proceedings of international scientific and practical conference: "integration potential of modern...

7/31/2019 Proceedings of international scientific and practical conference: "Integration potential of modern Psychology and di

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MINISTRY OF EDUCATION AND SCIENCE,

YOUTH AND SPORT OF UKRAINE

ZAPORIZHZHYA NATIONAL UNIVERSITY

Faculty of Social Pedagogics and Psychology

Department of Applied Psychology

NATIONAL ACADEMY OF PEDAGOGICAL SCIENCE OF UKRAINE

Institute of Psychology named after G.S. Kostyuk

Institute of Social and Political Psychology

INSTITUTE of SOCIOLOGY JAGIELLONIAN UNIVERSITY,

CRACOW, POLAND

AUREL VLAICU UNIVERSITY of ARAD, ROMANIA

Proceedings of the

INTERNATIONAL SCIENTIFIC AND PRACTICAL

CONFERENCE

"INTEGRATION POTENTIAL OF MODERN

PSYCHOLOGY AND

DIRECTIONS OF ITS DEVELOPMENT"

10 - 12 October 2012

Zaporizhzhya, Ukraine


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159.9 (033)90

Recommended for publishing by Scientific Board of

Zaporizhzhya National UniversityProtocol 1 of 4.09.2012

Edited by:

Irina Bondarevskaya PhD, Associate Professor, Vice Dean in InternationalConnections, Department of Psychology, Dnipropetrovsk National Oles

Honchar UniversityMarianna Tkalych PhD, Associate Professor, Vice Dean in Science,Department of Social Pedagogics and Psychology, Zaporizhzhya NationalUniversity

Integration Potential of Modern Psychology and Directions of its

Development. Proceedingsofinternational scientific and practical conference

(10th 12th October 2012, Zaporizhzhya). Zaporizhzhya National University. Zaporizhzhya: ZNU, 2012. 60 p.

Proceedings of international scientific and practical conference IntegrationPotential of Modern Psychology and Directions of its Development containabstracts of presentations which show modern state and perspectives ofPsychology development as well as its application in Ukraine and worldwide.

ISBN 978-966-599-388-9

ZNU, 2012

Authors, 2012


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CONTENTS

Keynote lecturers

What to do with the new man?Lavinia Betea 5

The role of professional interactions and professional relationships inorganizational development support

Liudmyla Karamushka 6

Socio-Psychological Regularities of Integration Processes

in Modern Society

Procrastination as a mechanism of anticipation and environmentalmastery

Ivan Batrachenko, Katerina Shestopalova 8

The category of health in modern socio-psychological discourseMaria Dergach 11Peculiarities of feeling loneliness in connection with vitalityOlena Dmytrenko 14

Social Representations and Cross-Cultural Communication

Social identity model concerning interethnic economic trustIrina Bondarevskaya 16

About a sensitive object of representation: a 1989s collective protestfrom Moldova

Natalia Cojocaru 21

The process of construction and re-construction of the socialrepresentation of haemophilia: sensitive issues and affective-cognitive

implicationsFrancesca Emiliani, Natalia Cojocaru, Laura Palareti, Frederica

R.M.Y. Cassis, Alfonso Iorio 26Sport in communism period influence networks and mobility networks

Andrei Stoicu, Loredana Lastun 30

Social participation and deliberation in the context of integration indemocracy

Alexandra Wagner 32


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Gender Psychology

Female students leadership as a problem of theory and practiceTetyana Golovanova 33

Etalon gender images in students-philologists' notionsTetyana Kubrichenko 36

Organizational and Economic Psychology

Psychological peculiarities of production company managersmotivation to achievement of success

Alina Bezditko 39

Peculiarities of organizational culture phenomenon

Olga Ischuk 42Rationality beyond cognitivism: the hypothesis of embodied rationalityAntonio Mastrogiorgio, Enrico Petracca 44Anticipation of political changes as a factor of attitudes towards nationalcurrency

Maria Panga 47

Organizational Psychology Seminar

Safety Culture and Well-Being for Mutual Strengthening: The

Perspective of Enhancing Performance and Productivity

The road to organizational well-being and performance: Models andinstruments for highly effective assessment and its applications

Alessandro De Carlo 49Organizational psychology in safety-critical domainsTeemu Reiman 51The role of proactive safety performance indicators in safetymanagementTeemu Reiman 55

Information about scientific journal Societal and Political

Psychology International Review 59


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As a consequence people maintain an ideological legacy generated by theaction of a propaganda machine which offer of ideas was oppressive andexclusionist. At the level of common sense, clichs, mentalities, stereotypes andsocial representations, owed to the communist ideology, continue to exist oftenwithout people realizing that. The changing process turns out to be a very

difficult metamorphosis being marked by a zigzag evolution with advancingand falling back. Speeches of political leaders reform programs and political

party programs, peoples vote show that mentalities change very slowly.To conclude, despite the huge efforts to create the new man, this

doesnt exist. Will it remain a topic in the study of history or will it continue tofunction as an ideal of orthodoxy, as the Apostle Paul envisaged?

The role of professional interactions and professional relationships inorganizational development support

Liudmyla Karamushka

Institute of Psychology, [email protected]

Introduction. An important function of educational organizations isprovision of organizational development which implies accomplishment of newand innovative tasks to match social-economic changes faced by the society as

well as prediction of innovative changes and creation of the appropriateorganizational and psychological conditions for their realization(L.M. Karamushka, 2008). The preliminary analysis of work of Ukrainianeducational organizations shows that the problems of organizationaldevelopment are usually resolved spontaneously, with no clearly definedmethods and due regard to psychological factors and conditions whicheventually lowers educational organizations performance. However inencouraging organizational development managers dont take much into accountdistinctive characteristics of employees professional interactions and

relationships in educational organizations as well as distinctive characteristics ofeducational organizations of traditional and innovative types.Theoretical background. The investigations theoretical foundation was

made by works on organizational change and innovation management (Funk-Muldner, K., Sonntag, K., 2005, Heinsman, H., Koopman, P.L., vanMuijen, J.J., 2005, Noefer, K., Greif, S., 2006, Port, R.L., Patterson, F., 2005),as well as the theory of education managers change management readiness(Karamushka, L., 2007).

Objective. To analyze the role of professional interactions and

relationships in educational organizations development support as well as to


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find out common and distinctive characteristics of educational organizations oftraditional and innovative types in relation to organizational development.

Methods and design. The investigation was performed on the sample of402 educationists (248 from four innovative and 154 from four traditionaleducational organizations respectively) in 2010 using My organizations

development questionnaire (L.M. Karamushka, 2009) which had six sets ofquestions about different aspects of educational organizations development.Statistical analysis of the obtained data was done using SPSS (v. 13).

Results.

1. The investigation found three groups of conditions of educationalorganizations development: ) informational-self-educating, b) professionalinteractional and professional relational, c) psychological.

2. The analysis of the data found the following hierarchy of conditions.The most developed were shown to be the informational-self-educating

conditions which included educational organization employees self-education(59.2%) and informational support (51.2%). As is clear from its name theleading characteristic of this group of conditions is reception of information andincrease of level of knowledge through self-education.

Next came the conditions ofprofessional interactions and professionalrelationships which included educational organization employees training(51.5%), formation of groups of professionals to share experience (47.5%),contacts with partners abroad (31.6%), contacts with Ukrainian educationalorganizations (30.8%). Its noteworthy that being less numerous compared to

the first group, it dominated in terms of the number of the determined conditionsand dealt with interactions between professionals and establishment of goodrelations between them in the context of organizational development.

The least presented were the psychological conditions which comprisedindividual and group counseling (16.7% and 12.9% respectively). This groupwhich was three to four times less developed than the first two related to directrendering of psychological help to employees in educational organizations in

problems concerning organizational development.3. The investigation found statistically significant differences between

traditional and innovative educational organizations in relation to the determinedconditions of organizational development.As to the informational-self-educating conditions, the innovative

educational organizations led both by the level of employees informationalreadiness (


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between educational organizations of innovative and traditional types in mostconditions (organization employees training, formation of groups of

professionals to share experience, and contacts with partners abroad). Thetraditional type organizations outperformed the innovative organizations only incontacts with Ukrainian educational organizations.

