Search

The article studies complex interplay of emotional intelligence (hereafter – EI) and its key role in managing interpersonal conflict in professional settings. The study elucidates how EI subtle components such as self-awareness, empathy, self-regulation, and social skills play an important role in deciphering and overcoming the emotional complexities inherent in professional conflicts. Through methodical research, the quintessential role of EI in creating a harmonious workplace has been revealed, where conflicts are not only effectively resolved but also transformed into opportunities for growth. At the same time, the critical role of empathy in understanding and appreciating emotional states of others has been emphasized, thus fostering more inclusive and empathic communication. The practice segment of the study offers a number of strategies and training programs aimed at developing EI in professionals. These techniques, ranging from mindfulness meditation to empathy mapping workshops and emotional intelligence training, offer actionable ways to increase emotional competence in a variety of professional situations. The article concludes by discussing practical applicability of these ideas in a variety of professional settings, suggesting directions for future research, including the study of EI in different cultural contexts and technology integration into EI trai ning. This comprehensive study not only contributes to the academic discourse on EI, but also serves as a beacon for organizations and individuals seeking to navigate the emotional landscape of today’s professional environments.

Background. In modern Russian realities, mentoring is becoming a very popular method of professional development for the young teachers. Essential conditions for its effective implementation are the subject of research by teachers and psychologists, who offer a wide arsenal of pedagogical ideas and psychological classifications. Objective. The study had its purpose to identify the relationship between various substantive aspects of mentoring and teachers’ empathy, as well as to describe the essential characteristics of different modes of mentoring focusing on its active form. Study Participants. 73 English teachers of the Russian general education schools took part in the online survey. Methods. Teacher Mentoring Self-Efficacy Scale (TMSES) (Tickell, Klassen, 2024); Empathy Scale for Teachers (EST) (Wang et al., 2022) adapted in Russian (Chagina, Zabelina, 2022); short Big Five personality inventory (Gosling et al., 2003) adapted in Russian (Sergeeva et al., 2016). Results. Low ratings of respondents on a number of statements of the Teacher Mentoring Self-Efficacy Scale reflect their avoidance of intensive and time-consuming activities (experience comprehension, analyzing practices, organizing meetings), which constitute the content of the active type of mentoring. The respondents were best able to show respect and tact, give support and pay a sincere interest to their mentee, which characterizes the imitative type of mentoring. Exploratory factor analysis made it possible to identify 6 factors that make up the teachers mentoring self-efficacy. Correlation analysis revealed certain relationships between various aspects of the teachers’ effective mentoring and the Big Five personality factors, and also established some connections between teachers’ empathy and their prevailing forms (“modes”) of mentoring. Thus, the cognitive component of the teachers’ empathy turned out to be interconnected primarily with the mode “plan — do — review”, the positive affective empathy of teachers turned out to be associated with the modes “professionalism” and “inter- and intrapersonal intelligence”, while the negative affective empathy — with the modes “inter- and intrapersonal intelligence” and “teacher-practitioner”. Conclusion. The characteristics of active and imitative mentoring of teachers identified and described in the study, as well as their discovered relationships with teachers’ empathy and personality features, develop a deeper understanding of the mechanisms of interaction between mentors and mentees, which makes it possible to develop mentoring programs taking into account its productive forms and characteristics.

Background. There is a contradiction in the results of acting research: empathy plays an important role in the process of artistic transformation, but some anti-empathic traits, such as narcissism and machiavellianism, may also be useful for stage performance. The identification of gender specificity is particularly interesting when examining these personal features in the context of student actors' professional growth. Objectives. The focus is on exploring gender differences in the relationships of empathy and Dark Triad traits with personality traits in student actors. Study Participants. The study involved 43 second-year students of the Acting major, aged 19 to 29 years (21 men, 22 women). Methods. Short Portrait Big Five Questionnaire by M.S. Egorova and O.V. Parshikova, Short questionnaire of the Dark Triad adapted by M.S. Egorova, M.A. Sitnikova, O.V. Parshikova Empathy Questionnaire by A.A. Mehrabian adapted by E.F. Zeer and O.N. Shakhmatova Results. Openness to experience among student actors is associated with narcissism, and neuroticism is associated with emotional empathy, which describes the ability to understand other people's emotions. At the same time, gender differences were found in the specific relationships between empathic tendencies and personality traits. In boys, behavioral empathy, aimed at showing support and help, is associated with extraversion, while in girls, neuroticism is associated with machiavellianism. Conclusions. Several interpretations of the results are presented. Actors who are open to new experiences and experiments in creating images can be narcissistic, since they do not yet have a formed “sense of truth”, and therefore are forced to focus more on external assessment. Also, student actors may feel somewhat exceptional compared to their peers due to the experience gained through their professional activities. The connection between the emotional level of empathy in student actors of both sexes and neuroticism is explained by the fact that good social insight is accompanied by increased anxiety. Gender specific correlations (Machiavellianism with neuroticism in girls and behavioral empathy with extraversion in boys) may reflect the chosen strategies in developing the emotional component of the image, as well as in building relationships in a team.

This contribution to this Journal consists of three interlinked parts. The overarching and connecting theme is ‘Paying It Forward’, or the notion that people, children and young persons, carry out acts of kindness to strangers without expecting a return or ‘being paid’ back. After a brief elaboration on the notion of ‘paying it back’, the first part seeks to explore the phenomenon of ‘living in the now’ and how this affects this ‘paying it forward’. The second part looks at the disconnection between past, present, and future and how this impacts the manner in which young boys and girls feel about making life better for generations that come after them. This third and final section deals with ways on how to reconnect young people with their past and future and how children may grow up in a culture that embraces positive views, attitudes, and inclinations on paying it forward with future generations in mind.

The purpose of the article is: to show the content of facilitative interaction; to present the functions of facilitative interaction; to describe our experimental research at secondary schools and to describe functions of facilitative interaction as the predictor of developing pupils’ soft skills. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, such as statement experiment. The results of the research. According to the results of our research we proposed such functions of facilitation: the function of stimulation; update function; the function of forming the sovereignty of the student’s personality; the function of managing the educational process; the function of organizing the process of interaction; the function of providing a creative educational environment. Conclusions. We proved empirically, that functions of facilitative interaction in the pedagogical process at secondary schools are real predictors of developing pupils’ soft skills, such as: academic achievements, self-concept, attitude to school, creativity, conformity, curiosity, anxiety, locus of control, cooperation, recognition of value, acceptance, trust, the possibility to create the environment, the ability to participate in creative types of the activities, expressiveness, naturalness, empathetic listening, the ability to make a climate of liberation, stimulating self-initiated personal growth. Also, we proposed three groups of soft skills of such kind of emotive teaching, which can be called facilitative soft skills: empathy, respect, sincerity.

