour strategy “Activity in action”, have a generally positive personality profile, they tend to choose favourable strategies of cognitive emotion regulation, and they have personality characteristics such as determination, perseverance, extroversion, openness to new experience. The personal characteristics of young people with the strategy “Activity in the perception of alternatives” and “Internet addiction” are represented by the choice of negative cognitive emotion regulation strategies, situational conditioning of self-attitude, and attitudes toward problematic Internet use. Practical significance. The research results can be used to improve distance learning programmes, additional education courses, as well as to increase the efficacy of regulation of student's network activity in order to prevent Internet addiction.
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Fink, Gerhard, and Maurice Yolles. "Affect and cognition, part 1: “cross-fire” interaction model." Kybernetes 47, no. 1 (January 8, 2018): 80–98. http://dx.doi.org/10.1108/k-07-2017-0262.
Повний текст джерелаАнотація:
Purpose The purpose of this study is to develop a generic cultural socio-cognitive trait theory of a “plural affect agency” (the emotional organisation). Interaction between the cognitive and the affective personality is modelled. Design/methodology/approach James Gross’ (1988) model of Emotion Regulation is integrated with Normative Personality Theory in the context of Mindset Agency Theory: The agency has a “cognitive system” and an emotion regulating “affective system” which interact (Fink and Yolles, 2015). Findings Processes of emotion regulation pass through three stages: “Identification”, “Elaboration” and “Execution”. In a social environment, emotions are expressed through actions. The results of actions (feedback, goal achievement) are assessed through affective operative intelligence in the light of pursued goals. Research limitations/implications The theory will provide guidance for analysis of cultural differentiation within social systems (e.g. societies or organisations), with reference to identification, elaboration and execution of “emotion knowledge”. Practical implications Understanding interdependencies between cognition and emotion regulation is a prerequisite of managerial intelligence and strategic cultural intelligence, in demand for interaction and integration processes across social systems. Originality/Value The model provides a framework which links emotion expression and emotion regulation with cognition analysis. In part 2 of this paper, based on this theory a typology can be developed which for given contexts allows ex ante expectations of typical patterns of behaviour to be identified.
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Vlasova, N. V., and A. M. Lanovaya. "Self-Control Peculiarities of Men with Alcohol Dependence." Psychology and Law 11, no. 2 (2021): 208–20. http://dx.doi.org/10.17759/psylaw.2021110215.
Повний текст джерелаАнотація:
The article presents the results of an empirical research of self-regulation peculiarities of men with alcohol dependence. Self-regulation is defined as a system process which is comprised of initiation, planning and modeling processes, evaluation and correction of one's external and internal activities in accordance with goals. In case of alcohol dependence as one of the forms of destructive addictive behavior, serious disorders occur in one's personality sphere. Firstly, negative changes emerge in all mental processes. Secondly, alcohol abuse leads to disorders in the emotional sphere. Addicts are liable to aggressive and uncontrolled acts. The empirical study that aimed to detect peculiarities in self-regulation altered by the establishing alcohol dependence. The experimental group included 40 men diagnosed with the second and third stages of alcoholism. The results of the empirical study can be used in preventive programs based on techniques of developing self-regulation.
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Klymenko, Maria. "Types of narcissistic self-regulation in the context of personal fulfillment." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 85–102. http://dx.doi.org/10.15503/jecs20192.85.102.
Повний текст джерелаАнотація:
Aim. The aim of the research is to generalize different types of "healthy" narcissistic Self-regulation and to disclose the specific of self-fulfillment and personal life satisfaction.
Method. The empirical study involved 360 Ukrainian students (N=360), aged from 17 to 24. The following research methods were used F. W. Deneke and B. Hilgenstock’s Narcissism Inventory (1989), A. Längle and C. Orgler’s Scale of Existence (2003), E. Diener’s Satisfaction with Life Scale (1985), D. Polhus and C. Williams’s "Dark Triad of Personality" questionnaire (2002). The obtained data were processed by multivariate statistics (Statistica 8.0 and Exel), using cluster and comparative analysis (Student's t-test, Scheffe Test).
Results. The analysis shows that the most effectively functioning narcissistic self-regulation type is characterized by high narcissism that goes together with the high self-power. The personal fulfillment indicators (such as: self-distance, self-transcendence, freedom, responsibility, existentialism, and personality) are also growing in such conditions. Adequate narcissistic self-regulation goes together with the more meaningful relations with reality and enrichment of the person’s internal emotional life. With the growth of narcissism raises rather positive life acceptance and affirmative attitudes towards “Being” and oneself in it.
Conclusions. Narcissistic self-regulation is a mechanism that cares about the stability and integrity of the self-system, makes it possible to accept and appreciate one’s own personality. Only through the prism of prizing oneself (high, but functional narcissism) the value of other people and the world could be seen. This opens the possibility to find and fulfill the meaning of existence.
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Krause-Utz, A., N. Y. L. Oei, I. Niedtfeld, M. Bohus, P. Spinhoven, C. Schmahl, and B. M. Elzinga. "Influence of emotional distraction on working memory performance in borderline personality disorder." Psychological Medicine 42, no. 10 (March 8, 2012): 2181–92. http://dx.doi.org/10.1017/s0033291712000153.
Повний текст джерелаАнотація:
BackgroundEmotion dysregulation, characterized by heightened emotional arousal and increased emotional sensitivity, is a core feature of borderline personality disorder (BPD). Although current theories emphasize the disruptive potential of negative emotions on cognitive functioning in BPD, behavioral and neurobiological data on this relationship are still lacking.MethodUsing functional magnetic resonance imaging (fMRI), neural activity was investigated in 22 unmedicated BPD patients and 22 healthy participants (matched for age, education and intelligence) performing an adapted Sternberg working memory task, while being distracted by emotional (negatively arousing) and neutral pictures from the International Affective Picture System (IAPS).ResultsEmotional distraction was associated with significantly higher activation in the amygdala and decreased activation in the dorsolateral prefrontal cortex (DLPFC), extending findings of previous studies in healthy individuals. Patients with BPD showed significantly longer reaction times (RTs) along with significantly higher activation in the amygdala and insula during emotional distraction compared to healthy participants, suggesting that they were more distracted by emotional pictures during the working memory task. Moreover, in the group of BPD patients, a significant negative correlation was found between activation in limbic brain regions and self-reports of current dissociative states.ConclusionsOur findings suggest hyper-responsiveness to emotionally distracting pictures in BPD patients that negatively affects working memory performance. This stresses the importance of emotion dysregulation in the context of cognitive functioning. Moreover, our findings suggest that dissociative states have a dampening effect on neural reactivity during emotional challenge in BPD.
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Berberyan, Asya. "Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction." E3S Web of Conferences 210 (2020): 20004. http://dx.doi.org/10.1051/e3sconf/202021020004.
Повний текст джерелаАнотація:
The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.
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Staebler, K., B. Renneberg, M. Stopsack, P. Fiedler, M. Weiler, and S. Roepke. "Facial emotional expression in reaction to social exclusion in borderline personality disorder." Psychological Medicine 41, no. 9 (February 9, 2011): 1929–38. http://dx.doi.org/10.1017/s0033291711000080.
Повний текст джерелаАнотація:
BackgroundDisturbances in social interaction are a defining feature of patients with borderline personality disorder (BPD). In this study, facial emotional expressions, which are crucial for adaptive interactions in social contexts, were assessed in patients with BPD in response to social exclusion.MethodWe examined facial emotional reactions of 35 patients with BPD and 33 healthy controls when playing Cyberball, a virtual ball-tossing game that reliably induces social exclusion. Besides self-reported emotional responses, facial emotional expressions were analyzed by applying the Emotional Facial Action Coding System (EMFACS).ResultsPatients with BPD showed a biased perception of participation. They more readily reported feeling excluded compared to controls even when they were included. In BPD, social exclusion led to an increase in self-reported other-focused negative emotions. Overall, EMFACS analyses revealed that BPD patients reacted with fewer positive expressions and with significantly more mixed emotional expressions (two emotional facial expressions at the same time) compared to the healthy control group when excluded.ConclusionsBesides a negative bias for perceived social participation, ambiguous facial emotional expressions may play an important role in the disturbed relatedness in patients with BPD.