4. Thus, it can be stated that informational-self-educating andpsychological proper conditions were most important for educationalorganizations of innovative type whereas the professional interactions and

professional relationships were significant for the organizations of the bothtypes, that is common conditions of organizational development

Conclusion:

1. The investigation found common and distinctive conditions oforganizational development support for educational organizations.

2. An important condition of organizational development support for

educational organizations is professional cooperation and professional relationsbeing important for the educational organizations of both traditional andinnovative types.

SOCIO-PSYCHOLOGICAL REGULARITIES OF

INTEGRATION PROCESSES IN MODERN SOCIETY

Procrastination as a mechanism of anticipation and environmental mastery

I. Batrachenko, K. Shestopalova

Dnipropetrovsk National O. Honchar [email protected]@mail.ru

Introduction. In psychological science the problem of environmentalmastery phenomenon attracts attention in the context of analyzing various

aspects of well-being and competence (A. Adler, 2000; G. Allport, 1960;G. Nizovskyh, 2006; J. Raven, 1976; L. Szondi, 2005; L. Sohan, 1996,M. Stepanenko, 2009; T. Titarenko 2008; V. Frankl, 2000; O. Shtepa 2010 andect.). A persons active position to build his destiny is described as self-realization, or the sense of responsibility for his future.

The process of anticipation allows us to foresee personality for oneschanges that are negative or troublesome. Coupled with that environmentalmastery allows us to find the optimal solution. In behavioral terms theenvironmental mastery is an ability to implement timely the solution found.

Uncertainty in the society creates a need to mobilize personality resources,


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among which the most important is clear understanding of the goals andresponsibilities for choosing life perspective, timeliness in making life decisionsand focus on own efforts to achieve his/her plans, understanding the possiblescenarios in society development and the limits of own competence.

Speaking about the role of anticipation in the environmental mastery

structure J. Ron says that the image of the future changes the human thinking,and the future becomes an important part of the current philosophy of life.However, in psychological and sociological research of life there are prospectsof tendency to regress and rejection of rational prediction with reference to pre-religious type of thinking and fortune-telling. The last is a semi-criminalcommerce that exploits human existential uncertainty and fear of personalfuture.

In contemporary research of personality realization genesis differentaspects of destructive manifestations of art of life (infantilism A. Bodalev,

2006; G. Suhobska, 2008; mimicry competence A. Lobanova, 2007; aphenomenon procrastination I. Ilyin, 2011; N. Milligram, 2000) aredistinguished. Within the study of anticipation and environmental masteryrelationship we think it is actual to study the mechanism of procrastination onindividual personality level.

Procrastination is defined as a mechanism to combat anxiety associatedwith the beginning of the case, making vital everyday decisions (N. Migram,1996; Y. Varvarychyeva, 2008; I. Ilyin, 2010). P. Steeles conceptualize themain reason for procrastination as anxiety and stress. The source of anxiety is

fear of future. A person fears to manifest his/her incompetence, not being able tomeet expectations and subconsciously try to delay the implementation of thetask (N. Migram, 1996). Another position of scholars interprets the mechanismas a struggle against self-limitation (A. Ellis, 1977).

Thus, the purpose of the study was to identify individual psychologicalcharacteristics of the procrastination mechanism in individuals with anticipationability/inability.

Method. According to scales of anticipation ability developed byV. Mendelevych following predictions are singled out: personal-situational

prediction associated with the ability to provide different scenarios and preparefor them. The psychological essence of the environmental mastery in connectionwith individual characteristics. We plan to solve the following problems:

- to study the environmental mastery in the behavior structure throughtest (General competence test (GCT) and Adulthood personality test byO.Shtepa (PAT), Method of repertoire of vital roles by P. Gornostay (RVR),Method of boundary meanings (MBM) by D. Leontiev.

- to study autobiographical anticipation based on nomothetic andideographic approaches (Anticipation ability test by V. Mendelevich (AAT),

Life-line by R. Akhmerov, A. Kronik, Questionnaire of personality expectation


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by A. Carina, M. Kiseleva ect.). The scales of personal and situationalanticipation are used as an integral indicator of distribution of sample groups.

Results. 1) Mechanism of procrastination operates under violation oftemporal anticipation ability and depends on the degree of negativity (r = 0,289,

p


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The category of health in modern socio-psychological discourse

Maria Dergach

Institute of Social and Political Psychology, [email protected]

Relevance of the study. The task of maintaining young peoples health,as well as nations health is an absolute priority for the development ofUkrainian society, which is now undergoing new market transformations andintegration processes. Understanding health as the undisputed value has a greatsense for social and individual development as it determines the countrysfuture, its prosperity and well-being.

Theoretical and methodological basis: systematic approach tounderstanding the category of health (B. Bratus, I. Dubrovina,V. Myasyschev, G. Nikiforov et al.); sociocultural approach to understanding

the category of health (V. Ananiev, O. Vasilieva, V. Rosin, B. Yudin et al.),the theory of social representations (E. Berezina, I. Bovina, S. Moscovici et al.).

Objective is to analyze the category of health in todays socio-psychological scientific field.

The results of theoretical analysis allow to classify existing conceptualapproaches to understanding of health issues in accordance with theirdisciplinary affiliation into the following groups: general scientific, general

psychological and specific socio-psychologycal approaches. In socialpsychology there is a tendency to investigate different aspects of health on

intraindividual, interpersonal and social levels (G. Andreeva, T. Andreeva,I. Bovina, O. Vasilieva, F. Filatov).Russian researchers E. Berezina and I. Bovina distinguish general and

specific socio-psychological theories and models, which summarize groundworks in the field of social psychology of health and classify existing scientificacknowledgements according to the individual, interpersonal, and societal levelsof subject organization. To general socio-psychological theories belong:attitude, social comparison, attributive and social-cognitive theories. Specifictheories include: health belief model, theory of protectional motivation, model

of mental representations of health and others. Along with the theories ofreasoned and planned behavior, they belong to the theories of individual level ofthe subject organization. Interpersonal level is represented by socio-cognitivetheory (A. Bandura) and social comparison theory (L. Festinger). Socialrepresentations theory (S. Moscovici) and diffuse innovation (E. Rogers)describe the social level.

To the group of attitude theories belong two cognitive-behavioraltheories the theory of reasoned action (I. Ajzen, M. Fishbein) and planned

behavior (I. Ajzen). In these theories the activity of the individual in relation to

health has rational aspect, because it relies on behavioral and normative beliefs


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that affect attitudes and subjective norms. Mentioned constructs togetherdetermine persons intention to perform in a certain way in relation to the health.Concepts of the theory of planned behavior are added by the element of

behavioral control that is perceived by an individual and directly determines theintention and the type of behavior in the context of health.

According to the theory of social comparison (L. Festinger), theevaluation of persons health is made by comparison with others in accordancewith upward and downward principles. The function of the first principle ofsocial comparison is self-enhancemen. In this case, health care mechanism hasspecific motivational force which is to derive from positive examples.Downward comparisons can elevate self-regard: individual among his entourageselectively finds only those examples that confirm his own views and beliefs.

Attribution theories (K. Davis, F. Heider, H. Kelley, B. Weiner et al.)disclose the reasons, according to which individual treates the presence/absence

of health or problems associated with it. B. Weiner, based on the ideas ofJ. Rotter and J. Atkinson, suggested that individual expectations regardinghealth are determined by his ideas about the reasons of success and failure: theattribution of failure to the insufficient efforts of person (internal locus ofcontrol) promotes motivation to further achievements, while attribution toinsufficient skills or external factors reduces it (external locus of control).

The socio-cognitive theory (A. Bandura) postulates a crucial role of self-efficacy or individuals subjective control in terms of support, maintenance andcorrection of health. Self-confidence allows a person to overcome difficulties

and choose the type of behavior aimed at preserving its health.Among the specific socio-psychological theories health belief model(I. Rosenstock) and protection motivation theory (R. Rogers) are singled out.Leventhals model of self-regulation discloses the contents of human

perceptions of threat to health or illness, which are formed by the influence ofseveral factors: the social environment, cultural and religious beliefs as well as

personality traits.Health problems on social (societal) level can be analyzed in terms of the

theory of diffusion of innovations (E. Rogers), the essence of which is that any

new ideas or practices concerning health improvement are distributed among themembers of a group or community in accordance with the model provided.When a new idea gets its critical mass, it is assimilated in the group and isshared by all its members.