Современный образовательный процесс в высшем учебном заведении должен иметь личностно-профессиональную направленность. Развитие личностно-профессиональных компетенций, необходимых будущим педагогам и психологам, – важнейшая задача подготовки специалистов в этой области. Чувствительность к другому человеку является одной из таких компетенций. В теоретической части проводится анализ понятия «чувствительность к человеку», раскрывается структура данного понятия и описываются компоненты чувствительности к другому, такие как интерес к человеку, эмпатия, понимание и помощь. Цель эмпирического исследования – выявить динамику чувствительности к человеку у студентов психолого-педагогических направлений подготовки. Всего в исследовании приняло участие 163 студента психолого-педагогических направлений подготовки Череповецкого государственного университета (с 1-го по 5-й курс). В результате было установлено, что уровень чувствительности к человеку у студентов психолого-педагогических направлений подготовки довольно высок, некоторое ее снижение происходит лишь на втором-третьем курсе. Наиболее выраженными параметрами чувствительности у студентов всех курсов являются эмпатия и помощь. В меньшей степени у студентов проявляется интерес к человеку и понимание человека. Научная новизна работы заключается в том, что представлен анализ динамики чувствительности у студентов психолого-педагогических направлений подготовки, выявлены «проблемные» зоны при ее формировании на разных этапах обучения в вузе. Полученные данные показывают важность целенаправленного формирования чувствительности к человеку у студентов психолого-педагогических направлений подготовки как в рамках учебных занятий, так и во внеучебной деятельности.

Background. Stereotyping is an important part of social cognition. Therefore, it attracts a lot of attention from psychologists and sociologists. Ethnic stereotypes are not only a reflection of established prejudices and false ideas, but also a kind of social "barometer" indicating possible social problems. Modern studies have revealed the relationship between stereotypes and real ethnic diversity, and also indicate that the subjective feeling of disadvantage is a breeding ground for the emergence and existence of ethnic stereotypes. Objective. The article aims to substantiate theoretically, to identify empirically, as well as to classify ethnic stereotypes in the perception of advertising by young people, representatives of four ethnic groups. Sample. The study involved 88 people, representatives of 4 countries. Methods. The study simulated a situation of interethnic interaction, in which the participants acted as the “authors” of 6 advertising messages and 3 commercials. They had to write stories selecting the “main characters”, whose participation would illustrate the attractiveness of the advertised product or service. A set of typical images of representatives of different ethnic groups was proposed. Psychological diagnostics was aimed at establishing differences between groups. were An express questionnaire “Tolerance Index” (G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova) and emotional empathy questionnaire (Emotional Empathic Tendency Scale, EETS) designed to determine the level of empathic tendencies, the ability to empathize as a personal trait by A. Mehrabian and N. Epstein were used. Results. Areas of social practices where autostereotypes and heterostereotypes appear were identified. Themes where new stereotypes appear were identified. The diagnostics showed that there is no statistically significant difference in the indicators of tolerance and empathy between representatives of the 4 groups. Conclusions. The results of the study can be explained by the fact that participants demonstrated the unity of social group, the youth. The results obtained can be interpreted as evidence that for modern young people, the decisive factor in the formation of stereotypes is information transmitted through various means, which clearly acquires a transnational character.

Copyright of Zoophilologica: Polish Journal of Animal Studies is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In unstable conditions, the scale of extremism as a form of illegal actions tends to grow. The statistical decrease in the number of extremist crimes was the result of legislative changes. In the risk group, there are primarily young people from 18 to 30 years old, who are more susceptible to psychological pressure from extremist and terrorist organizations, and especially the student youth, who have already begun to escape from parental control but still did not achieve the full adult responsibility. Public calls for extremist acts are based on various social-psychological mechanisms of influence and aim specifically at this age group. A low level of emotional intelligence, empathy and psychological well-being is essential for entering an extremist environment. In January- February 2022, a survey was conducted to test the hypothesis of a relationship between the level of empathy and propensity to violent extremism. The article presents the results of this survey, such as the lack of direct relationship between the level of empathy and the age. The survey’s unexpected result is that the general level of boys’ empathy is higher than that of girls, and girls are more likely to be extremist when they have a higher level of empathy. Thus, an increasing level of the youth’s empathy seems to be a way to prevent extremist behavior withing a comprehensive program but not a universal strategy for countering youth extremism. The article can become a basis for an effective pedagogical strategy to prevent extremism and to reduce the youths’ risks of being involved in it. The developed approach should take into account the gender peculiarities of empathy, which influence the manifestations of violent extremism.

The research is aimed at identifying the specifics of the components of emotional intelligence (EQ) in persons with different experiences of substance abuse. The study involved 157 respondents aged 35 to 45 years, of whom 111 were dependent on psychoactive substances and 46 never used them. The empirical study was carried out using The Emotional Intelligence Questionnaire (EmIn) by D.V. Lyusin, The Balanced Emotional Empathy Scale (BEES) by A. Mehrabian and N. Epstein, and The Toronto Alexithymia Scale (TAS). Significant differences were found for almost all the variables (except for empathy and the ‘intrapersonal management’ EQ component) between the group of persons who did not use psychoactive substances and the groups of persons dependent on such substances. The obtained results also make it possible to speak about differences in the correlations between the components of emotional intelligence with each other, as well as with empathy and alexithymia among the groups of subjects with different experiences of substance abuse. In individuals who did not use psychoactive substances, all the components of emotional intelligence are interconnected. In the addicts, as the duration of substance abuse increases, the number of connections between the components of emotional intelligence, both among themselves and with alexithymia, decreases.

This paper aims to investigate how empathy and assertiveness are expressed linguistically in two corpora (MUJERES y HOMBRES) of fifteen TED talks each, with a view to identifying whether the women in the sample adopt a more empathetic communicative style than men. The frequency and use of deictics, and a number of intensifiers and hedges will be analyzed starting from the comparison of key POS lists in the two corpora. The results of the study suggest a marked preference of the women in the sample for the use of affiliative, empathetic mechanisms, since they employ first person narratives associated with affective vocabulary, inclusive nosotros, question tags and verbs in the second person plural more often (although for the same purposes) than men.

The article examines the phenomenon of emotional burnout in representatives whose work is carried out through the interaction of «person-person» in medical workers. In an emergency situation, medical workers are affected by a greater number of stressful factors than before, so the problem of emotional burnout, characteristic of all representatives of professions of a socionomic profile, becomes even more urgent. With the help of methods “Diagnostics of emotional burnout of personality” V.V. Boyko, “Study of the level of empathic tendencies” I.M. Yusupova, Spielberger-Khanin anxiety scale based on the results of mathematical analysis using the Mann-Whitney U-test, the relationship between the professional experience of nurses and the severity of the burnout syndrome is considered. In addition, a high correlation was found between the level of empathy among nurses and the severity of symptoms of emotional burnout. The relationship between the anxiety of nurses and the experience of professional activity has not been revealed. The results indicate that prevention is a necessary link in the fight against emotional burnout of nurses.

As a result of determining empathic abilities (according to the method of V.V. Boyko) and stress resistance (according to the method of Yu.V. Shcherbatykh), it was found in 94 students of the medical faculty of VSMU that these parameters correlate with each other and have gender differences: respondents of both sexes have a well-developed rational channel of empathy, empathy-enhancing skills, and empathy penetrating ability, however, girls in addition to this have higher characteristics of emotional and intuitive channels of empathy and empathy identification. At the same time, they demonstrate greater stress sensitivity. During the period of study at the university, the level of empathy in girls practically does not change, while in boys it increases. Sensitivity to stress somewhat increases, especially in young men. The correlation of this indicator with the empathic abilities of students is also more significant in young men, who have a direct correlation connection of medium strength with attitudes that promote empathy, and a strong one with the intuitive channel of empathy. In girls, a correlation was established only with penetrating ability in empathy (direct, medium strength). As a result, the correlation of the total indicators of empathy and stress sensitivity was registered only in young men, and it was expressed to a great extent at that. In its turn, the total indicator of empathy in young men strongly correlates with such parameter of stress sensitivity as an increased reaction to circumstances that cannot be influenced upon. With a tendency to unnecessarily complicate everything and destructive ways of overcoming stress, a connection was found in both boys and girls. Unlike boys, girls show a very strong correlation with the indicator of constructive ways to cope with stress. The obtained data on the relationship between empathic abilities and sensitivity to stress can be used in the educational process as a justification for the need to increase the stress resistance of future doctors and to open its new direction – the formation of their ability to empathize.