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Kohut, Oleksandra. "THE THEORETICAL AND EMPIRICAL STUDY OF THE COMPONENTS OF AN INDIVIDUAL’S TOLERANCE TO STRESS." PSYCHOLOGICAL JOURNAL 6, no. 11 (November 30, 2020): 114–22. http://dx.doi.org/10.31108/1.2020.6.11.11.
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The article presents the theoretical and empirical study of the structure of tolerance to stress. The system of tolerance to stress was the study object. The study subject was the psychological patterns of an individual’s tolerance to stress and its development. The author describes the mechanisms of self-regulation at stress in the system “individual – personality – individuality - over-personality”. The following techniques were used for the empirical study: “Mini-mult” test of V.P. Zaitseva to identify distressing personal traits; H. J. Eysenck’s test to determine types of temperament; E.Heim’s technique examining the adaptability of coping strategies used by people; patrol police officer were examined with the author’s questionnaire “Examination of personal tolerance to stress”. The author identified the action mechanisms for each component of tolerance to stress: psychophysiological, emotional, cognitive and volitional. Correlations were determined between the components of the studied system. Thus, the psychophysiological component is the basis for development of other components of tolerance to stress. Correlations among an individual’s temperament, character, coping strategies and free will were demonstrated in the theoretical and empirical research. The determined components of tolerance to stress are interdependent, they complemented each other in an integrated system: one is possible due to others. Psychophysiological self-regulation was possible due to developed regulative capabilities of the autonomic nervous system. The emotional component of stress tolerance correlated with physiological and socio-cultural needs that motivated an individual to avoid or overcome obstacles. The emotional component can be regulated due to the feedback mechanism. Such feedback makes a system stronger, pushes it toward changes corresponding to already existing direction of an individual’s movement aimed to overcome difference between the actual and desired systemic states. The balanced feedback pulls into the opposite direction to restore a lost balance. It stabilizes the system and prevents new changes. The cognitive component in the structure of stress tolerance had its mechanisms of cognitive regulation: assimilation and dissimilation, encouraging appearance of new personal traits. Self-regulation as a stress overcoming act is possible due to an individual’s volitional qualities. The volitional mechanisms for stress tolerance are: persistence and meaningfulness, objectivity and integrity. The further research will include development of a program for stress tolerance improvement.
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Fink, Gerhard, and Maurice Yolles. "Collective emotion regulation in an organisation – a plural agency with cognition and affect." Journal of Organizational Change Management 28, no. 5 (August 10, 2015): 832–71. http://dx.doi.org/10.1108/jocm-09-2014-0179.
Повний текст джерелаАнотація:
Purpose – While emotions and feelings arise in the singular personality, they may also develop a normative dimensionality in a plural agency. The authors identify the cybernetic systemic principles of how emotions might be normatively regulated and affect plural agency performance. The purpose of this paper is to develop a generic cultural socio-cognitive trait theory of plural affective agency (the emotional organization), involving interactive cognitive and affective traits, and these play a role within the contexts of Mergers and Acquisitions (M & A). Design/methodology/approach – The authors integrate James Gross’ model of emotion regulation with the earlier work on normative personality in the context of Mindset Agency Theory. The agency is a socio-cognitive entity with attitude, and operates through traits that control thinking and decision making. These traits are epistemically independent and operate on a bipolar scale; with the alternate poles having an auxiliary function to each other – where the traits may take intermediary “balanced” states between the poles. Findings – Processes of affect regulation are supposed to go through three stages: first, identification (affective situation awareness); second, elaboration of affect is constituted through schemas of emotional feeling, which include emotion ideologies generating emotional responses to distinct contextual situations; third, execution: in the operative system primary emotions are assessed through operative intelligence for any adaptive information and the capacity to organize action; and turned into action, i.e. responses, through cultural feeling rules and socio-cultural display rules, conforming to emotion ideologies. Research limitations/implications – This new theory provides guidance for framing multilevel interaction where smaller collectives (as social systems) are embedded into larger social systems with a culture, an emotional climate and institutions. Thus, it is providing a generic theoretical frame for M & A analyses, where a smaller social unit (the acquired) is to be integrated into a larger social unit (the acquirer). Practical implications – Understanding interdependencies between cognition and emotion regulation is a prerequisite of managerial intelligence, which is at demand during M & A processes. While managerial intelligence may be grossly defined as the capacity of management to find an appropriate and fruitful balance between action and learning orientation of an organization, its affective equivalent is the capacity of management to find a fruitful balance between established emotion expression and learning alternate forms of emotion expression. Social implications – Understanding interdependencies between cognition and emotion is a prerequisite of social, cultural and emotional intelligence. The provided theory can be easily linked with empirical work on the emergence of a cultural climate of fear within societies. Thus, “Affective Agency Theory” also has a bearing for political systems’ analysis, what, however, is beyond the scope of this paper. Originality/value – The paper builds on the recently developed Mindset Agency Theory, elaborating it through the introduction of the dimension of affect, where cognitive and affective traits interact and become responsible for patterns of behaviour. The model is providing a framework which links emotion expression and emotion regulation with cognitive analysis.
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Фоміна, Наталія. "Reflection in Speech of the Individual-Typological Features of Language Personality." PSYCHOLINGUISTICS 26, no. 1 (November 12, 2019): 342–62. http://dx.doi.org/10.31470/2309-1797-2019-26-1-342-362.
Повний текст джерелаАнотація:
Introduction. The article is devoted to the actual psycholinguistic problem of reflecting in the various parameters of speech the features of a linguistic personality. Since speech is a unity of social, i.e. language as a sign system, and a unique individual – a subjective form of reflection of the objective reality and the way of formation and formulation of thought (Winter), which is determined by the motivational, dynamic, emotional, regulatory, cognitive characteristics of a linguistic personality, according to the author, a holistic study of all its stable communicative-speech and psychological properties, include their individual typological manifestations. The article presents the results of empirical studies of manifestations in speech of the individual typological features of various aspects of a linguistic personality, performed by N.A. Fomina and under her leadership, which allows to give a full and deep description of the personality.
Methods and Techniques. The author’s method of multilevel, multicomponent analysis of the utterance as a product of individual speech activity involves considering not only the linguistic, speech, content-semantic characteristics of the text, but also the representation of the most important psychological (motivational-targeted, emotional, regulatory-volitional, cognitive, dynamic) characteristics of the subjects of speaking.
Results. This article reveals the features of the reflection in speech of typological manifestations of the activity, interhemispheric asymmetry, the originality of intelligence, semantic sphere, value orientations, various types of self-regulation, the organization of initiative, sociability and perseverance, expressing the integral essence of the personality.
Conclusions. The specific manifestations of the individual typological features of linguistic personality described in the article, primarily due to the specifics of the activity, orientation and self-regulation, open up great opportunities for speech diagnosis.
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Fisher, Janina. "Sensorimotor approaches to trauma treatment." Advances in Psychiatric Treatment 17, no. 3 (May 2011): 171–77. http://dx.doi.org/10.1192/apt.bp.109.007054.
Повний текст джерелаАнотація:
SummaryResearch has consistently demonstrated a connection between affect dysregulation and experiences of early childhood neglect, trauma and attachment failure. Without adequate regulation of the infant's distress states, the nervous system and affect-regulating brain structures fail to develop optimally. Affect dysregulation is a component of all mood, anxiety and borderline personality disorders as well as a contributor to addictive and suicidal behaviour. Methods to increase self-regulation are crucial to the effectiveness of any treatment for these problems. Traditional therapeutic modalities that address distorted cognitions or focus on emotional expression attempt to address affect regulation but fail to modify its underlying basis in the nervous system. Sensorimotor psychotherapy, as a somatically oriented therapy, approaches affect dysregulation as a subcortical issue. Its interventions directly address the underlying causes of dysregulation in the body and nervous system.