The most solid scientific approach that can be used to uncover social andpsychological characteristics of health, in our opinion, is the theory of socialrepresentations (S. Moscovici). Ukrainian and Russian scientists (T. Andreeva,I. Bovina, E. Berezina, K. Krasovskiy), continuing Moscovicis research in thearea of social representations reconstruction, state that social perceptions

mediate and determine behavior of an individual, including health. Relying on


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theoretical and empirical results of the research, conducted by T. Andreeva,I. Bovina et al., we believe that doing research on social perceptions of health,one can reflect the actual social reality, understand how to regulate health

practices in different groups of population, as well as change attitude to healthand conduct appropriate correction.

Among general scientific and general psychological approachesO. Vasilieva, F. Filatov and M. Hvatova distinguish the following healthapproaches: normocentric (M. Amosov, B. Iljin, A. Golovin et al.),

phenomenological(L. Binswanger, T. Titarenko, K. Jaspers et al.), crosscultural(D. Matsumoto, E. Osipova, H. Triandis et al.), discoursive (A. Vezhbytska,

N. Arutyunova, V. Rosin), axiological(Z. Karpenko, A. Kiryakova, Y. Lisitsyn,A. Maslow et al.), holistic (G. Allport, K. Rogers, K. Jung), synergistic(N. Guzij, S. Kapitza, G. Malinetskij, I. Prigozhin et al.), akmeological(A. Derkach, M. Sikach, M. Hvatova) and integrative (O. Vasilyeva, F. Filatov

et al).In the context of our research of health, axiological and holistic

approaches are of greate interest to us. According to axiological approach (M.Rokeach) there are two basic sets of values: instrumental and terminal, whichcan be transformed under the influence of education and culture. Amongterminal values M. Rokeach identifies health. Instrumental values are used toachieve terminal ones. Values determine the attitude of group members todifferent social objects and phenomena, e.g. health. In our opinion,understanding the concept of health as a terminal value, in its classical

interpretation, must be expanded by incentive variable, as to realize theimportance of health for persons life is not quite enough, what is far moreimportant to make some effort, steps to attain and sustain health.

V. Ananjevs conception postulates the harmonious development of anindividual, adaptation and integration into society through the combination ofhealth potentials (metaphorically, this idea is realized in the title of hisconception The flower of potentials). Each of potential represents personsappropriate competence in sustaining intellectual, personal, emotional, physical,social, creative, and spiritual aspects of health. Following Ananjevs ideas is of

great practical importance for the development of integrated personality thattends to achieve health of full value as well as well-being.Conclusions. Understanding health, as a resource determines the

construction of social and personal space on the principles of health-preservingpractices. In social psychology, health is highlighted as a complexmultidimensional and multifactorial phenomenon that is investigated onintraindividual, interpersonal and societal levels. Issues that are related to healthare explored according to general scientific, general psychological and specificsocio-psychological approaches. Following the systematic principle in the study

of health, we rely upon holistic, axiological approaches and social


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representations theory according to which health is reflected as a set ofinterrelated potentials, value, as well as social and cultural phenomenon.

Peculiarities of feeling loneliness in connection with vitalityOlena Dmytrenko

Taurida National V.I. Vernadsky University, [email protected]

Introduction. The problem of feeling loneliness, without doubt, is one ofthe most important for teenagers. Loneliness is a versatile phenomenon. It is a

psychological state of individual, her or his feelings, emotions, sensations andalso a characteristic of interpersonal attitudes. The peculiarities of feeling

loneliness are closely connected with human vitality. Vitality means a system ofbelieves about oneself, universal believes, relations with world.

Vitality consists of three comparatively autonomous components:inclusion, control, assumption of risk. These three components and vitality onthe whole hinder origin of internal stress during stressful situation because ofstrong self-balance with stresses and perception them less significant. Thecomponents of vitality develop in childhood and partly in juvenile age, althoughthey can be developed later. These questions belong to the most important andactual problems today.

The purpose of this paper is to determine the level of feeling lonelinessand vitality among teenagers and empirically investigate connection with thelevel of loneliness and vitality.

Methods and organization of the study. We used two methods for ourstudy. They are: 1) Method of determination of the state of feeling loneliness

by Russell P., Peplau l.A. and Ferguson M.; 2) Method of revealing vitality ofindividual by D. A. Leontiev. 50 pupils of the 7-th form of the secondaryschool 11in Dnipropetrovsk took part in this research. We organizedstatistical procedure by correlation analysis using of computer program

Statistica.The results of the study. In our work we carried out correlation betweenloneliness and vitality of person (D. A. Leontiev). The results of correlation

between level of loneliness and vitality among teenagers are presented in table1. According to the empirical results there are connections between feeling ofloneliness and all scales of vitality: inclusion (r=-0,39, p


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less sure in profit from new knowledge and experience with its further usage;vitality (r=-0,41; p


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The phenomenon of interethnic economic trust lies in overlapping zone ofsocial psychology, cross-cultural psychology, political psychology, andeconomic psychology. At present when more and more societies becomemultiethnic because of globalization processes, identity based problems arise.These problems concern multiethnic societies which occurred due to

immigration as well as other social processes and multiethnic companies inwhich subsidiaries are situated on all continents.

In all these contexts making business requires certain level of interethnictrust. Differences between cultures, perceived ethnic hierarchy (Hraba,Hagendoorn, & Hagendoorn, 1989), in-group favoritism (Brewer, 1979), andgeneral distrust to strangers discourage effective business performance. Besidestotally economic and legislative reasons which can prevent effectivedevelopment of global business, psychological reasons play definite importantrole. One of such reasons can be preference to have business with in-group

members.Taking into account the context of interethnic trust in multiethnic

societies the question of trust in government and authorities is essential as longas interethnic economic trust is largely connected to trust ingovernment/authorities.

L. Hagendoorn (2007) points out that trust in government has a positiveeffect on outgroup stereotypes, acceptance of outgroup members and thewillingness to help and trust individual outgroup members because thegovernment represents interests of all citizens. By trusting the government

citizens trust that the state will provide safety, social security and materialopportunities to all ethnic groups.Connection between trust in government/authorities and economic

behavior was vividly shown in a number of studies concerning tax behavior. E.Kirchler et al. described and proved empirically a slippery slope frameworkconsisting of three dimensions: trust in tax authorities, power of tax authoritiesand tax compliance. Tax compliance is assumed to be influenced by trust and

power of authorities (Kirchler, Hlzl, & Wahl, 2008; Wahl, Kastlunger, &Kirchler, 2010). In the later research tax compliance was shown to be connected

with national/EU identity and perceived distributive fairness (Hartner-Tiefenthaler, Kubicek, Kirchler, Rechbrger, & Wenzel, 2012).What we suggest is that social identity model can be used predicting

whether interethnic economic trust can be created between ingroup andoutgroup members taking into account the importance of trust ingovernment/authorities in these ethnic groups.

Theoretical model of social identity consists of meaning content, styles ofinterpersonal interaction in which it is revealed and behavior in concretesituation of interaction. Meaning content includes system of values and

attitudes, while values lie in the center (the most stable component), attitudes


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(more apt to changes) lie in the layer next to the center. Third layer, styles ofinterpersonal interaction, is even more apt to changes than the previous ones.The outer layer, behaviour in concrete situation, is the most apt for changes.

Figure 1. Social identity model.

This model is assumed to be applicable if combined with SocialRepresentations Theory by studying social representations of outgroup membersand how trustworthy they are. Partly it is achievable by analyzing outgroupmember image created via mass media.

The term identity was worked out by E. Erikson (1968) in the contextof adolescent identity formation. He determined identity as an image of oneself

which is accepted on personal level in all variety of attitudes to the world;feeling of adequacy and stability of self-perception, independently from changesin self and situation; ability to solve tasks which arise on every stage ofdevelopment. E. Erikson described development of identity as interaction ofthree processes: biological, social and ego-development. Ego is responsible of

biological and social integration resulting in different configurations of identityelements.