Vasily Sesemann’s manuscript Self-Knowledge, Self-Consciousness and Objectification explores the relationship of consciousness with self-consciousness and the subconscious, as well as various forms of objectification of consciousness. This manuscript can be attributed to a group of manuscript texts that discuss the origin of consciousness and the metaphysical relationship between matter and spirit. Sesemann studied consciousness, describing it as an intentional experience and rejecting its naturalistic explanations. Sesemann revealed the irreducibility of life to physiological chemical processes and, at the same time, rejected the dualistic opposition of spirit and matter, soul, and body. The article aims to show that the concept of consciousness formulated by Sesemann is phenomenological. The philosopher rejects naturalistic and objectivist explanations of consciousness. Consciousness must be explored as an experiential subjectivity, not as an object. Sesemann criticizes naturalistic psychology and argues that consciousness is an intentional activity in the world. Consciousness is embodied self-awareness and empathic connection with other living beings.

Copyright of Journal of International Civilization Studies is the property of Kyrgyz-Turkish Manas University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Рассматривается вопрос рискованного поведения в интернет-среде – осуществления травли подростков в онлайн-пространстве. Дана характеристика феномена кибербуллинга и его негативного влияния на психическое и эмоциональное состояние детей и подростков. Отдельное внимание уделяется духовно-нравственным качествам личности – духовности и эмпатии как детерминирующим факторам в процессе киберсоциализации ребенка. Описаны основные диагностические инструменты для исследования феномена буллинга и кибербуллинга в школах г. Томска: методика Е. Г. Норкиной «Наш класс», многофакторный опросник эмпатии М. Дэвиса в адаптации Т. Д. Карягиной, Н. А. Будаговской, С. В. Дубровской и опросник «Духовная личность» А. Хусейна и М. Анаса в адаптации Г. В. Ожигановой. Приведены результаты опроса подростков томских школ. На основании проведенного эмпирического исследования представлена буллинг-структура школьников, определен уровень духовности и эмпатии современных подростков. Результаты продемонстрировали, что показатели духовности и эмпатии современных школьников в целом находятся на допустимом уровне. Также установлено наличие связи между показателями духовности личности, эмпатии и осуществлением кибербуллинга. Выявлено, что недостаточное развитие духовности и эмпатии может быть связано с повышенным риском проявления агрессивного поведения, в частности кибербуллинга.

The development of empathy at an early age (12-36 months) is gaining more and more attention due to the growing understanding of its importance in motivating care and prosocial behavior. The authors present the results of testing the standardized experimental procedure “simulated adult distress,” which is most often used in foreign psychology to study empathy in young children: the experimenter and the mother in the presence of the child take turns showing signs of pain/discomfort of low intensity for a short time. The study involved 12 girls aged 19-32 months. The children’s behavior was recorded by categories: hypothesis testing, empathic personal distress, empathic concern (care), and prosocial behavior. The study presents descriptions of behavioral manifestations in all the categories as well as a description of the identified phenomenon of repetition of adult behavior in the children aged 22-28 months. The results of the study allow to conclude that the use of the “simulated adult distress” procedure is promising for identifying empathy phenomena characteristic of an early age.

The authors discuss specifics of coping strategies which representatives of extreme jobs tend to demonstrate in stressful conditions; we examine coping strategies through various parameters, including channels of empathy, self-regulation, and emotional intelligence. A coping strategy aims at effective adaptation to the requirements of the complicated situation, allowing to soften, avoid or get used to them, and minimize the stressful influence on the decision-making. At the same time, coping strategies help the employees of extreme professions to maintain their physical and mental health and satisfy their need for social relationships. The extreme jobs also include penal system representatives, such as guards, execution controllers, inspectors of the security department, and operational department servicemen working in conditions of growing stress. In order to identify the features of choosing the strategies of coping behavior by this category of specialists, we tested representatives of the Office of the Federal Penitentiary Service for the Stavropol Region (Stavropol), using a comprehensive methodology including the Emin Emotional Intelligence Questionnaire (D. V. Lyusin), the questionnaire “Methods of coping behavior” (by R. Lazarus), the questionnaire “Differential type of reflection” (D. A. Leontiev, E. M. Lapteva, E. N. Osin, A. J. Salikhova), “Diagnosis of the level of empathy” (developed by V. V. Boiko), the questionnaire “Style of behavior-SSP-98” developed by V. I. Morosanova. As a result of the study, we found out that most respondents have a well-developed interpersonal emotional intelligence, systemic reflection, high level of self-regulation and, together with that, quite low level of empathy.

Emotional intelligence is the personal ability to identify and effectively manage one’s emotions in relation to personal goals (career, family, education, etc.). Even if a person has enough knowledge and intelligent ideas, if he does not know and fails to manage his emotions and feelings, he may encounter difficulties in trying to build relationships with others. The COVID-19 pandemic created fear, anxiety and depression among the population, but the most exposed were those who already suffered from a mental disorder. All these changes could but affect human behavior in the management of interpersonal relationships. Social distancing, meeting bans, hygiene measures, lockdown, closed schools and kindergardens, technical unemployment - for most people life has suddenly changed afterMarch 2020. The consequences are visible especially in mental health and interpersonal relationships.

This article seeks to answer the question what ideas formed in the field of history theory can help develop a new interpretation of 20th century history, people facing difficult situations, the decisions they made, and, finally, traumatic individual and collective memory. The turbulent 20th century history and the memories about it is controversial; therefore, when contemporary Lithuanian society endeavors to discuss certain events, phenomena, and personalities and tries to come to a consensus on their immortalization – disagreements inevitably arise. In the process of research, it transpired that in contemporary historiography concerning the purpose and meaning of a historian’s work, as well as the responsibility to society of researchers of the past, several points are emphasized: (1) in the 21st century, historians have to find a new way of dealing with the complex issues of history; (2) scholars must recognize a responsibility for people who lived in the past and live the present, as well as to strive to show in the present perspective the fates of those who lived in the past; (3) the study of the past should contribute to the development of “intercultural competencies” which contemporary man lacks and which help him to understand The Other (past and present man); (4) to achieve these goals, historians need to transform their discipline into a “profession of understanding” that promotes inquisitiveness and openness to the world; (5) researchers of the past, when confronted with attempts to turn them into politicians or judges, have to leave the past open to new questions and interpretations; (6) those who study the past must engage in theoretical (self-)reflection that is necessary to perform the function of a critic that is so vital to society; and (7) historians need to think about the importance of the present dimension confronting complex historical issues. Historians work with collective memory to address the issues of self-awareness in time which face society. Researchers into the past also seek to initiate a dialogue between the people of the past and present. The conduct of the dialogue and its quality depend to a large extent on the level of the empathy that has been developed. Introducing empathy as a method for exploring knowledge about history and the present, this article draws on the ideas of George R. Collingwood, a British historian, archaeologist, and philosopher.