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Cheban, Yurii, and Viktor Plokhikh. "EMOTIONAL AND VOLITIONAL COMPONENT OF COMPETITIVE ATTITUDE OF ROWING ATHLETES." Science and Education 2020, no. 2 (June 2020): 22–31. http://dx.doi.org/10.24195/2414-4665-2020-2-3.
Повний текст джерелаАнотація:
High achievements in modern sports are associated with the development of the emotional and volitional sphere of athletes, with their abilities for effective self-regulation of functional states and actions. The theoretical basis of the study is the provisions of the attitude theory, the concept of system organization and self-regulation of the process of activity, the differential psychology of emotions, the concept of basal and system volitional qualities. The competitive attitude of rowing athletes is considered as an attitude for self-mobilization and stabilization of highly coordinated, powerful rowing actions. The purpose of the study is to determine the structure, relations, symbolic and significant forms of strengthening the emotional and volitional component of the competitive attitude of rowing athletes. The following methods were used to determine the values of indicators in the empirical study: natural experiment (indicator of overcoming exhaustion); analysis of performance (sports qualifications); test psychodiagnostics of emotional stability, worry, conscientiousness, courage, self-control (16 Personality Factors Questionnaire of Raymond Cattell); achievement motivation (test of T. Ehlers); frequency of manifestation of basal emotions (T. Dembo technique); questioning (frequency of using mental resources). A subgroup of 18 people was selected in the group of subjects using cluster analysis who have a high level of development of volitional qualities, with a preference for a positive emotional background of vital activity, with relatively higher (Mann-Whitney U-test) sports achievements, evaluated by indicators of sports qualifications (U=96.5; p=.003) and the ability to overcome exhaustion (U=101.0; p=.005). A higher, in comparison with other subjects, expressiveness of achievement motivation (U=90.5; p=.002), conscientiousness (U=35.0; p<.001), cheerfulness the opposite of worry (U=43.0; p<.001), courage (U=111.5; p=.011), self-control (U=95.5; p=.003), emotional balance (U=110.5; p=.011), experiences of pleasure (U=117.5; p=.014) were observed in this subgroup. The analysis of the study results allows to conclude that the emotional and volitional component of the competitive attitude of rowing athletes functionally aimed at mobilizing and stabilizing highly coordinated, powerful rowing actions, in its structure relies on developed systemic qualities of conscientiousness and cheerfulness associated with manifestations of courage, self-control, patience, energy, with expressed preferences for a positive emotional background of vital activity. The implementation of the emotional and volitional component is directly related to the motivation of achievements and the energy strengthening of the oared process. The competitive success of rowing athletes is increased by using mental resources (verbal formulas, figurative constructs) for self-mobilization.
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Zhurov, V. V., та N. A. Biienko. "Рhenomenon of states psychological self-regulation of teacher’s life activities". ScientifiScientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2021, № 2 (1 листопада 2021): 75–90. http://dx.doi.org/10.32755/sjeducation.2021.02.075.
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Based on the structural and system analysis, the article considers the need for self-regulation for teachers, substantiates and provides statistics on the negative psychophysical states of educators, which they acquire as a result of professional activity. One hundred teachers were interviewed in order to define the mastering level of their self-regulation and the need to educate teachers in the theory and practice of these aspects. Based on the data obtained, it is obvious that educators need education on this issue, and the level of assimilation of this information and skills still needs to be better. The necessity of developming the motivational system of self-regulation mastering by teachers through the following components of this motivation is substantiated in the article: it can be made through a condition of psychophysical health; because of the culturological need of educators and because of the need not to expose others, in particular children, according to the negatives of their emotional deviations; due to the need for pedagogical competence, which has the competence of the psychological spectrum, which determines the professional status; because of the need for the teacher to be a proactive person. Since teachers are mostly motivated to learn self-regulation mainly because of health and the effectiveness of such motivation is limited, we conclude that there should be several motivational areas, where each specialist will find what he needs. The article analyzes and systematizes theoretical principles of self-regulation of mental states of the personality in order to bring this information in an adaptive form for teachers. In this context, the periodization is made considering the research on self-regulation by scientists from foreign and national physiological and psychological schools. The meaningful information of theoretical bases of regulation is structured and systematized. The necessity of a regular system of education on the theory and practice of self-regulation is substantiated and in this perspective the article gives the basics of such education. In our publication the authors offer the term, forms of work and its content. Conclusions are made on improving the awareness of educators of the practical acquisition of knowledge, skills and abilities on the problem. Key words: self-regulation of personality mental states; motivation, mastery of self-regulation of mental states by the teacher; systematization of theoretical principles of self-regulation; basics of the teacher education project on self-regulation issues.
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Vasilchenko, A., S. Tukaiev, Y. Havrylets, V. Rizun, D. Kashpur, N. Pogorilska, O. Radchuk, I. Zyma, G. Abbasova, and L. Derevinskaya. "Self-transcendence and excessive TV commercial viewing in senior pupils." European Psychiatry 41, S1 (April 2017): S766. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1442.
Повний текст джерелаАнотація:
Self-transcendence is an important component of mental health and emotional well-being, and associates with everyday stress. The aim of this study was to reveal the relationships between excessive TV commercial viewing and self-transcendence. Forty-two healthy senior pupils aged 14–17 years participated in the study. We used the temperament and character inventory by cloninger, cloninger tridimensional personality questionnaire, the school anxiety test by Philips, Maddi Hardiness survey, and the emotional intelligence self-evaluation by Hall. We found that excessive TV commercial viewing has been linked to self-transcendence, which directly correlates with empathy and school anxiety. There was an inverse correlation between self-transcendence and self-directedness. We also found interrelations between self-transcendence and reward dependence, mediated by the noradrenergic brain system. We argue that the propensity for watching TV commercials and self-transcendence may determine the activity of monoaminergic brain systems along with the constitutional traits and personality characteristics.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Biletskyi, Pavel, Nataliya Zavatska, Yuliia Bokhonkova, Elena Fedorova, and Anatoliy Zhurba. "The problem of personal destruction and professional health care in the modern society." Теоретичні і прикладні проблеми психології, no. 3(50)T1 (2019): 106–13. http://dx.doi.org/10.33216/2219-2654-2019-50-3-1-106-113.
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The article shows that under the personal destructions understand the pathological process of destruction of the structure of the individual or its individual elements. Personal destructions include such formations of the human psyche that create barriers in its contacts with others and thus complicate the realization of their own goals. The main types of destructive changes in personality include pathological deformation of personal needs and motives, destructive changes in character and temperament, violations of volitional regulation of behavior, systems of interpersonal relationships, formation of inadequate self-esteem. Among the leading forms of personal destruction are partial and deep personal destruction, as well as temporary (transient), with the subsequent restoration of the functioning of all structural components of the personality, and progressive (irreversible), followed by a personal defect. It is established that personal destructions can be as a result of self-destructive activity of the person, as well as purposeful external influence, or as a result of psycho-traumatic and crisis situations, in particular loss of a person's disability. The negative (crisis) type of personal attitude of the examinees to the situation of temporary disability is defined, which distinguishes the unpreparedness for its adoption, consideration of the existing conditions as crisis with distortion of life plans and prospects, and the adaptive (constructive) type, with adequate assessment of the current situation adoption, formation of an adaptive model of behavior. It is established that the determinants of personal destruction are social and psychological characteristics that cause negative changes in the cognitive, emotional, semantic and communicative spheres of personality. As indicators of the destruction of the cognitive sphere of the personality are rigidity, limited thinking and conservatism; emotional sphere - psycho-emotional exhaustion, emotional instability; the semantic sphere - reduction of personal achievements, insufficient cognitive activity, the communicative sphere - social distance, reduction of interpersonal contacts, seclusion and self-centeredness.
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Di Simplicio, M., G. Costoloni, D. Western, B. Hanson, P. Taggart, and C. J. Harmer. "Decreased heart rate variability during emotion regulation in subjects at risk for psychopathology." Psychological Medicine 42, no. 8 (November 9, 2011): 1775–83. http://dx.doi.org/10.1017/s0033291711002479.