According to Tajfel (1978), Tajfel & Turner (1979) social identity is apart of self-concept which arises on the basis of knowledge about membership

in social group (or groups) together with emotional significance of thismembership. Each social identity is formed as a result of group (ingroup)membership and opposition to other, outgroup. Processes of social comparisonlie in the basis of social identity formation. People evaluate believes and abilitiescomparing themselves with others in the process of social interaction.

Ingroup is compared to similar or different outgroup, parameters ofcomparison are social categorizations which are stereotypical constructs as theydetermine borders of group membership (Festinger, 1954). People also need todefine value of their group in comparison to another group by intergroup

comparison. Motivation for such comparison lies in the need for positive social


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identity: the one which shows positive distinctive features of a person andingroup according to significant characteristics.

G. Duveen & B. Lloyd (1986) underline meaning of culture in analyzingsocial identities. They offered to consider social identities as internalization ofsocial representations of groups to which individuals belong.

K.V. Korostelina (2003) determines values and attitudes as a meaningcontent of social identity. An important factor which effect changes in thesystem of social identities lies in shifts of values priority and shift of aims.

System of values orientation is formed on the basis of individualexperience, personal and professional roles. One system of values determinesinteraction with family and friends, second professional behaviour (Rokeach,1968). M. Rokeach (1968) distinguishes between terminal and instrumentalvalues. Terminal values are long-term or final goals which an individual strivesfor. Instrumental values are goals determined by everyday experience, they are

short-term.According to M. Rokeach & G. Rothman (1965) there is hierarchy of

believes, attitudes and values. Believes form attitudes. Attitude can be composedof many believes, plenty of attitudes merging form a value. Believes, attitudesand values are interconnected and exist in hierarchy as a single system of

believes.G. W. Allport (1935) determines attitude as a psychological state of

readiness organized by experience. It effects individuals reactions on all objectsand situations which he/she encounters.

K. V. Korostelina (2003) in her research showed interconnection betweenattitudes and social identity. Basic identities are connected with stable attitudeswhich effect personal life position, perception of ingroup and outgroup.

Methodologicallymodel of social identity can be tested using standardquestionnaires aimed at revealing values, attitudes toward outgroup members(including cognitive and affective components), general trust to outgroupmember (including economic trust), and experiment (trust game) focused oneconomic trust to outgroup member in concrete situation of interaction.Concerning trust to outgroup member it should be relevant to compare trust to

outgroup and ingroup member as well as general trust to people.Social Representations Theory offers methodology opening meaning ofoutgroup member: association revealing central core and peripheral system andqualitative analysis of mass media images. Mass media analysis is mostlyfocused on print material (newspapers, magazines, internet) and much less onaudio-visual (radio, TV, internet) material which could be even more influentialin formation of outgroup member image.

Conclusions. Testing the social identity model requires complex studywith corresponding methodology in multiethnic societies. It could be especially

interesting to compare results in multiethnic societies with different levels of


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economic prosperity, different levels of interethnic tension, and peculiarities ofinterethnic economic trust to outgroup members among immigrants and towardimmigrants.References:

Allport, G. W. (1935). Attitudes: Handbook of Social Psychology. Worcester,

MA: Clark University Press.Brewer, M. B. (1979). Ingroup bias in the minimal intergroup situation: A cognitive-motivational analysis.Psychological Bulletin, 86, 307 324.Duveen, G., & Lloyd, B. (1986). The significance of social identities.British Journal

of Social Psychology, 25, 219 230.Festinger, L. A. (1954). heory of social comparison process.Human Relations, 7,

117 140.Hagendoorn, L., & Poppe, E. (2007, May). Trust in the government and otherdeterminants of ethnic relations in Russia and Ukraine. Paper presented at the

conference on Intergroup relations in the Russian Federation and Ukraine: thequest for ethno-national identity: positive and negative effects?, ERCOMER,Utrecht University, Amersfoort.Hartner-Tiefenthaler, M., Kubicek, B., Kirchler, E., Rechbrger, S., & Wenzel,M. (2012). Perceived distributive fairness of European transfer payments andEU-taxes in Austria, the Czech Republic, the the United Kingdom. Applied

Psychology: An International Review, 61(3), 454 478.Hraba, J., Hagendoorn L., & Hagendoorn, R. (1989). The ethnic hierarchy in the

Netherlands: Social distance and social representation.British Journal of Social

Psychology, 28, 57 69.Kirchler, E., Hoelzl, E., & Wahl, I. (2008). Enforced versus voluntary taxcompliance: the slippery slope framework. Journal of Economic Psychology,29(2), 210-225.Moscovici, S. (1981). On social representations. In J. P. Forgas (Eds.) Socialcognition: perspectives on everyday understanding. London: Academic Press.Rokeach, M. (1968).Beliefs, Attitudes and Values. San Francisco: Jossey-Bass.Rokeach, M., & Rothman, G. (1965). The principle of belief congruence and thecongruity principle as models of cognitive interaction. Psychological Review,

72, 128 142.Tajfel, H. (1978). Differentiation between social groups: studies in the socialpsychology of intergroup relations. London: Academic Press.Tajfel, H., & Turner, J.C. (1979). The social psychology of intergroup relations.Monterey, CA: Brooks-Cole.Wahl, I., Kastlunger, B., & Kirchler, E. (2010). Trust in authorities and power toenforce tax compliance: An empirical analysis of the slippery slopeframework.Law & Policy, 32(4), 383-406., .. (2003). .

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About a sensitive object of representation: a 1989s collective protest from

Moldova

Natalia CojocaruState University of Moldova, [email protected]

Collective protest as a form of political participation was discovered inpost soviet space duringperestroika period. In the light of that reform, citizenswere offered opportunities1 to express their demands, expanding the spacewithin which ordinary citizens perceive that they can legitimately make claims(Tarrow, 1991, 15). In the August of 1989, the government of the ex SovietMoldova was astounded by considerable mass protests. The protest goes withthe demands over matters of language, history and national identity.

In order to identify the social representations about 19892, we have

carried out a series of comprehensive interviews with persons who hadparticipated in diverse forms of protests or who had actively witnessed theevents from 1988-1991. The main question of this endeavour was how the

performers representations look like: founded initially in the directconfrontation with the eventful tumult (with the experience of the new andtherefore with the possibility ofchange), reflected now by means of narrativediscourses. Our interest was to elucidate the way their discourses are structured,more significant for us being the fact how people speak about asocially sensitiverepresented object

3. Likewise, we endeavoured to identify the way the subjects

1The concept which defines the socio-political context relevant to the appearance of protests is thatof political opportunities structure, adopted by Peter Eisinger (1973) from Tocquevilles analysesthat the revolts are susceptible to occur, when closed system of opportunities has begun to open up.

2 We draw our suppositions in analysing the issue using the theory of social representations(Moscovici, 1976), the relation between dialogistic and social representations approach (Markova,2003) and the concept of social object of representation (Moliner, 1997, Wolter, 2009).

3 By sensitive representation objects (SRO) we mean the objects which do not comply with a less

satisfactory reality and take the contour of conflicting representations for a number of social actors.Both the discourse of SRO and its representational content display distinct features. SRO alwaysgenerates conflicting situations, derived from the polemical nature of the discourses on this object ofrepresentation and places the social, as well as academic groups in opposition. The approach onSRO presents dilemmas both to researchers and their interlocutors, as they may seem significant to asocial group but threatening to other group(s). Thus, the SRO is an object of representation which,although meets the approach specific conditions (see the conditions set out by Moliner, 2007), itimpedes the access to its representational content. A social object becomes a sensitive object whenit clashes with a social reality and gets crushed by it, when it takes the shape of divergentrepresentations for some social actors. By extension, we will use the term of sensitive research forthe researches which tackle withsensitive social objects. The sensitive nature of these researches isdetermined by the social-cultural specifics of the context in which the research is carried out: the


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the protest and the thematic of human rights. The signal of restructuration hasbeen given by intellectuals; in addition, they are those who engaged actively inthe promotion of change. We asked our collocutors to describe experiences, toreflect, analyse and express their feelings regarding them.