The article presents a brief overview of scientific and theoretical research on a new form of distance learning. The main attention is paid to such an aspect as psychological and pedagogical interaction in the dyad «student-teacher». Interaction is defined as a system of mutual influences of subjects involved in joint activities on the basis of common goals of vocational education. The main negative consequences of this format of interaction are presented: the problems of dialogic communication; reducing the ability to qualitatively control the student’s activities and encourage him/her to be active; insufficient technical conditions to involve all students in the learning process. The list of the basic skills of the teacher for increasing the quality of distance learning is given: involvement in discussion, expression of one’s own opinion and establishment of interpersonal interaction; optimal use of ICT tools for communicative interaction; the right choice of communication strategies and tactics in accordance with the purpose of training; conducting training sessions taking into account the psychological characteristics of students’ behavior in a virtual environment; application of mechanisms for diagnosing communicative conflicts, removing barriers in indirect communication. The value indicators of the teacher-student format are also empirically studied. The level of positive and negative assessment of teacher and student interaction on behalf of both subjects of its organization is determined (emotional and positive attitude of students to the work of the teacher). An analysis of difficulties that potentially affect the level of teacher-student interaction in the format of offline-online learning is made (inability to conduct training sessions considering the psychological characteristics of students’ behavior in a virtual environment, students’ lack of independent work skills, leading to incomprehensibility). Conclusions are made on changes in the levels of empathy of teachers and students before and after the organization of forced transition to distance learning due to the threat of COVID-19: with the emergence of an objective factor (forced transition to distance education). Subjective factors for teachers and students became less significant due to the fact that the priorities in the assessment of the situation have changed at the stage of difficulties, which was still too subjectively assessed. The general level of teacher-student interaction has changed in the direction of increasing student empathy and general positivizing of teachers.

The business world has never been more erratic or unpredictable. Competition comes not only for product, services and technology, but also for sales channels, policies, people and brand. In order to survive in today’s unpredictable world, organizations must actively create, embrace and implement new ideas. This requires the creative thinking of the entire team. The concept of design thinking allows to realize such requirements. At-present design thinking is considered as a way to solve problems of a business or organization by empathy, deep understanding of the client, the user, the consumer of goods and services. This approach to decision making helps the reduction of the risks of wasted resources and time by introducing new design thinking methods based on key aspects. First, design thinking is human-centered, it emphasizes the importance of deep learning people’s needs and lives while creating value before starting to develop solutions. Second, design thinking is a method based on the ability to create new ideas and innovate. Third, design thinking in business allows you to develop multiple options so you don’t risk everything and consider the desires of all stakeholders while still in the search phase, which means being able to manage a portfolio of new ideas. Finally, the process is iterative. It involves doing experimental research in the real world instead of doing analysis using historical data. It is a process of constantly shaping and testing prototypes and changing perceptions of current tools in the business. These and other aspects are discussed in more detail in the article and underline the relevance of the research topic. Among other issues, the article considers the concept of “design thinking”, justified the history of development, the popularity of this new type of management tool in the economic space, highlighted the main features of design thinking, the stages of implementation, the basic tools and their capabilities. The author offered to consider design thinking as a way of the decision of a certain question in other way with use of completely different approach. It is another way of thinking or product mapping, which relies on the concept of design. This can include convergent and divergent thinking, testing and phasing, examining customers’ opinions, views and tastes, and doing ethnographic research. And if all abovementioned factors are combined, this process is called design thinking. And if we add design thinking to management, we can get a number of quantitative and balanced methods of solving individual business-issues. That’s why the article reveals the specifics of using design thinking on the example of certain companies, such as RealtimeBoard, Netflix, Airbnb, and presents the results of empirical research of French companies on the scope of design thinking. Focuses on selected areas of design thinking application in different business areas (business design, human resource management, etc.). In this article is presented a vision for future trends in design thinking.

The purpose of our article is: to describe the most effective means of a cognitive control in the learning process of a foreign language, to describe three main stages of a test creation, to identify final or intermediate (thematic) tests; to show the dependence of the success of testing on social intelligence of teachers. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods of the statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021). The results of the research. According to our research it is proved that the structure of social intelligence of a teacher had four components, such as: communicative potential, characteristics of self-awareness, social perception and energy characteristics of the individual. The outlined characteristics determine a teacher’s prediction of the development of interpersonal situations, the ability to interpret the information he/she has heard or seen and the behavior of others, readiness for effective social interaction and decision-making. Thus, social intelligence of a teacher contains individual inclinations, abilities, characteristics that facilitate the acquisition of individual personal experience, skills and abilities of social actions and contacts. Conclusions. Studying the social intelligence of the teacher is defined as the ability to perceive the surrounding and inner world, which allowed professionals at different levels to easily navigate in interpersonal interaction, harmonize their behavior. The structure of social intelligence of the teacher includes social sensitivity, empathy, self-knowledge and self-regulation. Social intelligence of a teacher is identified with certain psychological mechanisms. Social intelligence includes social thinking and wisdom. In such a way we analyze the concept of “social thinking” as a structural component of social intelligence. Social thinking is defined as the ability of the subject to understand and to operate with perceived information. A high level of the development of social thinking allows a teacher to solve problems effectively that are arisen in the process of interpersonal interaction; efficiency means speed, flexibility and accuracy in dealing with the facts of social reality.

Background. Political and socio-economic transformations taking place in the modern world, an orientation of Russian education to humanization and democratization impose a number of requirements on a specialist professional training quality at a university. Particularly in the modern labor community there are requirements regarding the readiness of a future specialist to carry out interpersonal interaction in professional activity in a multicultural, multinational and multi-confessional society. For the higher professional education of the Russian Federation the task of training a specialist with the ability to interpersonal interaction in professional activities (including empathy and interethnic tolerance) is of prime importance. The purpose of the work is to describe the educational situation aimed at the formation of interethnic tolerance among students at the stage of adaptation to the educational environment of the university. Methods. In the course of the study, a theoretical analysis of psychological and pedagogical literature of the problem was carried out. It helped us to clarify the degree of relevance of the problem being studied. The method of observation and pedagogical experience analysis allowed us to describe the educational situation aimed at the interethnic tolerance formation. The results of the study. Interethnic tolerance is considered to be a manifestation of the future specialist’s ability to interpersonal interaction in professional activities. The levels of interethnic tolerance formation among university students are given: amorphous-fragmentary, interiorization-reflexive and activity-holistic. In the article the educational situation “Adaptation” is described which is aimed at the formation of interethnic tolerance among students of multicultural educational groups the period of adaptation to the educational environment of the university.. Practical implications. The article will be useful for lecturers, curators of study groups, specialists in educational work with students, including tutors.