Повний текст джерелаАнотація:
BackgroundDysfunctions in the regulation of emotional responses are related to poor psychological well-being and increased impact of cardiovascular disease. It has been suggested that the relationship between negative affect and higher morbidity could be mediated by a dysregulation of the autonomic nervous system (ANS), for example, of heart rate variability (HRV). Neuroticism is a personality trait associated with a maladaptive emotion regulation and also with alterations in ANS function. However, it is unknown whether subjects with high neuroticism present with specific biases in emotion regulation associated with reduced HRV.MethodIn total, 33 healthy subjects (n=13, highly neurotic) performed an emotion regulation task, during which they were instructed to either passively view negative pictures or attempt to down-regulate the affect elicited by the images. During the task an electrocardiogram was recorded and HRV was measured by calculation of the high frequency spectrum (HF-HRV).ResultsA significant interaction between task condition and personality group was observed on HF-HRV measures (F1,31=6.569, p=0.016). This was driven by subjects with low neuroticism presenting higher HF-HRV during down-regulation compared to passive exposure to negative stimuli, while subjects with high neuroticism reported an opposite tendency.ConclusionsOur results show reduced HF-HRV during cognitive reappraisal of negative stimuli in high neuroticism and indicate a specific link between loss of flexibility in the parasympathetic cardiovascular tone and emotion regulation, consistent with previous work. Such findings support the importance of exploring the combination of ANS adaptability and emotional dysregulation in neuroticism as different facets of a common psychosomatic vulnerability factor.
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Morosanovа, Varvara I. "CONSCIOUS SELF-REGULATION AS A METARESOURCE FOR ACHIEVING GOALS AND SOLVING THE PROBLEMS OF HUMAN ACTIVITY." Moscow University Psychology Bulletin, no. 1 (2021): 4–37. http://dx.doi.org/10.11621/vsp.2021.01.01.
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Background. In political, economic, social and environmental crisis conditions, a great importance is given to the investigation and search for the human psychological resources, which make it possible to successfully cope with usual and challenging life tasks in the conditions when the world order and the life styles drastically change. Objective of this article is to summarize the results of theoretical and empirical research for developing the resource approach to the study of the conscious self-regulation of human activity considered as a system of psychological means of consciously setting the goals and managing their achievement. Design. The resource approach provisions were substantiated theoretically and verified empirically in the laboratory of the self-regulation psychology of the Federal State Budgetary Scientific Institution “Psychological Institute of the Russian Academy of Education.” The studies were carried out on the large samples of schoolchildren, students, and professionals. Cognitive, personality and regulatory techniques included questionnaires and experimental tasks. Both cross-sectional and longitudinal design were applied. Results. The generalization of the empirical results made it possible to verify the developed scientific ideas of the conscious self-regulation of achieving goals as a system of the human universal and special regulatory resources, depending on the “globality” of the tasks they are intended for. The person’s regulatory competences implementing this system contribute to the productive aspects of achieving educational and professional goals. They also serve as a mechanism for mobilizing, coordinating, mediating and accumulating the entire palette of other individual resources and human reserves for solving various problems in human activity. Among these tasks are the personality self-development and self-education, professional self-determination, maintaining and increasing psychological well-being. The development of the conscious self-regulation resources contributes to successful learning and work in the context of rapid digitalization, serves as the basis for adaptation and formation of new self-organization of life, and also prevents acute stress reactions and negative emotional states under conditions of the coronavirus pandemic. Conclusions. Conscious self-regulation is a human meta-resource, since it not only makes a significant contribution to achieving the goals of practical activity, but also contributes to solution of the broader life tasks.
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Quirin, Markus, Michael D. Robinson, John F. Rauthmann, Julius Kuhl, Stephen J. Read, Mattie Tops, and Colin G. DeYoung. "The Dynamics of Personality Approach (DPA): 20 Tenets for Uncovering the Causal Mechanisms of Personality." European Journal of Personality 34, no. 6 (December 2020): 947–68. http://dx.doi.org/10.1002/per.2295.
Повний текст джерелаАнотація:
Over the last few decades, most personality psychology research has been focused on assessing personality via scores on a few broad traits and investigating how these scores predict various behaviours and outcomes. This approach does not seek to explain the causal mechanisms underlying human personality and thus falls short of explaining the proximal sources of traits as well as the variation of individuals’ behaviour over time and across situations. On the basis of the commonalities shared by influential process–oriented personality theories and models, we describe a general dynamics of personality approach (DPA). The DPA relies heavily on theoretical principles applicable to complex adaptive systems that self–regulate via feedback mechanisms, and it parses the sources of personality in terms of various psychological functions relevant in different phases of self–regulation. Thus, we consider personality to be rooted in individual differences in various cognitive, emotional–motivational, and volitional functions, as well as their causal interactions. In this article, we lay out 20 tenets for the DPA that may serve as a guideline for integrative research in personality science. © 2020 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology
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Vizniuk, Inessa, Lyudmila Bilan, Olga Tsokur, Iryna Rozheliuk, Nanouchka Podkovyroff, and Tetiana Symonenko. "Psychosomatic Health as a Factor of Human Social Adaptation in the Postmodern Society." Postmodern Openings 12, no. 1 (March 19, 2021): 54–73. http://dx.doi.org/10.18662/po/12.1/245.
Повний текст джерелаАнотація:
The article is dedicated to the study of the correlation between psychological resilience and psychosomatic health of a personality. Theoretical analysis of approaches to the problem personality psychological resilience is realized. Psychological factors and the structure of personality psychological resilience are analysed. Based on the obtained research results, the complex method of formation of psychological stability is developed including emotional, motivation, and intellectual components. The complex of psychodiagnostic methods is provided and tested. It is proved that psychological resilience is provided with several physiological, social and personal factors. The results of the investigation reveal the higher adaptability of representatives of the control group and their rational approach to vital capacity than those of the experimental group who possess a pessimistic way of lifestyle. The existence of a correlation between the somatic health of a personality and the psycho-emotional factor is shown. It is established that the most expedient conditions of increasing psychological well-being and forming professional and personal stability through development of self-regulation system are forming an active life position, responsibility, skills of correction and abilities to organize own motivational sphere. The results of this study are directly relevant to the establishment of international cooperation in the study of programs and projects in the context of the transformation of the health care system following international partnership standards and the implementation of cultural exchange programs in education and culture between countries.
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Baltabaev N.K., Toxanbayeva N.K., Turdaliyeva Sh.T., and Naubaeva H.T. "EMOTIONAL STABILITY AS A PROFESSIONALLY IMPORTANT QUALITY OF THE TEACHER'S PERSONALITY." BULLETIN Series Psychology 65, no. 4 (May 20, 2020): 63–68. http://dx.doi.org/10.51889/2020-4.1728-7847.12.
Повний текст джерелаАнотація:
Improving the quality of professional and pedagogical training of teachers is a priority task facing the education system. However, the analysis of psychological and pedagogical research shows that teachers are very concerned about the state in which the level of training does not fully meet the requirements of modern schools. The problem of forming emotional stability of teachers (ES) is particularly poorly studied. The analysis of the modern experience of the education system shows that at present there is no complete system for forming the teacher's ES, which is necessary for the successful self-realization of the teacher. Thus, ES is a necessary component of the emotional culture and professional competence of the teacher and an integrative property of the individual, characterized by the interaction of emotional, volitional, intellectual and motivational components of the individual's mental activity, ensuring optimal successful achievement of the goal of activity in difficult emotional condition.
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Ciorciari, Joseph, John Gountas, Patrick Johnston, David Crewther, and Matthew Hughes. "A Neuroimaging Study of Personality Traits and Self-Reflection." Behavioral Sciences 9, no. 11 (November 5, 2019): 112. http://dx.doi.org/10.3390/bs9110112.