It was enough to launch some reference points of the topic of discussion

(I would like to talk about), that the interlocutor who had an ex abruptodiscourse set off swiftly, without any introduction, advancing directly in themiddle of events stocked in memory. The continuity of the speech is ensured bythe repeated occurrence of the conjuction and, as if my intelocutor feared not tolose the thread of conversation, pursuing to present an overall, unitary narration.The narrator assumes from the outset the innocence of his listener. He/sheinterrupts regularly their speech to add notes, to give details and specificationsin order to facilitate the adequate reception of the events. The interviewed

person assumes his/her role of privileged witness of history, as the history has

been made with his/her involvement. Without being directed or being givensome tracks, the narrator decides alone what to speak about, making byhim/herself the connection between their significant past, the time of narrationand the subject of research. For them the retrospective narration unfolds sui

generis, as a necessary gesture, from a natural pure confessional inclination. Nofinality is attached to the speech, there is not an expressed you whilespeaking; the confession might take place whenever and in any context. Wespeak about an ex abrupto locution more frequently in the case of militantoridealist romantic discourses. The demissionaror the academic discourses one

would rather fit into in what we called the prudent discourse. The interlocutorwith a prudent discourse is always discrete and has reserves in giving detailsand information. The confession takes place slowly, on the first phase with acertain dose of prudence, objectivity, scientific pertinence, approaching thesubject of recollection as an external consumed fact framed in a certain context,determined by specific factors etc. My interlocutor is cautious because he/shedid not discerne my own position regarding the topic of discussion oppositionor adherence? At the beginning, the thematization is often not obvious orappears in a satirized form: collective euphoria, as if the participant tried to

align with a general tendency, perceived by him/her as being likewise. Some ofthem refuse to speak on some aspects, arguing that no further information isneeded because it is already known. The description is detached, sometimesabstracted from the immediate context, focused on events and their evolutionand impact. Advancing in diegesis, the speech itself becomes subjective,achieves emotionally lived features. The accession to the central nucleusoccurs gradually.

The production of demissionary discourse is tightly linked with theevents that followed 1989, and, in particular, the betrayals. The movement of

national emancipation is structured in narration as a mixture of contradictions,


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hopes and disappointments that resulted in rootlessness, deviations and,especially, betrayals. The narrators use the events in course (agrarians taking

power over, transnistrian conflict, and the relaunch of Communist Party withtheir policies of re-russification and re-sovietization), as resources for theinterpretation of the past and present actions. They view reluctantly the utility of

protest movements, they are predisposed to offer historical details and speakfrom the third person as they would purposely aspire to an objective detachmentof narration, and more likely, of events as well. The occurrences from 1989

belong to a faraway past, emotionally remote, in illo tempore, enveloped inmyth and legend, as if it happened in another era, without any association withthe current state of matters left. A routine spirit of the described eventssingularizes as if they did not mean anything but some general patterns of ascenario that would have taken place irrespective of them. The idealist romanticdiscourse is the discource of the persons who have been active participants in

the movements from 1989 and in the following ones. The interlocutors involveemotionally in the narrative act, speak from the first person, are exalted, invoke

justifying arguments we were young, enthusiast, we did believeforreal, as if they want to explain to sceptical people the motivation of their

participation. Positive assesments prevail. The speakers interrupt their speech atintervals to repeat: it was simply wonderful The dominant of this type ofdiscource is represented by sympathetic emotions as a result of the solidarityand collective coherence. The participants describe themselves as being thosefrom street, melted in the masses called towards a free life, they usually speak

about their inward spiritual state, about the general atmosphere of themanifestations, about the monumental picture of the revolted crowd, about theactions done in common, about their role and position, about the people theyhappened to know and helped each other. The interviewed persons who had amilitant speechevolve their endeavouring to expose their actions as explicableand intelligible to those who might not understand and appreciate them. Thediscourse seems to be oriented towards the deconstruction of some devaluedrepresentations. The central dimension of this discource is the same as in thecase of the pragmatic discource, the result of action, but, unlike the last one, the

militant discource is focused on the necessity of struggle. The key word is fight,an unfinished struggle that should prolong because Ive got an ideal. In theacademic discourse, the story has a less cathartic role, it is a less internalnecessity than a possibility ro retackle the topic, to check the personal analiticalvision concerning it and to emit explanations. Historical data, scientific truth,objectivity, precision and rectitude in the approach of events are the dimensionsthis type of discourse evolves around.

In order to understand and explain a representation, it is necessary tobegin with the representation it originates from, said Moscovici (1997). The

emergence of the project of reformation of the soviet society initiated by


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M.Gorbaciov triggers a new process of excessive thematization of therestructuration. This process did not create disonancies, because the category inwhich the representations were placed was the socialist and internationalistideas. The representational elaboration is complex as the citisens of the republicconfront with two messages of representation, which in the imaginary of the

soviet citizens exclude each other; nationalism and democracy. Moreover, wedo discern two elements in the constructions of the representation. On the onehand, the alteration of the significance given to democracy during the soviet

period and namely, this is not meant anymore to highly praise the party and thepolitical power, on the contrary, it vehemently opposes to the regime. Thedemonstration or the meeting is not an occasion to acclaim the power anymore,nevertheless they become by now a means of opposition and resistence againstit. On the other hand, a transfer of significance of the representation ofnationalism occurs, considered to be originated in fascism.

References:Eisinger, P. (1973). The Conditions of Protest Behaviour. American Political

Science Review, 67, 11 28.Markova, I. (2004).Dialogistica i reprezentrile sociale (romanian translation

from english by M. Tarpalaru, argument by A. Neculau).Iai: Polirom.Moliner, P. (1997). Cinci ntrebri n legtur cu reprezentrile sociale. In A.

Neculau (ed.). Reprezentrile sociale. psihologia cmpului social (pp.145 154). Iai: Polirom.

Moscovici, S. (1997). Fenomenul reprezentrilor sociale. In A. Neculau (ed.).

Reprezentrile sociale. Psihologia cmpului social (pp.15 75). Iai:Polirom.Moscovici, S. (1961/1976).La Psychanalise, son image, et son publique. Paris:

PUF.Neculau, A. (ed.) (1997). Reprezentrile sociale. Psihologia cmpului social

(preface by A. Neculau, romanian translation from french by I.Mrescu and R. Neculau), IInd edition. Iai: Polirom.

Wolter, R. P. (2010). Obiecte cu valen afectiv puternic: noiunea de nexus.n M.-L. Rouquette, (coord.) Gndirea social. Perspective

fundamentalei cercetri aplicate (pp. 51-86). Iai: Polirom.


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The process of construction and re-construction of the social representation

of haemophilia: sensitive issues and affective-cognitive implicationsFrancesca Emiliani

University of Bologna, ItalyNatalia Cojocaru

State University [email protected]

Laura Palareti

University of Bologna, ItalyFrederica R.M.Y. Cassis

Hospital das Clinicas, Hemophilia Center, So Paulo, BrazilAlfonso Iorio

Clinical Epidemiology and Biostatistics, McMaster, CanadaOn behalf of the Haemophilia Experiences, Results and Opportunities (HERO)

study group.

Building upon the theory of social representations (Moscovici,1961/2008) and employing the dialogical approach (Markov, 2003) and theconcept of social object of representation (Wolter, 2009), in this paper weexamine the specificity of haemophilia as a social object of representation andthe social representations of the carers regarding this bleeding disorder4. Thedata were collected from 30 semi-standardized interviews with carers fromseven countries (Italy, UK, USA, Algeria, Brazil, France and Germany)5.