Introduction. This paper brings new insights into the study of the sibling position of students to examine their socially important personal qualities in connection with this factor and to understand what short- and long-term individual and social consequences this may entail. This paper presents the results of a study of socially important personal qualities of students with different sibling positions, including empathy, personality orientation, altruism, life position, and the degree of adequacy of the view of life. According to these parameters, we carried out a comparative analysis of the data gathered from students – the only, the eldest, and the youngest children in the family. Methods. A sample of 150 students was randomly drawn and divided into three groups – the only children in the family, the eldest siblings, and the youngest siblings. The study used the following psychological assessment tools: (a) the questionnaire for Diagnosis of the Level of Polycommunicative Empathy Level by I. M. Yusupov, (b) the Bass Orientation Inventory, (c) Altruistic Orientation test, and (d) the Hardiness graphic technique, which assesses life positions and the degree of adequacy of views of life. Results. The findings of the study indicated that socially important personal qualities are more characteristic of students who are the only children in the family. There are more similarities than differences between first-born students who are the eldest and the only children in their families. However, students who are the only children in their families have more differences than similarities with those who are the youngest ones. In the group of students who are the youngest children in their families, the scores are lower compared to those in the other two student groups (except for altruism). Discussion. The data obtained in three student groups are interpreted and addressed to specialists in family counseling, psychotherapists, social service psychologists, curators of student groups, and inquisitive parents. The information about advantages and vulnerabilities of students’ sibling position can form a scientific basis for creating programs for the development of their socially important qualities in the educational process of the university.

В профессиональной деятельности педагогу необходимо выстраивать эффективную коммуникацию с детьми и родителями, при этом эффективно управлять своими эмоциями, понимать чувства других людей, проявлять рефлексивные навыки. Эмоциональная компетентность является обязательной составляющей профессиональной компетентности педагога. В статье рассмотрены различные подходы к пониманию эмоциональной компетенции и эмоционального интеллекта, его структуры, связи с социальной активностью, когнитивными процессами, академической успеваемостью, успехом в профессиональной деятельности. Целью эмпирического исследования является анализ уровня эмоциональной компетентности педагогов как профессионально важного качества. Выборку составили учителя и педагоги-психологи общеобразовательных организаций г. Иркутска общей численностью 70 человек. В исследовании использована методика оценки рефлексивности А.В. Карпова; тест-опросник Д. Люсина ЭмИн. Результаты эмпирического исследования показали, что большинство педагогов имеют средний уровень развития эмоционального интеллекта и средний уровень развития рефлексивных способностей. Доля учителей с низким и очень низким уровнями развития эмоционального интеллекта составила 34,2%. Низкий уровень понимания эмоций выявлен у 48,6% педагогов, 34,3% учителей показали низкий и очень низкий уровень контроля над эмоциями. Педагоги, имеющие низкий уровень понимания эмоций, также демонстрируют и низкий уровень рефлексивности эмоционального состояния. 28,6% испытуемых имеют низкий уровень развития рефлексивных способностей. Они имеют сложности с анализом ситуации в целом, и в том числе с восприятием, переработкой и анализом эмоциональных состояний. Низкий уровень эмоционального интеллекта и рефлексивности не позволяет педагогу быть успешным в своей профессиональной деятельности: он не понимает проблем ребенка, его переживаний, не сочувствует его радостям и огорчениям и не может управлять его состоянием. Такие педагоги сами нуждаются в психологической поддержке, организации для них специальных занятий по развитию эмоционального интеллекта, эмпатии и рефлексии.

The article discusses methods of organizing the educational and research activities of students with clip thinking to develop their empathic abilities during Ukrainian classes. The author proposes drills that contribute to the expansion of the cognitive and cognitive sphere of students, development, analysis, and use of emotional and sensory experience of a person. Ideas of humanization and humanities-oriented approach retain their relevance and they have not been sufficiently implemented in the system of higher education. It is important to form the humanistic mentality of modern specialists, which should become an integral part of their professionalism, along with the development of a system of value attitudes. The Ukrainian language has an educational potential for the development of moral and ethical qualities of the individual. It is necessary to form appropriate knowledge and skills in students, fostering a personal attitude to the content of education, increasing the level of empathy formation, and manifesting a deep emotional attitude to the discussed moral problems and moral value activity as a result of the application of the described methods of organizing educational and research work. An optimally organized process of teaching the Ukrainian language can prepare a student’s personality for a tolerant perception of foreign culture, for tolerance based on the developed empathy, for removal of national stereotypes and prejudices. Empathy is a condition that allows individuals to successfully solve new problems that may arise in their relationships with people. And the empathic type of intercultural communication helps to find the best ways and means for organizing mutual understanding between partners during a dialogue of cultures. Prospects for further research consist in the development of test methods that trace the dynamics of psychological phenomena of personality, a level of development of empathic abilities, to actively use them in the educational process.

The paper focuses on ethical issues, provides data on personality qualities and socio-ethical factors necessary for the professional activity of a cardiovascular surgeon. The aim. To identify the most relevant bioethical aspects, personality traits necessary for a cardiovascular surgeon to carry out his/her professional activities. Materials and methods. Analytical review of scientific publications was performed using the abstract database of scientific libraries, text database of medical and biological publications as well as analysis of observations of our own research works. Results. The main stages of development of surgical treatment of coronary artery disease in Ukraine are highlighted. Analysis of the basic bioethical aspects which take place in a profession of cardiovascular surgeon is carried out. Important personality traits which are necessary for professional activity in cardiac surgery are established. Ethical principles and problems that take place in modern cardiovascular surgery are analyzed. Autologous transplantation which takes place during reconstructive shunt surgery is emphasized. Conclusions. High-tech diagnostic and treatment technologies in cardiac surgery, their specificity, irreversibility of biomedical experience and certain event (intervention) to prolong life and improve health of the patient place new demands on the cardiac surgeon and require special responsibility. Today’s cardiac surgery requires not only high-tech skills in using modern methods of operations, responsibility, but also comprehensive support of aspects of biomedical ethics in the treatment of patients.

This paper presents the value and role of empathy in the contemporary world. Sensitivity and empathy take crucial places in the pastoral activity of the Holy Catholic Church. Tenderness and compassion are important issues in Pope Francis’ teaching. In papal understanding, Christian dialog involves sensitivity and empathy, which let one fulfill Christ’s command to love one’s neighbor. This article explores the idea of a Christian view on empathy and brotherhood referring to official papal documents. This topic is currently crucial due to increasing splits, aggression and individualism. The paper looks for an answer how empathetic should the Church approach to the world be and according to the Pope’s teaching, how should the Church dialog profitably with people.

Objective. To study the relationship between the psychological characteristics of volunteers and the type of volunteer activity (helping people or homeless animals). Background. The normalization of the practice of volunteerism, the growth of the involvement of individuals in such activities require a thorough understanding of this phenomenon in order to better recruit and retain volunteers. On a number of characteristics of volunteers, the data are contradictory, volunteers with homeless animals were little studied, and there are few works devoted to comparing the types of volunteers. Study design. Groups of volunteers helping people or animals were compared based on activity motives, empathy, feelings of loneliness, and life satisfaction. Descriptive statistics, analysis of differences, contingency table were utilized. Participants. Volunteers working with people (n=71), average age 33.95 years (SD=11.23); of them 83.1% are women and 16.9% are men. Volunteers with stray animals (n=71), mean age 39.7 years (SD=9.05); of them 92.95% are women, 7.05% are men. Measurements. Russian-language versions of The Balanced Emotional Empathy Scale (Mehrabi¬an, Epstein), UCLA Loneliness Scale (Russell, Peplau, Ferguson), and The Satisfaction With Life Scale. To study motives, the author’s form is used, compiled according to the theory of motives by E.G. Clary. Results. Volunteers from both groups did not differ in characteristics: average level of emotional empathy, normal level of life satisfaction, low level of loneliness. Volunteers helping people are predomi¬nantly poly-motivated, while volunteers with animals are mono-motivated. Among volunteers with ani¬mals, individuals with the altruistic orientation prevail, among volunteers helping people — individuals who combine altruistic and egoistic orientations. Conclusions. Volunteers with animals are motivated altruistically, the motivation of volunteers helping people is variable and includes an egoistic component.

