Кандидат педагогічних наук, доцент, Навчально-науковий інститут охорони здоров'я Національного університету водного господарства та природокористування, м. Рівне (Україна) ABSTRACT The aim of the research is to analyze the problem of experience in a paradigm of psychology, to outline psychological components of professionally significant experience in general, to identify the components of professionally significant experience of a specialist in the field of physical rehabilitation, taking into account the peculiarities of his / her professional activity.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.The results of the research. Professionally meaningful experience will have valuable, reflexive, communicative and operational characteristics. It is this set of parameters of experience that ensures the independence of the individual, his / her creative or reflexive activity. Professionally significant experience is also gained in situations of involuntary activity, immediate (or insight) responses, the situations which are full of automatisms, adaptive or constructive actions. It is emphasized that both personally significant and professionally meaningful experience is not only a scientific problem, but also a matter of life formation of personality, a problem of constructing his / her own image of the world. A professionally meaningful experience allows the subject to propose a model or a plan of professional activity, to present the scale of life ideas, which will allow the person to realize his / her own place at each more or less important moments of life, to build a bifurcation space of personal and professional growth.The activity of the individual, his / her position according to professionally meaningful society is not only and not so much presented that he / she thus «contributes» to something in common, integral and social, but that he / she is able to create without direct coordination with all representatives of the society, his / her own system of ways of professional interaction with people, a kind of social-interpretation professionally oriented complex. It is stated that the approach to the problem of professionally meaningful experience is especially important for the field of physical rehabilitation, since the specialist has to show exceptional skills to perform professional activity in a system not of the abstract paradigm, but according to his / her own system of world.Conclusions. The components of professionally significant experience of a specialist in a field of physical rehabilitation are defined to include: 1) valuable experience; 2) the experience of reflecting his / her own professional activity; 3) operational experience. It is stated that the valuable experience fulfills the following functions: a developmental one, a differential function, the integrative one, semantic and ...

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The purpose of the article is to analyze psycholinguistic peculiarities of the development of communicative competence in the structure of social intelligence of teachers and directors of secondary schools in contemporary Ukrainian society. 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 we used empirical methods – the methods of observation, conversation, testing with the aim to study the structure of communicative competence and social intelligence of teachers; psychological and pedagogical experiment in a form of the research of the development of the structure of communicative competence and social intelligence of teachers. The results of the Research. In the content of communicative competence of teachers we can emphasize the ability to optimize interpersonal relationships in the group; social sensitivity; a set of communicative skills, behavior patterns and communication techniques; a communicative potential; the interpretative competence. Teachers with a low level of communication competence have characterized by communicative failures caused by a violation of their orientation onto the process of communication: non-motivated change of speech strategies, mental orientations and the register of speech; failure by the speaker communicate postulates; neglecting by the speaker the linguistic means, which involve the maxim of the tact; unsuccessful choice by the speaker the tone and the register of communication. Scripts of role deixis, explicit and implicit pragmatic constituents in the structure of teacher’s communicative competence were formulated, their content was revealed. Conclusions. Psycholinguistic peculiarities of the development of communicative competence of the teachers and the directors of schools were established: the composite assessment of the teacher’s communicative competence positively correlates with social intelligence, reflexive and empathic personal abilities; communicative competence of the teacher depends on the actualization of scripts of role deixis, explicit and implicit pragmatic constituents in its structure, etc.

Артроз це дегенеративне захворювання суглоба, на початку розвитку якого руйнуються суглобові хрящі, а з часом й інші його елементи – кістки, нерви, сухожилля. На ранніх стадіях захворювання суглобовий хрящ стає більш м’яким, пухким, покривається виразками, поступово стоншується, аж до повного стирання, що стає причиною зменшення продукції синовіальної рідини. В кінцевому результаті на голівках суглобових кісток утворюються нарости (остеофіти), а самі кістки стикаються одна з одною. Внаслідок зазначеного, з’являються болі в ураженому суглобі і відбувається поступове обмеження його рухливості, аж до повного знерухомлення (анкілозу)

Навчально-науковий інститут охорони здоров'я Національного університету водного господарства та природокористування, м. Рівне, Україна вул. Соборна, 11, м. Рівне, 33000