Interviews were treated as social life stories and the thematic narrativeperspective (cfLaszlo, 1997; Murray, 1997, 2002; Riessman, 2008) was appliedin the analysis of the data6. As haemophilia is rare, inherited chronic illness, wewere interested to explore the process of construction and re-construction ofsocial representation, taking into consideration the impact of three majorelements knowledge, everyday visibility and lived experience. According to

4 This abstract includes results from the Psychosocial aspects of Haemophilia (Haemophilia

Experiences, Results and Opportunities (HERO) study group).5 We had no a priori hypothesis about the role for country-related difference within this area, so weplanned to analyze the transcripts without taking the country of the subject into account. A post-hocanalysis showed that there were no evident differences related to geographical space.6 All narrative inquiries, and especially thematic analysis, are concerned with content what issaid, written or visually shown. While other narrative methods are focused rather on how, towhom and for what purposes aspects, in narrative thematic analysis the primary attention isgiven to what is said [10]. Investigators in the thematic narrative tradition typically pay littleattention on how a story unfolds in a conversational exchange or the questioner role in constitutingit. In this respect, thematic analysis is suitable to a range of narrative texts and can be applied tostories that develop in interview conversations, group meetings, or those found in written documents

[ib.].


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our results, the narrations about haemophilia are structured around fourdimensions (cognitive, affective, behavioural and relational), pointing to thedifferent processes by which social representation is established. Two objects ofrepresentation (affective cognitive vs affective non-cognitive), as well twocategories of discourses (families with history vs families without history of

haemophilia) with reference to the construction and re-construction processes ofthe representation of haemophilia will be analysed in this paper. For both, themost important ways of learning for constructing a representation abouthaemophilia are internet (websites, forums); interpersonal communication withfamilies with the same lived experience and healthcare professionalsexplanations. However, the most essential role is played by families with similarexperiences, since they can provide practical information about haemophiliafrom the first hand. The discovery or confirmation of the diagnosis is an eventwith powerful emotional implications. The carers especially refer to the

culpability feelings which they go through, blaming themselves for transmittingthe disease, a sentiment manifested more intensely by mothers as carriers. Buteven if it is a traumatic event, respondents emphasise the importance ofexperience which makes them feel more prepared and to react more calmly todiagnosis.

Affective cognitive implications in articulation of the primary

meanings. For families with history of haemophilia (that have cases ofhaemophiliac in their family uncles, brothers etc.), primary knowledge aboutthe disease derives from previous experience and interaction with haemophiliac

family members and, in this order, haemophilia, as a social object, is affectivecognitive, common and familiar in my family, weve always lived withhaemophilia, I was born and I grew up in a family where haemophilia was

present, a reality. Moreover, haemophilia is in some way an expected event: Iknew about haemophilia in the family long before my marriage so when I had

my baby I went for blood tests and found out that my son too was haemophilic. However, even it is an expected event, in many cases parents hope that they will

be saved from this, as is the case of one carer, from Italy. Being acquainted withthe disease and knowing the risks of having a haemophiliac child, she hesitated

for a long time when deciding to have a child. Nevertheless she hopes that thiswill not happen: Ive waited a lot before deciding to have a child, because Iwas frightened by the situation. Ive prayed a lot, asking for a healthy son or a

daughter. When I found out that my baby was male, its been a great sorrow.Even if diagnosis of haemophilia is expected and somehow predictable ...it was

something that could happen, a kind of genetic mystery persists there was a50% chance of it happening. Therefore, many parents hope that their child

possiblywouldnt have it, because there are cases when carriers have ahealthy child my sister had kids before and they are not haemophiliacs . In

this respect, confirmation of diagnosis is experienced dramatically: I felt a


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lacerating pain; its something that you cant control, even if youre prepared to

it. For parents with previous history, the representational process is beingestablished in the reconstruction of meaning and incorporation of newinformation in the pre-existing schemes. Even if they have experience, manythings changed (e.g., in the past there were many versions, they did not know

exactly what it was, today haemophiliacs have options to follow a treatment)and it is important to inform more about present treatments.

For family with no previous history or any experience, haemophilia isdiscovered in the process of diagnosis. This social object haemophilia appears as an affective non-cognitive object we were totally in fear and we aretotally ignorant; ignorance brings fear, because for them, as for the majorityof people, it is an unknown and unfamiliar disease. Moreover, it is perceived asan extremely life-threatening and dangerous situation, as there are manyrumours and misunderstandings regarding haemophilia at the common level:

the first thing you imagine is that your son is going to die. Thus, therepresentational process typically consists in quick absorption of knowledge andconstruction of new meaning: We learnt all whats needed to be known aboutthe factor and how to treat any injuries; I started reading more about it (...).With me, the thing was knowledge is power. Moreover, as haemophilia is a rarechronic disease, they need to promptly understand what haemophilia is and howto behave in emergency situations.Given the life threat and the urgent need ofinterventions, people find themselves under the pressure to quickly form arepresentation of what is haemophilia and what are the means of treatment.

Since they do not have preceding experience of haemophilia, discovery of thediagnosis produces a kind of biographical disruption in the family, as thechronic illness breaks the expected life course (see Riessman, 2008 for a case ofrheumatoid arthritis). Interpreting in Gergen and Gergens terms (1986), thissequence of life story could be approached as regressive narrative (apudMurray, 2002) I thought his future was jeopardized or compromised or

something of that nature in which progress or future is embedded byillness. Obviously, all parents have positive expectations regarding their childand when parents finally find out the diagnosis, it appears like a situation of

cheated hopes, as a rupture in the natural course of things; this discourages themabout future of their child you always expect the best for your child and itsvery disappointing to learn he has an incurable disease. Therefore, a recurrenttheme in the narrations is the opposition between the moment of diagnosis andfuture of the child. The diagnosis completely confuses them, particularly in thecases when they absolutely dont know about the disease and its treatment. Insome cases, they face an incorrect diagnosis as haemophilia is often confusedwith other diseases, for example Leukaemia. Diagnosis is discovered gradually,it is a step by step discovery, from the bruises to the tests, in some cases this

takes weeks, and one of the worst moments of this period is that of waiting for


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the exams results. Lasting period of uncertainty, pendency, lack of preciseinformation, incorrect diagnoses or misunderstanding exacerbate panic andstress, amplify despair and anxiety: really, we had 6 very difficult months,...to know what the disease was, to be able to put a name on his health problem

was a relief for us. As a rare disease, in certain cases, haemophilia is hardly

identified even by the medical staff, as it is narrated in these cases: The GPsreacted very strangely to my worries. None of them diagnosed

haemophiliathey were telling me that every boy had bruises and this was just

a normal situation, orI remember the parents saying that they take them tothese hospitals that know nothing about it [about haemophilia] and they dont

find out for a long time.Sensitive issues how about Others representation? Irrespective of

how predicable the diagnosis might be, the confirmation of the diagnosis isexperienced as a traumatic, shocking event. Parents of the haemophiliac child

get taken aback especially, as they believe that Others associate haemophiliawith a contagious disorder, so their children could be stigmatized ormarginalized. In narratives, carers frequently refer to others representation ofhaemophilia, fragmentary perception people think that haemophilia is just

you cut yourself and dont stop bleeding, or confusions they think its acontagious disease, or even negative attitudes, derived from these erroneousinterpretations people look at your strangely, they think they hit their child,they think you beat them, they have called the police, this has happened a lot.Carers feel always the need to fill in a cognitive void regarding haemophilia so

there is this discrimination, we have to deal with, this lack of knowledge.Noticeably enough, the sensitivity of this issue derives from the rarity of thedisorder. Families with a haemophiliac child can perceive themselves as a formof deviance within the group, since they miss work, cannot lead a life ofabsolute freedom; their child have limitations, cannot practice sports etc.Usually they do not tell to other people about their condition, being reserved intelling about that, because they think that others are not able to understand orwhy should I tell them, only with some people we can speak about this,we could not speak, it is personal / intimate matter. Many of them prefer to

hide this aspect from friends, parents or other people. Frequently only the familymembers are the ones who know about that. As the disease cannot be visible toothers, many parents choose not to tell others. In many cases, they speak openlyonly to family members or close friends. we could not speak, it is a personal/intimate matter. Some of them, on the contrary, consider that is necessary toinform others (e.g. teachers) that their child is with special needs. The aretypical situations which call for awareness when being in contact with a childwithout parents presence around (e.g., teachers in the school): I tell them onlyif they need to know!. But it still remains a sensitive issue. Prejudices and


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suspicions, that they think Others can have towards them, make this issue ataboo, as very few prefer to talk about their condition to others.References:

Laszlo, J. (1997). Narrative organisations of social representations.Papers of socialrepresentations, 6 (2), 155 172.