The process of psychotherapeutic practice requires the psychologist to be able to engage in dialogue. To date, no express tests have been developed to assess the dialogic position. In the course of theoretical analysis we identified the main views on understanding the dialogic position, qualities that contribute to its development (empathy, reflectivity, personality orientation in communication) and developed a projective technique for its assessment. The expression of these qualities was in- vestigated in 80 students of biotechnology and clinical psychology programmes. The sample was represented by one experimental (20 subjects) and three control groups (20 subjects each). The following research techniques were applied: “Reflectivity as a psychological attribute” by A.R. Karpov; “Assessment of empathy levels” by V.V. Boyko; “Personality orientation in communication” by S.N. Bratchenko. Analysis of the results’ factor structure showed the presence of three fac- tors closely related to empathy, reflectivity, features of dialogic orientation and dialogic position. The study confirmed the hypothesis that there is a relationship between the orientation of the educational process and the development of the dialogic position. The procedure of verification of the developed technique con- firmed its effectiveness in assessing the dialogic position.

This article presents theoretical and methodological basis for studying the phenomena of emotional intelligence and emotional maturity in foreign and Russian psychology including the status of research done by prison psychologists. The article also provides data of our research on determination and psychodynamics of emotional intelligence, as well as transformation of other personality characteristics in 220 female convicts at various stages of serving their sentence in penal correction colonies in five regions of Russia. The findings of the psychodiagnostics indicate insufficient levels of emotional intelligence and reveals the prison-specific subcultural manifestation of its components in the examined inmates, who at the same time possess underdeveloped compensatory personality resources. Cluster analysis made it possible to isolate the predominant types of convicted women: "emotionally impulsive" and "emotionally rigid" whose contrasting psychological characteristics must be taken into account when developing individual correctional and group-related correctional and developmental programs. In order to improve female convicts' emotional maturity, a series of measures of legal-institutional and correction- and development-related character has been substantiated.

The interdisciplinary study is devoted to the elucidation of the author's concept of the deed integral, developmentally enriched and dialogically directed empathie interaction of a psychologist with clients of different ages, gender, mental experience, social status and mental organization of the individual self. The proposed concept was created, on the one hand, through a reflexive reconstruction of the content of the psychological theory of empathy known in Ukraine and abroad (L.P. Zhuravlyova, 2007), when it is step-by-step achieved, scenario-worked out and practically realized, mutual complementation of the developmental functioning of various types, levels and stages of the empathic process, resources, channels and means of empathic attitudes-relationships and individual psychological features of empathy of each participant in dialogic contact in the "psychologist-client" system, on the other hand - due to the use of the latest methodological optics of post-non-classical rationality, namely the author's cyclical-action approach with its basic principles (eyclicity, synergy, action, metasystem), a number of regularities and norms of cognitive thinking activity. Moreover, the universal tool for implementing research consciousness into life, which establishes the epistemological core of the concept advocated here, is a m e n t a l s c h e m e built according to the principle of quaternity in the context of the broad intellectual possibilities of the innovative sphere of professional methodologization (A.V. Furman, 2005, 2016). The starting idea in this case was the axiomatic statement that the process cycle of the current course of empathy is a separate, original act on the part of the individual. Taking into account the goal, task and subjectfield of this study, it is proved that: firstly, the most effective technology of collaborative psycho-spiritual filling of interpersonal relationships is modular-developmental interaction, which is first subject to a reflexive-action scripting, and then to a full-fledged existential implementation; secondly, the stages of deployment ofpersonified empathic interaction can not only be justified on the basis of dominant processes (affective, cognitive, conative), but also more methodologically justified on the basis of the logic-canonical structure of the act (situation, motivation, action, afteraction); thirdly, the empathic dialogic cycle is best consciously organized by a practical psychologist while working with a client as a four-periodized and step-by-step (procedural) detailed act of personal empathy, which includes the alternating dominance of natural, affective-cognitive, conative-active and reflective types of empathy; fourthly, the psychologist's practical use of the action-reflective thinking scheme of the scenario confirmed the empirical effectiveness in his individual work with students of secondary and higher education, in particular with those who have special needs or are characterized by problematic behavior. [ABSTRACT FROM AUTHOR]

The paper addresses some methodological issues related to the linguistic study of empathy. Given the fact that empathic connections are both biological and cultural, I argue that some messages are more likely to trigger an empathic reaction according to the personal background of the analyst. In this regard, the concept of reflexivity, understood as an overlooking exam of the possible influences of one’s subjectivity in research practices (due to social and personal factors), is worth being considered. The study aims to verify this hypothesis and to question the role and place of subjectivity while researching discursive matters by analyzing two posters from two different social campaigns, one against sexual harassment and the other against smoking. The linguistic analysis shows that the application of linguistic criteria and discursive concepts (deixis, linguistic construction of points of view) enables to identify the use of the same strategies in meaning construction, regardless the higher sensibility we can have towards sexual harassment which may facilitate the decoding of the empathic communication strategy. In conclusion, when subjectivity is contextualized within a specific theoretical frame and opened to comparison with other data, it may become a useful tool in exploring corpora and therefore provide meaningful insights without undermining the rigorousness of the analysis.

Child Language Brokering (CLB) is a very common, yet unseen form of language and cultural (inter)mediation performed by bilingual children and adolescents to help their family, peers and other involved parties interact with members of the host society in a wide variety of formal and informal settings and domains (Antonini 2016). Extant literature provides a detailed description of various aspects of CLB, including, inter alia, who children translate for, where they do so, what they translate, how they feel when they language broker, as well as the impact that CLB has on various aspects of their life and development. Past research focussing on the emotional impact of this practice have reported that child language brokers may experience mixed feelings (Corona et al. 2012). They may perceive CLB either/both as a cause of stress and a burden and/or an experience that they find enjoyable (Hall and Guéry 2010; Parke and Buriel 1998; Suárez-Orozco and Suárez-Orozco 2001; Weisskirch 2007) and which they are proud to undertake (Love and Buriel 2007). This article presents a thematic analysis of the over 600 visual and written narratives by children and adolescents collected by means of three editions of the school contest “Traduttori in Erba” that took place in Emilia-Romagna (Italy). The results show how the affective responses of child language brokers may be shaped by age, setting and the people for whom children language broker, but are also indicative of broader feelings related to their migration experience and the dynamics of family relationships (Crafter and Iqbal 2022).