Повний текст джерелаАнотація:
This study examines the blood-oxygen level dependent (BOLD) activation of the brain associated with the four distinctive thinking styles associated with the four personality orientations of the Gountas Personality Orientations (GPO) survey: Emotion/Feeling-Action, Material/Pragmatic, Intuitive/Imaginative, and Thinking/Logical. The theoretical postulation is that each of the four personality orientations has a dominant (primary) thinking style and a shadow (secondary) thinking style/trait. The participants (N = 40) were initially surveyed to determine their dominant (primary) and secondary thinking styles. Based on participant responses, equal numbers of each dominant thinking style were selected for neuroimaging using a unique fMRI cognitive activation paradigm. The neuroimaging data support the general theoretical hypothesis of the existence of four different BOLD activation patterns, associated with each of the four thinking styles. The fMRI data analysis suggests that each thinking style may have its own cognitive activation system, involving the frontal ventromedial, posterior medial, parietal, motor, and orbitofrontal cortex. The data also suggest that there is a left hemisphere relationship for the Material/Pragmatic and Thinking/Logical styles and a right activation relationship for Emotional/Feeling and Intuitive/Imaginative styles. Additionally, the unique self-reflection paradigm demonstrated that perception of self or self-image, may be influenced by personality type; a finding of potentially far-reaching implications.
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Ören, Tuncer I. "Evolution of the discontinuity concept in modeling and simulation: from original idea to model switching, switchable understanding, and beyond." SIMULATION 88, no. 9 (September 2012): 1072–79. http://dx.doi.org/10.1177/0037549712458013.
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The GEneral System Theory implementer (GEST) was the first system-theory-based simulation model specification language. Even though a commercial implementation of GEST was not realized, over the years interesting ideas emerged based on it. At the beginning of this sequence of developments was the realization of two types of discontinuity in the integration of piecewise continuous systems. Afterwards, concepts generalized from the discontinuity processing were applied: (a) to modeling as a model update, multimodels, model switching, DNA-based modeling, dynamic model coupling, and dynamic model composability; (b) to simulations as multisimulation; (c) to psychology as a personality update and dynamic personality in human behavior simulation; (d) to understanding as multiunderstanding, switchable understanding, and misunderstanding avoidance; and (e) to emotion understanding as multiunderstanding and switchable understanding for better emotional intelligence as they are applied to the emotions of self and others. Each one of these areas may be the basis for some advanced modeling and simulation methodologies. Even though references are given for them, the emphasis in this article is the applicability of the same two discontinuity concepts to many different areas.
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Huzenko, Nataliia. "COMPONENT STRUCTURE IN THE ORGANIZATION ОF MORAL BEHAVIOR EXPERIENCE FOR SENIOR ADOLESCENTS". Academic Notes Series Pedagogical Science 1, № 194 (червень 2021): 195–99. http://dx.doi.org/10.36550/2415-7988-2021-1-194-195-199.
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The problem of moral behavior experience for adolescents is quite sharp. The difficulty of moral behavior experience for older adolescents involves the separation in the pedagogical reality the phenomenon ‘moral behavior experience’ and its component clarification. Some issues of adolescents’ moral behavior allowed us to define our own concept ‘moral behavior experience’ as a system of conscious actions and deeds, formed in the process of acquiring knowledge about morality, moral norms, acquiring skills for their practice usage and skills of moral actions by emotional and volitional efforts. The article clarifies the component structure in the organization of moral behavior experience for older adolescents. Its clarification is necessary for understanding the process of moral behavior experience development. The paper identifies the components of moral behavior experience for older adolescents: motivational and valuable, cognitive and interesting, practical and active, personal and reflexive ones. The article describes each component separately in details. In the work the structure of moral behavior experience for older adolescents are characterized with the following components. The motivational and valuable component is represented by motivation, interest, values, moral feelings and attitudes, moral beliefs. The cognitive and interesting component is represented by knowledge of moral norms and behavior rules. The practical and active component is represented by personal ability to communicate, leadership, behavioral self-regulation. The personal and reflexive component is represented by personal traits, reflection, personal moral qualities, self-esteem and self-analysis in moral behavior. In the article the prospects of determining pedagogical conditions for moral behavior experience for older adolescents are clarified to prevent and avoid bullying. Undoubtedly, the elucidation of the component composition in the structure of the experience of moral behavior is necessary to understand the process of its formation. In the work in the structure of the experience of moral behavior of older adolescents, the following components were identified: motivational-value component (motivation, interest, values, moral feelings, relationships, moral beliefs); cognitive component (knowledge of moral norms and rules of conduct); practical-activity component (personality's ability to communicate, leadership, self-regulation of behavior), personality-reflexive component (personality traits, reflection, moral qualities of personality, self-esteem and self-analysis of moral behavior).
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Gorinov, V. "Personality disorders and insanity." European Psychiatry 26, S2 (March 2011): 780. http://dx.doi.org/10.1016/s0924-9338(11)72485-3.
Повний текст джерелаАнотація:
One of the pressing problems of Forensic Science is to define criteria for assessing Personality Disorders (PD)with a view of Article 21 of the Russian Federation Criminal Code. Forty cases with paranoid, schizoid and mixed types of Personality Disorders were studied for the purpose of passing judgment on their inability, during the acts of aggression, to be recognize the true character and the societal danger of their actions and to control themselves.Half of the cases demonstrated situational development, with marked exacerbation of suspiciousness and a bend towards forming extremely valuable ideas, followed by pronounced depressive conditions, persistent adjustment disorders, and impaired ability for critical judgment and prognosis. Twenty-five per cent of the cases showed pathological (constitutional) personality development. Delirious ideas of jealousy and anger (litigiousness) were systemic, deeply and heavily loaded emotionally, they developed in the “self-development” mode, with loss of content of the emotion and with psychogenic reactions. In 17.5% of cases our conclusions were based on the assertion that during the criminal act, “acute reaction to stress” was experienced, with deep emotional involvement, impaired consciousness, loss of ability to adequately assess the obtaining situation, and general disorientation.Thus, the main prerequisite for inability to appreciate the factual character and societal danger of one's actions or to control them is the statement of reactions of psychotic level, or of pathological development with the presence of pathologically overvalued or maniac ideas of interpretative nature, transforming into a paranoid system.
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Zobkov, A. V. "To the Problem of Parental Procrastination in Interaction with Children." Sibirskiy Psikhologicheskiy Zhurnal, no. 77 (2020): 90–110. http://dx.doi.org/10.17223/17267080/77/5.
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The practice of psychological counseling with adults who have children, and psychological work with children shows that the postponement of kid things by parents occurs often. As a result of procrastination of parents in interaction with children (parental procrastination) there are negative psychological consequences for parents and children. In psychological science, much attention is paid to the problem of human procrastination, but the procrastination of parents in the interaction of children is not studied. Available studies consider the parent-child relationship only as a cause of procrastination of the child. The article raises the problem of studying procrastination of a parent in interaction with a child (parental procrastination). The psychological features of general procrastination and parental procrastination are compared. Parental procrastination is associated with specific time intervals that require specific actions from the parent. They consciously tolerate interaction with the child often hiding behind objec-tive circumstances. Adults understand the negative consequences of procrastination, such as changing relationships with the child, reducing the level of trust of the child to them, subjective discomfort caused by understanding the negative consequences of procrastination for the child. Analyzing scientific data on the problem of General human procrastination, we develop and justify an approach to the study of parental procrastination. Procrastination is associated with a violation of self-regulation. Violation of self-regulation activities requires: a) the study of self-procrastinate parents, motivation, personality traits, emotional-volitional and cognitive spheres of personality, unconscious mental mechanisms of self-regulation; b) define the relationship of personal characteristics with the characteristics of goal setting (planning), assessment of internal and external conditions of activity (modeling), programming their actions, evaluation of the result, correction of actions and approval of the goal. Considering parental procrastination as a particular psychological problem, it is proposed: a) to consider it in connection with sociological characteristics (family composition, age characteristics of family members), family traditions, experience of family life of parents (number of marriages), etc.; b) through the system of human relations (to oneself, to others, to business; parent-child relations, intergenerational relations). The methodological unity of the categories "attitude" and "self-regulation" of activity allows us to create a holistic theoretical model of the study of parental procrastination. The model is presented in the conclusion of the article in a structure form. The analysis allows outlining the directions of psychological counseling work with procrastinating parents: work on taking responsibility for decisions in their vital activity; formation of self-regulation skills of activity; formation of emotional regulation skills.
