On the basis of numeral experimental studies, it is stated that the basic stages of any mental skills formation are physiological and neuropsychological levels. It is proved that physiological support is a complex functional system, which consists in the interaction of individual brain structures and it is an integral system of vital activities of the organism. The neuropsychological level involves the features of the brain organization of the process of communicative interaction. It is shown that the analysis of neuropsychological support of a communicative act enables to realize the essence and mechanisms of communicative processes at the level of brain structures functioning. It is noted that neuropsychological mechanisms, including psychoperceptual, psycholinguistic levels of constructing communicative actions, provide higher levels of the communicative process organization. It is found out that the psychoperceptual level of the communicative actions constructing is the initial stage of communicative interaction, which is represented by social perception as the ability to perceive, understand and shape the impression concerning other people. The theoretical analysis of conceptual approaches to communication research is realized. The direction of communicative actions construction is defined. It is shown that the strategic direction of the communicative functions formation is the need to consider not only the content-based characteristics but also the level ones that determine the sequence and stage-formation of the correction and development work on the formation of communicative skills. On the basis of the research, four basic levels of constructing communicative actions (neuropsychological, psychoperceptual, psycholinguistic and social and psychological) are determined. They allow to prepare psychological work on the development of communicative actions and skills successfully. The neuropsychological level is established to involve understanding the features of the brain organization of the process of communicative interaction. The psychoperceptual level is represented by the processes of social perception in the system of communicative relationships. The psycholinguistic level is a means of transferring the cognitive and emotional states of the interlocutors through speech. The social and psychological level includes communication as an instrument of socialization. The basic and systemic levels of communicative actions constructing are outlined with the help of the scientific analysis and the strategy on the development of communicative functions is formed on this basis.

The methodological approaches and tendencies of the study on communicative needs are analyzed, their essence in the structure of intercourse process is revealed in the article. It is shown that communicative needs are an integral part of the motivational aspect of communication, and they cause to establish relationships with other people, express the need for communication and demonstrate its significance and value for a person. It is revealed that intercourse is an integral mechanism, which is studied in the integrative unity with need and motivational aspects. The role of the need sphere in the system of communicative interaction is specified. It is proved that needs are the main driver of communicative activity of participants in intercourse. The levels of formation of communicative needs among boys and girls are determined, and the role of communication in the youth is confirmed on the basis of the experimental analysis of the problem. In the course of the study, the significance of different types of communicative needs for students is established. The leading role of their ego-directed needs in the process of intercourse is stated, including the need to be heard, and understood; the desire to receive help, support and care; the need for empathy and compassion. According to the results of their experimental research, it is found that the vast majority of subjects under study is observed to have higher mean and average levels of communicative needs, that confirms the importance of intercourse at this age. According to the results of the differential-content analysis, two groups of communicative needs are characterized. It is established that ego-directed communicative needs are more important, among them there are: the need to be heard and understandable; the need for care, assistance and support from others; compassion and empathy. It is found out that the needs in care of other people; help and support others; joint leisure activities take the first place among sociogenic needs. All of them have a sensual-emotional coloring. According to the results of the study, it is found that the average indicator of the importance of ego-directed needs is in priority than the average indicator of value of sociogenic needs. This indicates the ego-oriented character of the need and motivational component of intercourse. On the basis of the data of the methodological and empirical research and the generalizations carried out, the program of experimental work is developed. It is used to study communicative needs as important drivers of the communicative process. It is proved that at the same time, the needs of the collectivist-status orientation occupy the last ranks, which should be noticed in correctional and developmental work. Therefore, we consider appropriate to formulate the need for establishing business relations; leadership, domination and control; belonging to a particular community, which is important for the communicative self-determination of young people as the basis of a professional communicative competence.

Відомості про авторів: Гончарук Наталія, канд. психол. наук, доцент, доцент кафедри загальної та практичної психології Кам'янець-Подільського національного університету імені Івана Огієнка.

Гончарук Наталія Миколаївна Онуфрієва Ліана Анатоліївна Анотація. У статті висвітлено проблему булінгу в середовищі старшокласників. Зазначено, що ефективна комунікація є важливим і невід'ємним аспектом життя школярів. Актуальність проблеми підтверджується статистичними даними, адже на сьогодні Україна посідає 4 місце в Європі щодо поширення проблеми булінгу, а в школах 45,3% дітей були жертвами булінгу і 42,2% самі ж його провокували, свідчить про те, що проблема булінгу є назрілою та актуальною. Авторами описано підходи до пояснення цього явища як психологічного феномену. Виокремлено форми та різновиди булінгу. Розкрито основні його характеристики як системного концепту, який охоплює психологічний, фізичний та інші види спрямованого агресивного впливу. Під час емпіричного дослідження визначено характеристики, які уможливлюють вивчити різні сторони вказаної психологічної проблеми. Зокрема, опрацьовано інформаційно-змістовий та структурно-позиційний її аспекти та доведено необхідність розроблення диференційованого підходу до подолання булінгу як різнопланової форми дитячого насилля.

The purpose of the research is to develop a structural and logical model for the educational and professional training of psychologists in the innovative educational environment of establishments of higher education. In accordance with the set goal, the main tasks are defined: analysis of the de-mands placed on the psychologist in modern conditions; determination of the ratio of theoretical, practical and applied disciplines in educational professional programs; development of a professional training model in the moderninnova-tive educational environment of establishments of higher education.methods of the research. To implement the key tasks, a set of scientific research methods was used: theoretical analysis, generalization, comparison, systematization, theoretical modeling, and scientific interpretation.the results of the research. The structural-logical scheme of professional education in the field of psychology provides for the formation of components of general and professional training in a structural-logical sequence. The components of general training, which provide a basic level, appear first in the educational trajectory. The next level is fundamentally important for the formation of professional competences, it is provided by the educational com-ponents of professional training − these are theoretical, practical and applied disciplines responsible for the content component of the educational and professional program. Its competence component largely depends on its in-tegration with psychological practice. Taking this into account, the structural and logical scheme of the discipline provides for the planning and completion of educational and professional practices by higher education students. The formation of competencies necessary for the implementation of innovative forms of professional training is ensured by a scientifically oriented approach to obtaining higher education. All these components form a continuous model of professional education.The analysis of educational and professional programs shows that today it is important to solve the following problems in the system of higher professional education of psychologists: the need to use system analysis in solving the tasks of professional training of future psychologists; revision of the ratio in educa-tional professional programs of theoretical, practical, and applied disciplines in accordance with the psychologist’s activity model in the conditions of psycho-logical practice; increased volume of educational and methodological training and introducing professionally oriented methods of psychological work into the educational process; increased significance of psychocorrective, psychorehabili-tation orientation of psychological work, provision of psychological assistance in crisis situations; development of an anticipatory learning strategy aimed at studying current trends in psychology.conclusions. Summarizing the theoretical and methodological positions re-garding research, a conceptual model of professional training of psychologists in establishments of higher education has been developed, which provides for multi-level variable education and is provided by four content components: theo-retical, practical, applied and scientific