Markov, I. (2003). Dialogicality and social representations. The dynamics ofmind. Cambridge: Cambridge University Press.

Moscovici, S. (1961/2008). Psychoanalysis, its Image, and its Public.Cambridge: Polity Press.

Murray, M. (1997). A narrative approach to health psychology. Journal ofHealth Psychology, 2, 9 20.

Murray, M. (2002). Connecting narrative and social representation theory inhealth research. Social Science Information, 41(4), 653 673.

Riessman, C. K. (2008). Narrative Methods for the Human Sciences. London:

SAGE Publications.Wolter, R. P. (2010). Obiecte cu valen afectiv puternic: noiunea de nexus.

n M.-L. Rouquette, (coord.) Gndirea social. Perspectivefundamentalei cercetri aplicate (pp. 51 86). Iai: Polirom.

Sport in communism period influence networks and mobility networks

Andrei Stoicu, Loredana Lastun

"Aurel Vlaicu" University, Arad, [email protected]@yahoo.com

Communism represents a distinct stage in the history of South-EasternEuropean countries. Its characteristics individualized history, goals and theorganization of sports movement.

Objectives of our research aim:1. To establish relationships between various stages of communism

ideology and its ways of achieving through mass and performance sportmovement.2. To identify social networks of influence and mobility created inside

the totalitarian society and their branching in the world flow of performancesport in the "Cold War" context.

The study lies in the interference of recent history - psycho-sociology-sport history.

Methodology used reports: archival documentation (historical, specialand press archives), interviews with "privileged witnesses" and sample survey.


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The context and contents of the theme retain, essentially, the dependentevolution of sport movement from Romania of the totalitarian communistregime. The place, goals and ways of achieving physical education in schoolsand the organization of mass and performance sport were, in a first phase, copiesof the realities of the Soviet Union. Power and influence networks, typical for a

totalitarian society, were created for this purpose. Sport has become animportant tool in the formation of "the new man", the final goal of the regime.

According to the ideological requirements, the Romanian sports historywas rewritten in the terms of "class struggle", sport was introduced in the past asan attribute and a tool for training and entertainment for "the exploiting class".Purposes of physical education and sport were then determined by using thesame ideology, according to each political stage.

In 1948, not only the Ministry that was coordinating education, but allMinistries from Romania have received development tasks for "popular sport".

The Ministry of Armed Forces and the Ministry of Internal Affairs havereceived as political task the creation of great football teams. Football wasconsidered by the soviet regime as an entertainment proper for the developmentof "socialist collectivism", team spirit, discipline and winning motivation; traits

promoted by "the socialist education" at all levels of education. Forcompetitions, big stadiums and sports grounds were built, especially through"patriotic work", organized by unions, women and youth organizations. In thesame time, the investment program for the formation and development of amaterial sport base in the country, started.

In 1948, the first competition of mass sport was organized. Sport waspresented from this point as belonging "to the people", and slogans under whichmajor competitions took place were that was called in propagandistic language"inspirational forget-me-not sayings".

In the same time mass and performance sport movement allowed thecreation and the maintaining of some mobility networks that over crosses theframes of the totalitarian state. Representative groups of athletes, coaches andsenior officials from organizational departments of sport movement are

participating to international competitions. Their aim is to prove, in the "Cold

War" context, the supremacy of the "new men" from the socialist block in theopen competitions with the members of the other block.Beginning from the '60s, after a national line in the Romanian communist

regime was adopted, sport will be seen as a way to prove the superior potentialof Romanians inside the communist camp, comparing even to soviets. Aneloquent example for this is the phenomenon of Romanian school ofgymnastics. Romanian team more often faced Soviet gymnasts for theEuropean, World and Olympic Championships podium.

More than two decades after the fall of communist regime, unlike other

realities of recent history, achievements of mass and performance sports of the


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communist regime are appreciated in indubitable manner by the Romanianyouth. According to the dates from the same survey applied to students from"Aurel Vlaicu" University, Arad, in 2011, influence, power and mobilitynetworks created then are recommended as functional and - partially- good tocopy, even in our days.

Social participation and deliberation in the context of integration in

democracy

Alexandra Wagner

Jagiellonian University, Institute of Sociology, [email protected]

Social participation and deliberation ideas have been described recentlyin the field of social sciences. It is a part of deliberative democracy conceptdeveloped by Jurgen Habermas and other scholars. It is a consequence ofneglecting the rule of voting in decision-making process as the rule ofestablishing the interest of majority but not the general society. Instead of it,authors proposed the idea of deliberation between all groups in society that areinterested in some issues. Hence, deliberation is defined as the commonreflection and consideration, rational debate when citizens representing allinterested social groups going by the rule of reciprocity and the communication

rationality try to gain mutual understanding and common solutions.The presented idea has had some real consequences. Their influence onsocial practice could be observed in the field of law regulation, establishing thenew social institutions as citizen's jury, round tables, deliberative polls, neighbordiscussion groups etc. in the pubic policy and in including stakeholders indecision making process in business sector as well.

Although the idea of deliberation has strong legitimation by theirnormative orientation, the various problems in practical sphere can be observed.The most difficult seems to be both: practical creating the optimal conditions of

communication rationality and gaining the long term effect that is socialintegration. The social integration is understood here following Salzer andBaron as the opportunity to live in the community and be valued for onesuniqueness and abilities, like everyone else. Participation in social dialogue

processes could be perceived as the effective way to build such integration.The paper aims in presenting the sociological understanding of the

concept of deliberation as being connected with other notions as empowerment,civil society, and corporate social responsibility.

Using the case study method we present the contemporary trends in

decision-making processes in various fields of social life (business, politics,


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science etc.) and confront them with the idea of citizens activity and democraticintegration.

Starting with Durkheim's thesis on participation in occupational groupsas the factor reducing alienation and in consequence, building the integrationwith wider society in the situation of economical competition or conflict of

interests and referring to Coser's and Nelsons critics of that we will discuss theidea of deliberation in the context of integration in contemporary societies.

Focusing on normative basis and assumptions of Habermasian vision ofdeliberation the chances and threats of deliberation for social integration areanalyzed.

On the example of some social dialogue projects realized in Poland inpublic policy and business sector, I present the practical aspects of deliberationin the situation of conflict of interests or, what even more interesting, theconflict of values.

The integration potential of participation in deliberation processes (in thepsychological, economical or social dimension) are confronted with suchprocesses as group polarization, radicalization of position andinstitutionalization of conflicts. The example of some pathologies in the field of

public consultation are discussed: when the idea of deliberating was in fact theputting pressure on the deciders by particular interest groups or when under thecurtain of transparency and information deciders used propaganda tools.

GENDER PSYCHOLOGY

Female students leadership as a problem of theory and practice

Tetyana Golovanova

Zaporizhzhya National University, [email protected]

Introduction. While the topic of gender and leadership has been widelyexplored by social scientists and management practitioners, women stillconstitute a relatively small number of candidates for local state and nationaloffices. What is far less clear, even after a decade of gender researchers in highschool efforts, is just how female students leadership matters, and what theessential ingredients of successful female students leadership are.

The main aim of the paper is to review the literature on leadership andobserve an experience and practices of Zaporizhzhya National University onfemale students` leadership.


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Literature Review. Our literature review reveals that while there arecountless books and references that reflect female leadership problems ingeneral and ways to achieve it, much of the discussion defines leadership froman adult-business perspective. Using broad definitions, leadership encompassesmany qualities and components. However, most youth leadership models share

the same general philosophy that youth leadership will help strengthen youngpeoples sense of self, develop confidence, provide opportunities for youth tospeak out, and play an important role in their communities.

It has been established by recent studies that, leadership models for girlsand for boys may also have critical differences. For instance, the Girl ScoutResearch Institute (GSRI) notes that the youth development field is movingaway from the model of one individual leader to a model of shared leadership[1].