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et al., Khmiliar. "Manifestations of professional maladaptation and emotional burnout syndrome among internship doctors." International Journal of ADVANCED AND APPLIED SCIENCES 8, no. 11 (November 2021): 58–63. http://dx.doi.org/10.21833/ijaas.2021.11.008.
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The relevance of this work is in the fact that when identifying professional maladaptation and the systemic nature of the “emotional burnout” syndrome manifestations, actions must be developed for their prevention. Otherwise, there will be manifestations of young doctors' professional deformation, depersonalization phenomena, and a deterioration in the quality of life. All this can lead to the risk of outflow of young personnel from the profession. The reform of the medical personnel training system in Ukraine is underway: the time of internship training in a clinic is increasing, and the time for department training is decreasing. The first encounter of the internship doctor with practical activities leads to a number of stresses for them. Signs of professional maladaptation appear. This leads to the emergence of the “burnout” syndrome. All these factors may result in the outflow of young personnel from the profession. A study of the first-year interns' group (n=181) was conducted. A significant degree of emotional burnout symptoms development and a significant level of professional maladaptation manifestations were revealed. It is proposed to integrate mandatory courses for professional development of the personality with the formation of competencies for adaptation, prevention of emotional burnout, self-regulation of psycho-emotional states into the system of an internship doctors training.
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Ivcevic, Zorana, John D. Mayer, and Marc A. Brackett. "Exploring Personality the Natural Way: An Inquiry into Open-Ended Self-Descriptions." Imagination, Cognition and Personality 22, no. 3 (March 2003): 211–38. http://dx.doi.org/10.2190/85h2-52pl-7cp1-k6vj.
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A content coding system was developed for people's open-ended self-descriptions. Self-descriptive statements of N = 174 individuals were classified into content clusters based on similarity of meaning. Those clusters, in turn, were organized into content areas of personality functioning (cognitive, motivational and emotional, self-regulatory, social, and whole personality). An analysis of the clusters indicated that: a) the most commonly used clusters described simple and positive characteristics of an individual; b) many open-ended descriptions were similar to widely studied attributes (e.g., self-esteem); but also c) some self-descriptions reflected possibly neglected areas of study (e.g., self-authenticity). Significant correlations were found between self-report scales and self-descriptions with similar meaning.
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Karterud, Sigmund, E. Folmo, and MT Kongerslev. "Personality and the group matrix." Group Analysis 52, no. 4 (January 18, 2019): 503–19. http://dx.doi.org/10.1177/0533316418824210.
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Foulkes’ concept of the group matrix is foundational for group analysis. However, its content should progress in parallel with new knowledge in areas that concern its essence. Influential authors have recently proposed a ‘tripartite matrix’ as well as constitutive ‘four modalities’ for understanding others. In this article we contend that personality theory has important implications for a modern understanding of the matrix. We have recently formulated a new theory of personality, based on three major constituents: temperament (primary emotions), attachment, and self-consciousness (mentalizing). All communication and relations between humans are coloured by these constituents. Temperament is the term for evolutionary inbuilt motivational systems that provide the basic energy and emotional quality to interpersonal transactions. Attachment is the individual’s unique template for interpersonal relatedness. And, mentalizing refers to the continuous reflection and interpretation of the content and process of intersubjective communication. These constituents likewise underpin and shape the communicative web in groups, the matrix. There is emotional energy in groups, there is preferred and avoided (types of) interpersonal relations, and there are different levels of reflective capacity (mentalizing), both at the level of the individual and the group. The main task of the group conductor is to create a therapeutic social system that in some defined way is different from the matrix of everyday social groups. S/he has to counteract the principle of entropy, a drift in the direction of an ordinary, daily, matter-of-fact discourse, which can take place in any everyday setting. We illustrate our views with a group therapy case where the therapists succeed in creating a highly productive group sequence (matrix), and where the protagonist clearly increases her mentalizing capacity, followed by a sequence (in the same group session) where the therapists abdicate from the role of matrix creators and the group declines to common talk.
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Pujol, Jesus, Ben J. Harrison, Oren Contreras-Rodriguez, and Narcis Cardoner. "The contribution of brain imaging to the understanding of psychopathy." Psychological Medicine 49, no. 1 (September 12, 2018): 20–31. http://dx.doi.org/10.1017/s0033291718002507.
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AbstractPsychopathy is a personality type characterized by both callous emotional dysfunction and deviant behavior that affects society in the form of actions that harm others. Historically, researchers have been concerned with seeking data and arguments to support a neurobiological foundation of psychopathy. In the past few years, increasing research has begun to reveal brain alterations putatively underlying the enigmatic psychopathic personality. In this review, we describe the brain anatomical and functional features that characterize psychopathy from a synthesis of available neuroimaging research and discuss how such brain anomalies may account for psychopathic behavior. The results are consistent in showing anatomical alterations involving primarily a ventral system connecting the anterior temporal lobe to anterior and ventral frontal areas, and a dorsal system connecting the medial frontal lobe to the posterior cingulate cortex/precuneus complex and, in turn, to medial structures of the temporal lobe. Functional imaging data indicate that relevant emotional flow breakdown may occur in both these brain systems and suggest specific mechanisms via which emotion is anomalously integrated into cognition in psychopathic individuals during moral challenge. Directions for future research are delineated emphasizing, for instance, the relevance of further establishing the contribution of early life stress to a learned blockage of emotional self-exposure, and the potential role of androgenic hormones in the development of cortical anomalies.
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Tatarinova, Maya N., Marina G. Shvetsova, Elena V. Bodnaruk, Frank A. Heberlein, and Yelena N. Vladimirova. "The emotional technology of foreign-language education and its use at the level of an axiological micro-discourse." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 192–219. http://dx.doi.org/10.32744/pse.2021.4.13.
Повний текст джерелаАнотація:
The problem for the research. Today the most important educational task is raising a harmoniously developed personality, competitive and in demand in the modern multicultural society. The problem for our research is the search in the system of school foreign-language education for the conditions for the development of such a personality, known as the “intercultural language personality”. Methods of investigation. The experimental part of the study was conducted on the bases of Kirov Lyceum of Natural Sciences and a secondary school with in-depth study of some subjects in the town of Nolinsk, Kirov Region (32 third-grade students). Special diagnostic tools were applied to identify the results of using an emotional technology of foreign-language education at the level of an axiological micro-discourse: the success rate as the indicator of the level of students’ skills and habits in the field of the “intellectual” unit of foreign-language education content; a series of methods for determining students’ mastery in the sphere of the emotional component (“Proficiency in the system of national and universal values”; “Three wishes”; “Research of volitional self-regulation”; “Who am I?”; “Incomplete sentences”. The findings of the study. The results of the study showed that at the level of an axiological micro-discourse the indicators of proficiency in both “intellectual” and the emotional component of foreign-language education content increased in 97 % of the third-graders, participating in the experiment. The statistical characteristics of the results indicate that they are not random in nature, but are explained by the conduct of experimental work. By its end the standard deviation of the students proficiency in the “intellectual” module of the content of foreign-language education decreased by 0.05; in the emotional component – by 1. The Fisher test data were 1.89/1 and 1.3/1, respectively (p<0.05). Conclusions. As a result of achieving the goal of the article, the emotional technology of foreign-language education is presented, and the specificities of its use at the level of an axiological micro-discourse are shown. New terms were introduced: “an emotional technology of foreign-language education”, “an axiological micro-discourse”.
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Kozhyna, Hanna, Vsevolod Steblyuk, Kateryna Zelenska, and Kateryna Pronoza-Steblyuk. "Algorithm of medical and psychological support for servicewomen, ATO/JFO female veterans." Ukrains'kyi Visnyk Psykhonevrolohii, Volume 29, issue 1 (106) (March 1, 2021): 29–31. http://dx.doi.org/10.36927/2079-0325-v29-is1-2021-5.
