A. V. Sorin

Background: despite the significant number of studies devoted to the study of compliance and its role in the recovery process, existing assessment methods often demonstrate limited prognostic potential. The aim of study: to investigate the specificity and differences of resourcefulness and resilience as factors of compliance in patients with qualitatively different mental disorders. Patients and Methods: using the Resourcefulness for Recovery Inventory Scale, the Emotional Intelligence (EmIn) Questionnaire developed by D.V. Lyusin, and the Toronto Alexithymia Scale (TAS-20), 120 patients aged 18–25 years (mean age 22 ± 3.5 years) were examined. The sample was divided into four equal diagnostic groups: patients with neurotic, stress-related and somatoform disorders (F40–F48), with emotionally unstable borderline personality disorder (F60.31), with schizophrenia (F20), with mental disorders and behavioral disorders associated with the use of psychoactive substances (F10–F19). Statistical analysis was performed using the Welch criterion and correlation analysis (Spearman). Results: significant differences were found between the groups in the level of resourcefulness and stability (RRI), emotional intelligence (EmIn) and alexithymia (TAS-20). Correlation analysis showed the presence of significant two-way relationships between emotional intelligence (EmIn) and factors contributing to recovery (RRI), as well as two-way positive correlations between the level of alexithymia (TAS-20) and the ability to recover (RRI). Conclusion: it has been established that patients with neurotic disorders and borderline personality disorder have a higher ability for compliance and recovery compared to patients dependent on psychoactive substances and patients with schizophrenia. These results can be used in the elaboration of psychotherapeutic strategies aimed at increasing compliance and treatment effectiveness through the development of resourcefulness and emotional regulation.

Introduction. A fundamental prerequisite for the professional development of a clinical psychologist is a genuine desire to help others. Studying significant psychological phenomena, such as attitudes towards the success of others, provides valuable insights into the process of shaping a future specialist. Aim. The aim of this research is to identify the relationship between the motives behind the educational activities of first-year clinical psychologists and their attitudes towards the success of others. Methodology and research methods. The study focuses on activity-based and systemic approaches within Russian psychology. To diagnose the educational motivation of students, the authors utilised the methodology developed by A. A. Rean and V. A. Yakunin, as modified by N. Ts. Badmaeva, along with T. V. Beskova’s methodology titled “Types of Attitude towards the Success and Failure of Others”. The obtained results were processed using the SPSS program (Kolmogorov-Smirnov distribution agreement criterion, multiple regression, and factor and correlation analysis). Results. It has been demonstrated that various motives for educational activities are interconnected with a relatively new psychological phenomenon known as “attitude towards the success of others”. Research indicates that students’ joy for their peers is positively associated with communicative motives for educational activities, while the desire to achieve similar success as their peers correlates with professional motives for educational engagement. Conversely, envy among students is negatively related to communicative motives and positively related to professional and avoidance motives. Among clinical psychology students, the attitude of schadenfreude towards the success of their peers is positively correlated with avoidance motives in educational activities. In contrast, providing assistance and support for the success of others is negatively associated with avoidance motives. Based on the results of factor analysis, the sample is divided into two groups: one group values creative self-realisation, while the other prioritises maintaining a comfortable social position. Scientific novelty. The scientific novelty of this study lies in examining the phenomenon of the success of others among students training to become clinical psychologists, particularly in relation to their educational motivation. Practical significance. The research findings can be employed in the training process of future clinical psychologists.

Introduction. The article is devoted to the study of the relationship between conflict resolution culture and the personal characteristics of future doctors. Aim. The present research aimed to examine the relationship between the conflict resolution culture of medical university graduates and the key personality traits that influence a doctor’s professional activities: trust and aggressiveness. Methodology and research methods. The testing method employed various psychological tools, including O. I. Shcherbakova’s methodology for assessing the level of conflict resolution culture in individuals, J. B. Rotter’s Interpersonal Trust Scale, and the Bass-Darkey test, a standardised questionnaire designed to measure aggressive and hostile reactions developed by A. Bass and A. Darkey. Descriptive statistics, correlation analysis, regression analysis, and factor analysis were utilised to process the data. The study sample consisted of 300 graduates from the medical faculty of Sechenov University, aged between 22 and 28 years. Results. Graduates exhibit an average level of conflict resolution culture (46.6), an average level of interpersonal trust (78.6), and elevated indices of hostility (52.73) and aggressiveness (53.09), along with a high level of resentment (59.58). Correlation analysis of the study data identified 14 statistically significant relationships between the components of conflict resolution culture and various forms of aggression; however, no statistically significant relationships were found with the level of interpersonal trust. The multiple regression model developed by the authors indicated that 22.8% of the high level of conflict resolution culture can be attributed to the low levels of physical aggression and suspicion. Practical significance. A significant contribution of this study is the identification of the relationship between conflict resolution culture and the personal characteristics of medical university graduates, such as trust and aggressiveness. This research lays the groundwork for developing programmes aimed at enhancing the professionally important personality traits of future doctors. It emphasises the prevention of aggressive behaviour, the cultivation of conflict resolution skills, and the promotion of effective communication with patients and colleagues, ultimately leading to an improvement in the quality of medical care.