A joint analysis of the concepts of "emotional intelligence" and "burnout" allows finding new ways to protect against the adverse effects of chronic stress. It is known that emotional competencies are determined by gender and gender, but this aspect needs to be clarified. A longitudinal study was conducted in a female sample (575 students and 96 teachers from different regions of Ukraine) to determine the dynamics of burnout in calm and stressful periods and trace the correlation of symptoms with emotional abilities. The structural components of emotional intelligence (reflection, self-regulation, empathy, expressiveness, and acceptance of one's own emotions) and manifestations of burnout were measured; three diagnostic sections were made at the beginning of the academic year, after the winter and spring examination sessions. Significant growth of all burnout indicators during the annual training cycle (MANOVA) was recorded. The effect of the accumulation of fatigue (exhaustion) was robust in teachers and graduate students. At the same time, after the session, students grew a sense of self-efficacy, compensating for the resources spent. Comparison of means in six subsamples of students in grades 1-5 and teachers (ANOVA) showed that structural changes in emotional competencies describe the adaptive potential of a certain age period. The developed empathy and self-regulation are the main signs of women's emotional maturity after graduation. The structure of correlations between burnout parameters and emotional competencies differed in different groups. The most significant contribution to preventing burnout in students is made by reflection and self-regulation, in teachers — by self-regulation, empathy, and acceptance of one's feelings. The negative correlation between emotional abilities and symptoms of burnout is exacerbated during times of stress. It is concluded that there are two mechanisms of the protective influence of emotional intelligence: direct, which prevents exhaustion by controlling and regulating negative emotions, and indirect, through a sense of self-efficacy resulting from the successful overcoming of professional challenges.

For a person to realize their self-improvement, they need to develop their self-affirmation and social communication the function of which consists in the aspiration of a person to recognition, self-realization, and achievement of role and personality certainty. Due to the importance of this issue, the authors aimed to determine the relationship of self-affirmation strategies with the time perspective of the personality. The study of the profile of the students' time perspective was conducted. It was determined to be close to the optimal ones. Significant correlation was established between the indicators of self-repression strategy and the orientation towards the future. During the study, it was proved that orientation to the negative past is typical of the students with a strategy of self-suppression, constructive self-affirmation strategy coreelates with turning to the positive past. Students with a dominant type of self-affirmation are the most oriented to the future.

The article contains the results of a comparative analysis of the associative series on the word-stimulus of «life» of famine witnesses and the descendants of famine witnesses in Ukraine. The scientific approaches to determining the features of traumatic situations, the consequences of traumatization have been considered. The analysis of modern scientific works devoted to the problems of studying traumatic events, suggests that «unprocessed» trauma adversely affects the personal development of the personality and, accordingly, the consequences of traumatization affect future generations. In order to identify the peculiarities of the perception of the word-stimulus of "life" by the descendants of famine witnesses, an empirical study was conducted in which three groups of descendants of the famine witnesses were identified: potential children of the witnesses to the famine (1st generation), potential grandchildren of the witnesses to the famine (2nd generation), potential right-wing victims (3rd generation). The participants of the survey knew about the events of the Holodomor in Ukraine, and a significant part received this knowledge not only in educational institutions, but also in their own families. The analyzed results were compared with the results of the witnesses to the famine on the word-stimulus «life», which were obtained by one of the authors during the previous psychological research. According to the empirical research, we can say that the associative field of the word-stimulus of «life» in the witnesses to the famine and their descendants has significant differences. For the witnesses to famine and the descendants in the 1st generation, the associations with the word stimulus «life» have a more negative load, that is, the witnesses to the famine and the descendants in the 1st generation perceive life as complicated, more prone to disappointment. The representatives of the II and III generations have managed to rethink their attitude towards life, so they are attuned to a positive perception of life events. The third generation pays the greatest attention to the time perspective of life, although age features contribute to the sharpened attitude to life events as something mythical, mysterious. According to the results of the study, we cannot unambiguously state the reduction of the traumatic impact of the Holodomor events in Ukraine with each future generation, so additional psychological research is needed.