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The psychotherapeutic program included targeted use of cognitive-behavioral therapy, personality-oriented therapy, biosuggestion, non-directive Rogerian psychotherapy, art therapy, biofeedback, trauma-focused therapy, EMDR. PTSD coping strategies program was used for the military Pucelik Consulting Group. The psychotherapeutic intervention was aimed at the affective reappraisal of the traumatic experience; correction of behavioral patterns associated with combat stress; development of skills for mastering anxiety and emotional reactions, constructive forms of cognitive and emotional response in the face of changing life stereotypes; return to a peaceful life. An important component of the program of medical and psychological support is psychoeducation. It is aim: to develop an adequate system of conceptions about the consequences of combat stress and peculiarities of adjustment reactions during changes of life stereotype; to understand the main consequences and psychopathological reactions caused by psychic trauma; to train in methods of mastering the consequences of combat mental trauma, to learn basic self-help techniques for intrusive memories, alarming paroxysms, skills of self-regulation and self-management for own mental state. A complex system of medical and psychological support for servicewomen at the stage of readaptation to a peaceful life after demobilization should be aimed at reducing the level of emotional tension; affective reassessment of traumatic experiences; the formation of a positive attitude towards the future; correction of experiences associated with changes in life stereotype (feeling of helplessness, difficulties associated with social adaptation), creation of a new cognitive model of life; family psychotherapy and spousal psychocorrection; medical assistance in case of stress-related disorders.
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HONORATO, Noemi Peres, Luciene Vaccaro de Morais ABUMUSSE, Daniel Pereira COQUEIRO, and Vanessa de Albuquerque CITERO. "PERSONALITY TRAITS, ANGER AND PSYCHIATRIC SYMPTOMS RELATED TO QUALITY OF LIFE IN PATIENTS WITH NEWLY DIAGNOSED DIGESTIVE SYSTEM CANCER." Arquivos de Gastroenterologia 54, no. 2 (March 16, 2017): 156–62. http://dx.doi.org/10.1590/s0004-2803.201700000-04.
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ABSTRACT BACKGROUND The presence of psychiatric symptoms, anger, and personality characteristics are factors that affect the quality of life of newly diagnosed digestive system cancer patients. OBJECTIVE This study aims to identify which stable characteristics of the individual’s personality interfere with quality of life, even when reactive emotional characteristics of falling ill are controlled. METHODS A cross-sectional study was performed at the Oncology Clinic ( Hospital das Clínicas ), Marília/SP, Brazil, in which 50 adult patients with digestive system cancer and diagnosed less than 6 months answered the State-Trait Anger Expression Inventory, Temperament and Character Inventory, Hospital Anxiety and Depression Scale and WHOQOL-BREF. Multiple regression was performed to verify if quality of life was related to stable characteristics of the subject’s personality (anger trait, temperament and character) after controlling to the transient emotional aspects (anger state, psychiatric symptoms). RESULTS The quality of life psychological health score was higher in presence of self-directedness character and reward dependence temperament and quality of life environment score was higher in presence of self-directedness character and lower in presence of harm avoidance temperament. CONCLUSION The psychological well-being and the adaptive needs to the environment that favoring a better quality of life were reinforced mainly by the self-directedness character; which means that patients more autonomous cope better with the disease. On the other hand, the harm avoidance temperament (meaning the patient has fear of aversive situations) impaired the adaptive capacity to deal with the changes of the day-to-day imposed by the disease. Understanding these personality traits is important to the health professionals drive the patient to more successful treatment.
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Slobodskaya, Helena R. "Two Superordinate Personality Factors in Childhood." European Journal of Personality 25, no. 6 (November 2011): 453–64. http://dx.doi.org/10.1002/per.810.
Повний текст джерелаАнотація:
The study presents the superordinate structure of personality measured by the Inventory of Child Individual Differences (ICID) and its links with behavioural approach system (BAS) and behavioural inhibition system (BIS), problem behaviour and family environment measures in parent reports of 1780 Russian children aged 3–17 years and 573 adolescent self–reports. Two higher–order factors, α comprising Agreeableness, Conscientiousness and Neuroticism (reversed), and β comprising Openness, Extraversion, Conscientiousness and Emotional Stability, were confirmed across gender and age. Structural model linking BAS with α and BIS with β was supported. α was negatively associated with externalising problems and β was negatively related to internalising problems. The links with family cohesion, punishment, westernisation and affluence supported the external validity of the Big Two. Copyright © 2011 John Wiley & Sons, Ltd.
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Krause-Utz, Annegret, Julia-Caroline Walther, Stefanie Lis, Christian Schmahl, and Martin Bohus. "Heart rate variability during a cognitive reappraisal task in female patients with borderline personality disorder: the role of comorbid posttraumatic stress disorder and dissociation." Psychological Medicine 49, no. 11 (September 10, 2018): 1810–21. http://dx.doi.org/10.1017/s0033291718002489.
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AbstractBackgroundEmotion dysregulation is a core feature of borderline personality disorder (BPD), which often co-occurs with posttraumatic stress disorder (PTSD). Difficulties in emotion regulation (ER) have been linked to lower high-frequency heart rate variability (HF-HRV), a measure of autonomous nervous system functioning. However, previous research on vagally-mediated heart rate in BPD revealed heterogeneous findings and the effects of comorbid PTSD and dissociation on HF-HRV are not yet completely understood. This study aim to investigate HF-HRV during resting-state and an ER task in female BPD patients with comorbid PTSD (BPD + PTSD), patients without this comorbidity (BPD), and healthy controls (HC).Methods57 BPD patients (BPD: n = 37, BPD + PTSD: n = 20) and 27 HC performed an ER task with neutral, positive, and negative images. Participants were instructed to either attend these pictures or to down-regulate their upcoming emotions using cognitive reappraisal. Subjective arousal and wellbeing, self-reported dissociation, and electrocardiogram data were assessed.ResultsIndependent of ER instruction and picture valence, both patient groups (BPD and BPD + PTSD) reported higher subjective arousal and lower wellbeing; patients with BPD + PTSD further exhibited significantly lower HF-HRV compared with the other groups. Higher self-reported state dissociation predicted higher HF-HRV during down-regulating v. attending negative pictures in BPD + PTSD.ConclusionsFindings suggest increased emotional reactivity to negative, positive, and neutral pictures, but do not provide evidence for deficits in instructed ER in BPD. Reduced HF-HRV appears to be particularly linked to comorbid PTSD, while dissociation may underlie attempts to increase ER and HF-HRV in BPD patients with this comorbidity.
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Troy, Adam B. "Romantic Passion as Output from a Self-Regulating, Intimacy-Seeking System: A Model for Understanding Passionate Love." Psychological Reports 96, no. 3 (June 2005): 655–75. http://dx.doi.org/10.2466/pr0.96.3.655-675.
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This article presents a model of why individuals experience the feeling of passionate love in intimate relationships. Previous models have been limited because they do not describe the purpose and function of passionate love, do not incorporate basic emotion and personality theory, or are not applicable to help couples in distress. The present model reinterprets and integrates previous findings. New predictions are made about the functioning of passionate love in relationships by hypothesizing a self-regulating, intimacy-seeking system that produces passionate love as its outcome. A self-regulation model proposed by Carver and Scheier in 1998 is the template on which this model is based.
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Bedareva, Olga, Galina Kuzmenko, Tatiana Kim, and Elena Levanova. "Advanced directions of self-control skill individualization of sports activity parameters among young combatants." BIO Web of Conferences 26 (2020): 00011. http://dx.doi.org/10.1051/bioconf/20202600011.
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The functions of pedagogical control and self-control are extremely important in modern practice of sports training. They help to optimize training and competitive activity, provide achievements of different qualification athletes. The skills of self-control formation in sports activity parameters among young athletes is an important objective of a coach. In order to achieve it a coach should have a wide spectrum of special competencies. A coach should take into account individual characteristics of his athletes and organize the system of interaction, in terms of which control mechanisms, directed toward own “Self” analysis and regulation would become one of the obligatory factors of young athlete’s personality self-consciousness and the condition for his adequate inner and outer world perception. The result of the research held by the authors of the presented article became the essence, content, urgent directions of self-control skill formation in sports activity parameters among young athletes-combatants. We revealed the factors, which condition the ability to control emotional-volitional, cognitive, behavioral spheres of young athletes, taking into account the demands of sports activity and the peculiarities of information perception and processing by them.
