No 1 (2016)

The article gives a consistent analysis of the conceptual approaches to studying the psychological (cultural) conditionality of subjective well-being. There are differences in the definition and understanding of subjective well-being, due to the commitment of foreign and domestic researchers to different theoretical trends. The issues of compatibility of different approaches to harmonizing them are discussed in the article. It is proposed to consider subjective well-being as a dynamic system with multiple and multi-level determination. The ethno-cultural determination of subjective well-being should be considered together with the general social, psycho-physiological, age and the others. A relative similarity of the approaches to ethno-psychological and cross-cultural studies of well-being by the Russian and foreign researchers, as well as a tendency to reconcile the various aspects of well-being in empirical research are noted in the article. The theoretical tasks necessary for the unification of the results of empirical research are determined.

The article presents a comparative analysis of the empirical research results of the formation of burnout symptoms in the teachers with low and high levels of personal responsibility. The sample of respondents was made by teachers with five years’ experience of work. At the preliminary stage the peculiarities of situational and personality anxiety, as well as indicators of emotional stability and neuroticism were studied. As a result of the data analysis the teachers with average anxiety and emotional stability were included in the final group of the subjects. The procedure of the respondents selection was motivated by the desire to exclude the respondents, potentially predisposed to intense emotional burnout due to their individual susceptibility to it from the empirical sample.During carrying out the basic research the responsibility indicators were studied at the first stage. According to the hierarchical distribution of the harmonic variables of responsibility the contrasting levels of the manifestation of this property were revealed and characterized. The high level of responsibility manifestation included mainly the positive characteristics responsible for the intensity of the display properties, such as ergicity, sthenicity, internality, socio-centeredness, meaningfulness and productivity. The second group included the respondents in whose hierarchy of variables property manifestation is dominated by the disharmonious components responsible for the weak manifestations of the property: aergicity, asthenicity, externality, ego-centeredness, etc. The selected indicators of responsibility in the both groups differed at a statistically significant level. At the following stage the emotional burnout indicators in each group were analyzed. The study confirmed the put forward hypothesis that the emotional burnout developed more intensively in the teachers with a high level of personal responsibility, rather than that of the respondents with a low level of this personality trait.

This paper aims to provide analysis of the polylogue space of a traumatic stress injured person with various Others. Communication with them is introduced through personal representations of “I - Other” interaction such as inner monologues with themselves (“I - I as the Other”), communication with the immediate (reference) environment (“I - significant Others”), intercourse with people having identical experience (“I - Other as Me”), autocommunication with real or imaginary Other as a source and a cause of the befallen traumatic event (I - Other as the enemy). It is stated that communicative practices of a traumatized personality are characterized by temporary asynchrony and asymmetry, unbalance of temporal modes, breaks, transformation of life perspective. It is acknowledged that interactions with various Others may conduce overcoming the consequences of traumatic stress and assimilation of traumatic experience as well as facilitation of the consequences and intensification (extension) of traumatism and destructiveness of the experience.The application-oriented aspect of the problem under study can be implemented by applied psychologists while working with a traumatic stress injured person, while developing personal and group psychotherapeutic programs aimed at the harmonization of intrapsychic space of traumatized person and restoring of the individual temporary context, within which a personality can define a rational intentionality of its own being and determine the meaning of traumatic experience.

The modern economic, political and cultural situation in Russia calls for a new generation of managers, creative in their activities. In this regard we need to develop in them the personal qualities and characteristics which will enable them to achieve personal and professional success in various spheres of life. The article is devoted to studying features of ingenuity manifestation in managers as a systemic property of the personality. The features of creative activity, strategies for achieving goals, planning and time management in managers were analyzed in the article. The correlations of motivational, productive, dynamic and emotional sides of the personality traits of ingenuity, individual strategies of achieving goals and signs of time pressure in solving professional tasks for managers were considered. The practical recommendations developed in the study can significantly optimize the psychological support for managers, concerning the conditions of effective strategies for achieving goals, planning and time management, as the most important factors for their successful professional activity.

The paper deals with the influence of modern mass media on the process of a person’s socialization and demonstrates their role in shaping information and communication needs of adolescents. The literature analysis helped to identify that a person’s information and communication needs are manifested in the form of a demand for the form of communication messages proposed by the society and are associated with the information support of the person’s vital substructures (experience, knowledge; focus, interests; forms of communication). The paper presents the results of an empirical study conducted on a sample of adolescents aged 13-15 ( n = 85). It was conducted using a questionnaire focusing on the features of their information and communication needs, and the following techniques: the Psychological Mindedness Scale (H.R. Conte, adapted by M.A. Novikova and T.V. Kornilova), the World Assumptions Scale (R. Janoff-Bulman, adapted by O. Kravtsova), and the Technique of studying the structure of personal maturity (R.M. Shamionov). An analysis of mass media consumption by adolescents showed that the main sources of information for them are television and the Internet. The study demonstrated that girls also read magazines and newspapers and prefer informative materials about fashion and style. They aim at satisfying their educational needs 2.3 times more than boys, whereas boys aim at satisfying needs associated with information on sports and entertainment. In terms of personality traits that determine the effectiveness of socialization, girls differ from boys in that they have a more marked psychological rationality and benevolence towards the world in their personal structure of world assumptions.

The article deals with the modernization of foreign language education within the contextual approach. It is noted that the task of training the experts, possessing the knowledge of foreign languages at the level of international standards, competent in foreign languages in the field of professional communication, capable of academic and social mobility is currently put forward in vocational education. A growing trend is to integrate competency and personality-oriented approaches into a single conceptual framework. A synthesized approach, whereby it is possible to carry out a gradual transition to teaching positions on language education, becomes the contextual approach. Understanding the contextual approach as a holistic education required the consideration of its various sides and elements in constant mutual integrative mediation. It allowed to explore this approach as one of the most promising areas for the development of education. The modern contextual approach constitutes an important factor of meaning through which the process of personality development of educational content intensifies, and the transformation of learning motivation into the vocational sphere occurs, the position of the subject of training and learning activities, effectively promoting occupational and social personality self-realization of the future specialist is formed. The leading trends in foreign language education within the context of the new approach are: the new methodological reflection on the basic components of the process of teaching foreign languages, philosophical and anthropological understanding of the “context” in the educational space, striving for integrity and consistency in the organization and self-organization of the educational process, the integrative nature of foreign language education.