The purpose of our study is to identify the developing potential of musical stage images in terms of the development of empathy of seventh-graders. In the course of the study, we elaborated an algorithm for development of empathy of adolescents, in which the main idea is to create conditions for the manifestation of the subjectivity of the position of schoolchildren. This algorithm is based on the theory of gradual assimilation of mental actions by P.Ya. Galperin, where the methods of developing empathy (heuristic conversation, cinquain, stage dialogues and monologue of the hero) are subordinated to its stages (formation of motivation, creation of an indicative basis for action, formation of materialized action, stages of formation of mental actions in external and internal speech, automation of action). The following part of this article presents the results of the experiment, in which 47 seven grade students, ages 13–14, from Irkutsk secondary school No. 65 took part. To determine the initial level of the seventh-graders empathy, we used a standardized test “Diagnosis the level of empathy” by V.V. Boyko, which includes six components (rational, emotional, intuitive channels; attitudes that promote or hinder empathy; penetrating ability; identification). To develop the empathy in the experimental group of students of the 7th grade, 6 lessons were held, where taking into account the students conscious, heartfelt attitude to the topic, ideas and images two musical and dramatic works were used: Glinka's Opera “Ivan Susanin” (“Life for the Tsar”) and L. Bernstein's musical “West side story”. The data obtained in the course of the study indicate the effectiveness of the algorithm for developing empathy of seventh-graders based on musical and stage images, which is confirmed by the method of statistical testing of hypotheses using the Student's t-test.

In the today's world people are interacting less and less time with other people and consequently they tend not to get involved with others' problems or care much about the emotions of others. Hence, this raises an issue of empathy in the modern society. Presently, the subject of more extensive research is the professional aspect of empathy in the person-to-person domain. In our study empathy is viewed as a process that can be affected by external factors. This article demonstrates the results of dynamic variations of empathy which occur in interactions between the personnel and the convicts and persons held in custody. In addition to that we researched the relationship between empathy and psychological defences - to demonstrate how the affective component of one's behavior varies depending on the adverse effects of external factors. Our findings highlight certain aspects of the activity of the penal system personnel, which will be helpful in providing psychological counselling for them. The data obtained make it possible to create new or update existing correctional and prevention programs in order to minimize the negative impact of external factors on the behavior and psychological state of the prison personnel.

Copyright of Bulletin of the Institute of Ethnography of the Serbian Academy of Sciences & Arts / Glasnik Etnografskog Instituta SANU is the property of Institute of Ethnography, SASA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. The article develops the concept of the originality of the functions, structure and genesis of empathy-identification (EI) and empathy-modeling (EM). EI is viewed as a psychological tool for organizing joint activities such as a mono-role coalition, which has developed in anthropogenesis, and consists in the ability to appropriate the emotional states of another person. In contrast, EM is a cultural technology for maintaining joint activity such as poly-role coordination, which requires the subject of activity to create and maintain in consciousness a dynamic representation of the mental state of another person while maintaining the authenticity of awareness of his own mental state. A consequence of the conceptual separation of EO and EM is the provision of two non-matching lines of their development in ontogenesis. Objective. The aim of the article is to explicate the qualitative uniqueness of EI and EM as higher mental functions in relation to the social situation of their development and the arsenal of ideal forms, cultural means and technologies that set the content and trajectory of this development. Design. From the standpoint of cultural-evolutionary and activity-based approaches, a conceptual analysis of literature relevant to the connotative field of the proposed constructs of EI (affective empathy, emotional contamination, emotional mimicry, imitation) and EM (theory of the mental, everyday psychology, mentalization, emotional intelligence) as well as the analysis of EI and EM constructs from the point of view of cultural determination of their development in ontogenesis was performed. Results. It has been substantiated that EI is formed in the process of dyadic joint experience with an adult of various mental states, which an adult presents first in a visual way, and then verbally. Further development of EI takes place in play activities that include imagination. EI rarely reaches the level of complete voluntary regulation and needs to rely on external cultural means. EM is derived from the dialogical nature of human thinking. In ontogeny, EM is formed along two converging lines. On the one hand, mastering the mental vocabulary serves as the basis of “emotional literacy”, and, on the other hand, EM is the result of the interiorization of a specific social and communicative position — the autonomization of an adult as a mental agent in the third person. The role-playing game with the subjective “animation” of the toy is of particular importance for the development of EM. At an older age, various forms of dramatization, in particular theatrical activity, act as cultural practices for the development of EM. Conclusions. The results of the work showed that EI and EM have different sources, driving forces, ideal forms and socio-cultural technologies of formation. The originality of the lines of cultural determination of the development of EI and EM is associated with the difference in their functional role in organizing joint activities.

In this article, personality-related learning outcomes in education and teacher training Master programs are defined as professionally relevant personality traits, of which personal and professional identity are the core. An empirical study involved undergraduates in Educational Psychology Master programs (60 in the first round and 35 in the second one). The study used Lydia Schneider’s personal and professional identity diagnostic methods, L. Michelson’s communicative competence test adapted by Y. Gilbukh, and Mehrabian and Epstein’s empathy scale. It was established that Master’s degree students experienced significant changes to their professional identity in the course of their programs, making considerable progress in the development of communicative competence and empathy. Professionally relevant personality traits were found to show ambivalent dynamics during the first and second years of Master studies. The article outlines avenues of further research on educational psychology assessment of personality-related learning outcomes in Master programs.

For contemporary societies, psychological research on moral behaviour, moral manifestations and personality traits has acquired special relevance. In addition, the recent rise of positive psychology offers an important perspective on the study of spiritual-moral qualities (virtues), demonstrating the degree to which a persons happiness in life relates to high spiritual-moral guidelines. Various aspects of personal spirituality, morality and empathy are actively being studied by international scientists; however, in Russian psychology, studies on this topic are scarce. Utilizing a Russian sample, such a study, including the context of higher moral capacities, was conducted for the first time. The theoretical part of this article addresses the issues related to the higher moral capacities, providing definitions and indicating difference between moral capacities and moral abilities: higher moral capacities appropriately belong to the category of spiritual capacities. As part of higher moral capacities, the following components are distinguished: spiritual-moral qualities as a manifestation of a spiritual altruistic orientation and empathy as a manifestation of moral feelings associated with decentration, empathic feeling and empathic care. The relationship between these components is analysed in the empirical part of the article. The purpose of the study was to examine the relationship between indicators of personal spiritual-moral qualities and empathy. The data for the study were collected and processed using The Spiritual Personality Inventory by A. Husain, M. Anas (adapted by G.V. Ozhiganova) and The Interpersonal Reactivity Index by M. Davis (adapted by N.A. Budagovskaya, S.V. Dubrovskaya and T.D. Karyagina). The empirical study involved 90 high school students (girls represented 56% of the sample). The results confirmed our hypothesis: a correlation analysis revealed a relationship between indicators of personal spiritual-moral qualities and empathy in three aspects: (1) cognitive (the Decentration scale), (2) affective (the Empathic Feeling scale) and (3) behavioural (the Empathic Care scale). No relationship was found with the Personal Distress scale reflecting non-spiritual, egocentric tendencies. These findings allow us to consider spiritual-moral qualities (related to a spiritual altruistic orientation) and empathy (disclosed as decentration, empathic feeling and empathic care) as components of higher moral capacities.