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Zautorova, E. V., and L. V. Kovtunenko. "Effective forms and methods of implementing an individual approach in educational work with convicts in prison." Penitentiary science 13, no. 3 (December 9, 2019): 427–33. http://dx.doi.org/10.46741/2686-9764-2019-13-3-427-433.
Повний текст джерелаАнотація:
The concept of development of the penal system of the Russian Federation until 2020 indicates the need for new modern approaches in organizing educational work with prisoners. The need for an individual approach is due to the fact that any effect on a person is refracted through his characteristics, “internal conditions” and is aimed at studying, encouraging or punishing, correcting or shaping and developing the behavior properties of a particular convict. The essence of this approach is the flexible use by the teacher of various forms and methods of educational impact in order to achieve optimal results of the correctional process. Effective forms and methods of individual educational work in penal practice include the method of character reconstruction aimed at teaching convicts productive behaviors, developing the ability to take responsibility for their behavior in various life situations; a method of communicative regulation aimed at developing the communicative sphere of prisoners; individual trainings with convicts of various categories (individual pedagogical exercises and tasks, questioning (testing, conversation, individual consultations), during which convicts receive answers to their questions; a method of alternating organizational tasks, which allows solving such problems as teaching convicts elementary managerial skills, ways of interacting with people, as well as understanding the essence of the positions of both the organizer of his own behavior and his subordinate; strengthening the emotional field of joint creative affairs, providing a special set of psychological tools aimed at enhancing emotional stress, developing sincerity, emotional closeness, emotional elevation of the convicted person (pleasant communication, approval of creative finds, psychological support); reflexive self-education method, when using which deeper psychological mechanisms are used that promote personality self-regulation), etc. The educational impact is carried out taking into account the age and individual characteristics of the person, the level of development of his moral upbringing, constant observation, studying the changes in human qualities in the life process of the correctional institution. The advantage of using various forms and methods during the implementation of an individual approach in working with convicts is that they are aimed at identifying and mobilizing the internal and external resources of the person. An individual approach to correction is one of the effective ways to help the convict, since any educational impact reaches the goal, if refracted through specific personality traits, helps to identify individual characteristics and social stereotypes of activity, predicting the behavior and effectiveness of the correction process.
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Bakaeva, Irina, and Lyudmila Valuiskaya. "Features of school-based anxiety of intellectually gifted adolescents in the modern educational system." SHS Web of Conferences 70 (2019): 08004. http://dx.doi.org/10.1051/shsconf/20197008004.
Повний текст джерелаАнотація:
The article analyses the concept “school-based anxiety” in terms of current trends and innovations in education. It describes the study of school-based anxiety of intellectually gifted school children. We revealed the prevalence of personal, situational and other types of school-based anxiety in gifted adolescents. Increased personal, situational and school-based anxiety is associated with high cognitive motivation and motivation to achieve. A high degree of awareness and reflexivity of senior pupils make the educational sphere significant (super-significant) for gifted children. The disharmonious development of various areas of the personality of an intellectually gifted child does not always allow us to correct anxiety with various strategies of coping behavior. Behavioral and emotional manifestations of anxiety often prevent an adolescent from realizing his own potential. According to the study results, it is recommended to teach intellectually gifted senior pupils special methods of emotional regulation, attention switching, and methods of correcting their behavior using special programs. Vacation and profile sessions should include not only profile classes, but also coaching programs of both individual and group forms for the all-round development of an intellectually gifted adolescent’s personality with the aim of harmonious preparing him for activities in a world of uncertainty.
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Tsvetkova, Nadezhda A., Svetlana V. Kulakova, and Elena A. Volodarskaya. "Prospects for the professional and personal development of the penal system leaders reserve of the Russian Federation as a factor in the prevention of malfeasance." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 384–96. http://dx.doi.org/10.32744/pse.2020.6.30.
Повний текст джерелаАнотація:
The effectiveness of penitentiary activities, assuming the authoritarianism of the management system, is largely determined by the individual and personal characteristics of unit heads of the penal system, who need to show their managerial abilities as fully as possible, but not every leader has a sufficient amount of such abilities. If he/she does, he/she cannot always demonstrate them to the fullest extent. In this case, there can be serious miscalculations, leading to certain socio-psychological and criminological consequences. Among them, the instability of the socio-psychological climate in a team, provoking a high employee turnover, which does not allow forming the key personnel of a unit, as well as a high risk that subordinate employees, projecting the style, manner of communication and affects of the management, begin to show socially disapproving and even self-destructive forms of behavior, such as various forms of aggression towards oneself and others, neglect of safety requirements at work and in everyday life, unlawful actions against convicts, etc. One of the most important factors in the prevention of these phenomena is the system of work with a personnel reserve for managerial positions. The arsenal of diagnostic tools for the study of 65 employees working in the penal system, who are middle managers in the personnel reserve, included a set of methods: a) analysis of documents; b) expert assessment of the employee’s personality; c) psychological testing, which allows obtaining a generalized psychological profile of a personality according to the estimates of five “traits of an adequate personality”, motivators of socio-psychological activity, the style of behavior self-regulation, levels of legal consciousness and faith in people, as well as self-assessment of professional development opportunities and career prospects. The generalized characteristics of the respondents show that 88% of them meet the requirements for penitentiary activities. The respondents have an average level of emotional intelligence development with a tendency to lower; their style of behavior self-regulation is accentuated due to their relatively poorly developed independence; 95% of respondents have a high and medium level of legal consciousness development; 70% of them are distinguished by their distrust of people; the leading motivator of their socio-psychological activity is success achievement. All surveyed employees see opportunities for their professional development, although about 30% of them have concerns about promotion opportunities in this system. Based on the results obtained, the resources of success and the four most important areas of work with the personnel reserve were identified.
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Biletskaya, N. Kh, S. A. Belousova, and T. A. Tetyueva. "Secondary Psychological Prevention Self-Injurious Behavior of Schoolchildren." Вестник практической психологии образования 17, no. 4 (2020): 13–24. http://dx.doi.org/10.17759/bppe.2020170401.
Повний текст джерелаАнотація:
This program describes the system of work of a school psychologist with students of adolescence and youthful age, as well as their immediate environment at the secondary level of prevention. The pro-gram is coordinated with the characteristics of the target group: it takes into account the cultural specificity of adolescent and youth subcultures, in which self-harm is used to create a group identity and communicate with other members of the group; the context is taken into account (peculiarities of the school environment); the level of development of adolescents (for example, their desire for inde-pendence in relations with their parents and the corresponding problems in communication with them); the trajectory of the formation of undesirable behavior. Based on the analysis of criteria for assessing self-injurious behavior, methods of its diagnosis, including those in the risk group, as well as tools for studying the existing suicidal danger were selected. Discussion of criteria and indicators for tracking the effectiveness of psychological impact is provided. In accordance with the psycholog-ical analysis of the phenomenon, individual and group forms of psychological assistance are as-sumed. The main directions of psychological influence are the formation of constructive motivation (positive values, orientation towards fulfilling social requirements and self-preservation); integration of individual experiences; improving self-regulation; increasing stress resistance and expanding personality resources; development of vital skills; elimination or reduction of manifestations of mala-daptive behavior; expansion of social ties and positive social experience of the individual. Forms of work of a psychologist: organization of the social environment; informing; active social learning (training); initiation of search / organization of alternative activities; activation of personal resources; design to minimize negative consequences; others. The main types of activities, which include students: individual counseling; training groups in order to correct negative emotionally significant situa-tions; individual work with the child’s value system; teaching social skills, methods of effective com-munication, constructive behavior in conflict situations. The main groups of applied methods: meth-ods of stimulating the motivation of behavior change; methods of correcting emotional disorders; self-regulation methods; cognitive restructuring techniques; methods of extinguishing unwanted be-havior; methods of forming positive behavior (reinforcement, rehearsal — assertiveness training, etc.).