1 Кандидат психологічних наук, доцент кафедри психології і педагогіки факультету педагогіки і психології Національного педагогічного університету імені М. П. Драгоманова, м. Київ (Україна) ORCID ID: https://orcid.org/0000-0002-3204-5954 2 Кандидат психологічних наук, старший науковий співробітник, заступник начальника відділу науково -методичного супроводження психологічної підготовки суддів Національної школи суддів України, м. Київ (Україна) ORCID ID: https://orcid.org/0000-0002-0530-9969 ПОРІВНЯЛЬНИЙ АНАЛІЗ КОНЦЕПТУ «ХЛІБ» ДЛЯ СВІДКІВ ГОЛОДОМОРУ ТА ЇХ НАЩАДКІВ © Iryna Yevchenko, Andrii MasliukThis is an Open Access journal, all articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) License (http://creativecommons.org/licenses/by-nc-sa/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material, provided the original work is properly cited and states its license. АНОТАЦІЯСтаття містить результати порівняльного аналізу асоціативного ряду на слово-стимул «хліб» свідків голодомору та нащадків свідків голодомору в Україні. Розглянуто наукові підходи до визначення поняття травмуючих ситуацій, наслідків травматизації. Аналіз сучасних наукових праць, присвячених проблематиці вивчення травмуючих подій, дозволяє стверджувати, що «непропрацьована» травма згубно впливає на особистісний розвиток особистості й, відповідно, наслідки травматизації позначаються на прийдешніх поколіннях. З метою виявлення особливостей сприйняття концепту «хліб» нащадками свідків голодомору, було проведене емпіричне дослідження, в ході якого виділено три групи нащадків свідків голодомору: потенційні діти свідків голодомору (І покоління), потенційні внуки свідків голодомору (ІІ покоління), потенційні правнуки свідків голодомору (ІІІ покоління). Проаналізовані результати порівняли з результатами свідків голодомору на слово-стимул «хліб», які було отримано одним із авторів в ході попереднього психологічного дослідження. Доведено, що з кожним поколінням зменшується травматичне та міфологічне сприйняття концепту «хліб», ІІІ покоління нащадків свідків голодомору надає слову «хліб» більше біологічного значення, як продукту харчування, не ідеалізуючи та не приписуючи надзвичайних якостей концепту «хліб». Перспективним напрямком подальшого дослідження, спираючись на отриманий дослідницький матеріал, вбачається порівняльний аналіз концептів «голод», «земля», «життя», «смерть» для свідків голодомору та їх нащадків. Ключові слова: хліб, травма, голодомор, переживання, нащадки свідків голодомору. Постановка проблеми. Переживання людиною природних, техногенних та антропогенних катастроф травмує не лише конкретну особистість, а й породжує віддалені психотравмуючі наслідки, що негативно впливають на самоактуалізацію майбутніх поколінь, збереження пам'яті свого роду. Минуле століття було надзвичайно насиченим екстремальними подіями (війни, Чорнобильська катастрофа, землетруси, повені, теракти...

The aim is to identify the individual characteristics affecting the development of team cohesion and, by taking them into account, to improve the team cohesion through special training sessions. Material: determined cohesion of the football team and individual characteristics of each team member, which affect the cohesion of the team. We tested a total of 38 male teenagers, who all study together at Ivan Piddubny Olympic College (Kyiv) and play football in their specialty. The boys aged 14-16 are currently the members of one team, and will become professional footballers in the future. They had sports training together. The teenagers are divided into teams, the players are constantly changed by the coach to achieve the best results and to analyze the game of the wards in different roles (defender, striker, goalkeeper, etc.). There are many significant correlations between a person’s proneness to conflicts and his subjective assessment of team cohesion. Manifestations of aggression and hostility of some players to their team colleagues negatively affects the team cohesion. It is possible to accelerate football team uniting and, as a result, to improve the team sports results through the psychological training and the team psychologist’s individual work with each player.