This article considers empathy as a professionally significant personal quality of a modern blogger, analyses theoretical approaches of domestic and foreign researchers to the study of empathy, characterizes forms and types of empathy. The paper gives definition of blogging, describes the specifics of the blogger’s activities, taking into account the peculiarities of the online environment, and analyses the most successful bloggers of Russia. The authors describe a theoretical model of empathy and carry out an empirical study aimed at identifying professionally significant qualities of a blogger’s personality. The study considers such characteristics of a blogger as interesting content, successfulness, popularity, awareness of the topic, emotional closeness, common interests, values with subscribers and others

Introduction. Parenting styles have a considerable impact on the emotional health of children. This study aims to identify the characteristics of emotional health among first-grade children raised with different parenting styles. Methods. The study used the following psychological assessment tools: (a) the Sixteen Personality Factor Questionnaire, 16PF, developed by R. Cattell (junior version); (b) the test for Diagnostics of the Level of Empathic Abilities by V. V. Boyko; (c) the School Anxiety Scale, SAS, developed B. Phillips; (d) Buss–Durkee Hostility Inventory; and (e) the Emotional Faces test developed by N. Ya. Semago. To assess parenting styles, we used the Parental Attitude Research Instrument, PARI (E. S. Schaefer, R. K. Bell) and the Analysis of Family Relationships questionnaire, AFR (E. G. Eidemiller, V. V. Yustitskis). A total of 283 children aged 7–8 years from the schools of Arkhangelsk city (123 girls and 160 boys) participated in the study. Statistical analysis was performed using descriptive statistics, maximum likelihood factor analysis with varimax normalized rotation, and parametric ANOVA. Results and Discussion. Emotional awareness, aggression, anxiety, and empathy were the most significant characteristics of emotional health for all the first-grade students. Indulgent hyperprotaction was associated with a high level of school anxiety; disturbance in family role attitudes correlated with difficulties in the ability to recognize and understand emotions; attachment trauma was associated with a high level of aggression and a low level of empathy. Therefore, unfavorable parenting styles may cause emotional health disorders in children and lead to an increase in the levels of anxiety and aggression, difficulties in recognizing and understanding emotions, and a low level of empathy. Negative parenting styles are a predictor of emotional health disorders in children, which requires timely prevention.

The article examines fragments of prose and poems which were published in the children's magazine "Murzilka" in 1935-1941 and which depict grieving characters, both children and adults, who are the reader's contemporaries. The study covers the period from I. Stalin's proclaiming the beginning of cheerful life to the beginning of the Great Patriotic War. Analyzing the cases of open grief and tears, the authors come to the conclusion that the crying literary heroes allowed to show the possibility of manifestation of "simple, unprincipled" feelings and weakness, and the model for the manifestation of such feelings was created. Thus, the well-established view that the Soviet pedagogy neglected emotional education is demolished. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Psychology & Sociology is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article aims to analyse the first part of Kira Muratova’s film The Asthenic Syndrome in the context of the experience of trauma caused by the death of a loved one. The author interprets the self-destructive behaviours of the main character – Natasha, and her affective gestures and reactions to the existing Soviet reality. The strong influence of a traumatised woman has been mentioned, who aims at breaking social and cultural conventions associated with the status of a widow by her environment. This research analyses the relationship between an individual experience of trauma and the influence of a transformation of society during the Perestroika period on the atrophy of empathy and human bonds. The starting point of the interpretation is the director’s biography, her experience, motivations and changing approach to the film medium. The analysis clarifies the reasons behind The Asthenic Syndrome being often perceived by critics as a diagnosis of society in a transitional period and a universal story about human weaknesses and helplessness when facing inevitable changes. [ABSTRACT FROM AUTHOR]

The aim of the article is to identify and experimentally test the state of the empathy formation and its impact on the formation of emotional and volitional sphere of adolescents with disorders in mental development. The purpose of the research was to provide step-by-step solution of the main tasks: firstly, to state the condition of the development of empathy by identifying its components, indicators and levels of their formation; secondly, identifying the main factors for developing empathy of adolescents with mental development disorders; establishing basic peculiarities affecting empathy as a component of the emotional-volitional sphere of adolescents’ personality with mental development disorders. Мethods. Scientific and specific research methods were used to solve the tasks and to ensure the validity of the research and conclusions. Among them there are theoretical and empirical methods, which allowed to establish quantitative and qualitative characteristics of the phenomenon, to characterize indicators and to set levels of this phenomenon. Psychodiagnostics was conducted in accordance with the requirements and instructions of the methodology having been used, conversations were also organized among the adolescents, and behavioral monitoring was conducted under the usual conditions during their educational activities. For the purpose of comparing and analyzing the phenomenon of empathy, diagnostics of adolescents with preserved intelligence of the relevant age categories was also performed under the same conditions as adolescents with disorders in mental development. The results of the research. According to the results of the diagnosis of empathy as the indicator of the development of the emotional-volitional sphere of a personality and the structure of a personality, adolescents with disorders in mental development were found to have insufficient orientation of mental processes, communicative properties, empathy, identification with others and distance from them. It was found that the level of empathy was characterized in adolescents with disorders in mental development like low and average level among adolescents with preserved intelligence. Channels of empathy and the levels of their formation among adolescents were also described in details. Conclusions. The results made it possible to ascertain among teenagers with disorders in mental development low differentiation of «Me»-image; low adaptability to external stimuli (low level of adequacy of expression of emotions according to the situation); the formation of a leading emotional modality – anger; insufficient mediation of interpersonal contacts, communicative ability; unconscious empathy, identification with other people and taking distance from them.

The article is devoted to the problem of value orientations formation of personality. Scientific researches on orientations formation value at children of preschool age and process of values formation on the basis of formation and development of personal qualities are analyzed. The model of value orientations formation at children of preschool age by means of acquisition of the corresponding personal qualities is presented. The main attention is paid to the values formation of interaction, friendship and empathy by means of active games. The authors revealed the methods of formation of value orientations of preschool children and determined the features with the help of experimental data.

The purpose of this work is to critically analyze the current state of empathy research as well as to discuss some new lines of research. The relevance of addressing the concept of empathy can be explained in the following manner: if we assume that empathy is associated with helping behavior (some researchers of empathy tend in favor of this interpretation), then in the actual situation associated with the processes of globalization as a whole (interaction with members of other cultures), as well as with a high level of migration processes, researchers are faced with a challenge of finding the factors which promote empathic reactions towards the members of other cultures. On the other hand, the concept of empathy, introduced into psychology in 1909 by E. Titchener, has a rather long history in science, but as far as the literature analysis suggests, researchers differ significantly not only in their understanding and definitions of this phenomenon, or in their explanations tof he mechanisms of empathy, but also in methods of its measurement. Although the possibility of consensus is not considered, however, reflection regarding empathy and methods of its measurement is seen as necessary. This paper outlines some perspectives on empathy research, in particular, in the context of intergroup relations.

The pragmatic nature of the Me too speech act is studied in two different areas of functioning: outside the Internet environment and in cyberspace. It is noted that in normal communication Me too is a response cue that closes an adjacency pair and does not have a persuasive potential. On the Internet, this speech act undergoes radical changes, turning into a stimulus statement that initiates the mass participation of a certain target audience in the movement against sexual harassment. It is shown that the pragmatic transformation of the phrase is due to the action of both linguistic and extralinguistic factors. The transition from a responsive cue to an initial utterance is ensured by a common presupposition for all addressees, while the versatility of intentions acquired by the speech act (affirmation, recognition, accusation, appeal) together with the deictic pronoun of the first person endow it with a high degree of persuasiveness. As the psychological basis for the effective impact of the phrase, the ideas of the American psychological school about the importance of empathy and the therapeutic effect of public actions - confessions are successfully introduced into the consciousness of a globalized community. The novelty of the study is that for the first time the fact of the limited relevance of individual postulates of pragmalinguistic theories for the Internet space is established. The relevance of the work is associated with the need for a comprehensive understanding of the phenomenon of repragmatization of the Me too , which receives the role of a semiotic marker and a cultural symbol of a new wave of the feminist movement.