Social scientists, such as Christopher Chabris at MITs Center for

Collective Intelligence, Anita Williams Woolley at Carnegie Mellon University,have recently begun to systematically examine what they call the collectiveintelligence of groups. Collective intelligence is a measure of how smart thegroup is, as a whole. Chabris and Woolley's paper, Evidence for CollectiveIntelligence Factor in the Performance of Human Groups, was reported in the

journal Sciencein October 2010 [2]. They learned that collective intelligence isneither tied to the smartest person on the team, nor to the average intelligence ofthe members of the team. Rather it is something that is greater than anyindividual contribution or the sum of contributions. It is an emergent property

that results from the interactions among the people in the group. Complexityscience shows us that in complex systems, which human groups are, for apositive emergence to occur there must be conditions of mutuality and a levelplaying field, diversity, and trust. If not, the potential for collective intelligencecan easily devolve into group thinking, where everyone dumbly follows the

bosss lead. Birute Regine affirms that the current research on collectiveintelligence gives us two key results [3]. The first is that the phenomenon is real,that groups can indeed perform at a higher level of creativity than any singleindividual. It is the second result that is the surprise, and this has to do with the

one single predictor that a particular group will have high collective intelligence:at least half the chairs around the table should be occupied by women. What dowomen bring to the table that catalyzes evolved thinking? According to Chabrisand Woolley it is a superior social sensitivity in reading non-verbal cues andother peoples emotions, and a fairness in turn taking. From research on womenin business, relational intelligence, emotional intelligence, holistic perspective,inclusion, empathy, intuition. All those skills that have been largelymarginalized or dismissed as soft in the business world are really powerful forfacilitating the emergence of collective intelligence. Such skills are not


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exclusively held by women, of course. But on average they are more developedin women, and women are generally more willing to use them.

Involving students into social activities makes great impact ondeveloping leadership abilities. First of all it has great and positive influence oncognitive and emotional development. According to Rodger Harolds study at

least a dozen of specific skills can be developed through involving a person intoorganizations and social activities [4]. Involving somebody into extra-schoolactivities helps to achieve real goals of high education. Not always that theseabilities can be developed in educative activities.

Proceeding from these principles Zaporizhzhya National Universityconsiders creating optimal social, cultural and educative conditions as a goal forhumanitarian activities to create harmonious and comprehensively developed

personality, a competent specialist, who would think creatively, would be ableto self-perfection and self-realization, who would have responsibility and civil

self-knowledge, high social activity. In order to organize a system of trainingactivities inside the university the following centers work: Students UniversityCouncil and Students Faculties Councils, Center of Gender Initiatives, theMuseum, Center of Assistance for Students and Graduating StudentsEmployment, Psychological Club, Service of Law Consultancy.

Faculty of Social Pedagogic and Psychology is generally female. At thefaculty professors together with members of social organization Center of civiland social initiatives have held 12 gender forums, created a system ofleadership qualities and voluntarily needs exposure among students, created a

bank of leadership abilities and voluntarily needs of female students. Thefollowing tasks were put: building a well -organized team of students andteachers, able to stimulate social activity of students, to teach team cooperationand mutual understanding, training skills of mutual problems solving andorganizing activities beyond class of their own in a more effective way. Formany female students university provides an environment in which theyexperience real community with other women. Education provides women withopportunities for building and exercising leadership skills within studentsscience circles. Leadership within the university or students organization

facilitates womens power within their university community as well asencourage their participation in various forms of educational and socialactivism. The impact of the role of university programs in encouraging socialactivism of female students to be greatest where the learning and science needsof female students are most acute. How do we achieve this? By establishinghigh expectations and using data to track progress and performance. Bydeveloping female students with the necessary support and training to succeed.And by making the organizational work with the students. Im confident thatthat we have to work within website university links to learn what actions we

can take, organize an activism awareness educational event on the campus, to


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organize workshops on conflict management and nonviolence for campusmembers . Activities beyond class teach the importance and price of givingservice to society, civil responsibility and ethics. They give opportunity to

practice personal civil responsibility via cooperating with others and developingsuch values as truthfulness, civil self-knowledge, compassion, value of cultural

difference, steadiness to environment, etc.Conclusion. Due to this paper, several factors can contribute to the

development of programs that strive to enhance the female students leadershipskills. As definitions and models of leadership programs vary greatly, thisliterature review exposes the importance of leadership competencydevelopment. Consequently, a model of female students leadership based on

promoting the power within, gaining legitimacy and taking action can beenvisaged.

Long-term directions for further studies are: development and

approbation of technologies, methods and means of female leadership formationin the system of cooperation of Ukrainian and foreign universities.References:

1. Schoenberg, J., K. Salmond, and P. Fleshman. ChangeitUp! WhatGirls SayaboutRedefining Leadership.New York: Girl ScoutsofUSA, 2008.www.girlscouts.org/research/pdf/change...2. Evidence for a Collective Intelligence Factor in the ... - Science/AAASwww.sciencemag.org/content/.../686.abstrac..3. Birute Regine: Women CEOs: Bold Enough to Be a Woman?

www.huffingtonpost.com/birute-regine/fem..4. Moving women to the top McKinsey Global Survey results ...www.mckinseyquarterly.com/Moving_wom..

Etalon gender images in students-philologists' notions

Tetyana Kubrichenko

Dnipropetrovsk National Oles Honchar University, [email protected]

Introduction. In modern society gender roles contents and structure aretransformed, the range of truly female and male qualities ideas becomes wider.At the same time traditional gender stereotypes, stereotypic ideas of male andfemale images developed for centuries (E. Ilyin) are notable for their"survivability" (T. Govorun).

In literature we can observe studies results of gender and age regularities

of gender conceptions and attitudes formation (V. Ageev, Yu. Aleshina,


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T. Vinogradova, T. Yurefeva and others), teenagers, high school students andunivesity students ideas of personal features and behavioural characteristics ofmen and women (T. Arkantseva, E. Dubovska, V. Kagan, . Klyotsina,T.Yufereva and others); typically male and female images in massconsciousness are described (I. Browerman, J. McKee, A. Sheriffs, J. Williams,

D. Best, S. Street and others).Research objective. Considering the fact that the individual gets and

realizes stereotypes during gender socialization process in the group he belongsto, and his own notions can be closely connected with stereotypes (L.Ozhigova),we brought up a question of a stereotyping degree of the students studying ontraditionally "female" - philological - university faculty ideas of the idealwoman and the ideal man.

Method and research design. 106 third year students of the Ukrainianand Foreign Philology and Art Departments aged 18 20 took part in research.

The concept of psychosemantic consciousness study (V. Petrenko) was assumedas the methodological research basis. The research was carried out with theapplication of the personal semantic differentials method constructed on the

basis of adjectives and descriptive statements, designating traits of personalityand character, and directed to the respondents assessment of themselves and ofother people (O. Kustova). The students were offered to give the characteristicto a self-image and the images of "The ideal woman", "The ideal man", havingdefined the degree of characteristics intensity for every image.

All the scales were grouped for factor analysis and the average indexes

were calculated for each factor.Research results. The represented research showed that characterizingan image of "the ideal woman" students noted her high general appeal (85,9),

personality strength (83,1), social status (85,7), modernity (86,2) andmasculinity (85,5). A little lower are average values of typically "female"factors of emotionality (56,7) and dependence (95,6). The averages on anamount sample of the specified factors for self-images and "The ideal woman"images comparison showed that mean quantity of empathy, femininity, thegeneral appeal factors, and on all factors carried to group of "masculinity":

personality strength, social status, modernity, and also the factor of androgynityare statistically reliably higher for an image of "the ideal woman". Though theaverage values of a dependence factor statistically dont differ significantly. Atthe same time the average values of emotionality factor were statisticallyreliably lower.

Notably in an image of the ideal woman the significant personalitystrength, the general appeal, high social status, modernity and masculinity arecombined with rather high empathy and femininity level. Therefore the ideal ofthe woman appears to be far from its patriarchal representation and is


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characterized by a set of mainly masculine qualities though at the same timedoesn't exclude the possibility of both femininity and empathy manifestation.

So, the "Ideal woman" model reminds so-called "continuous one" whichprovides that "female tenderness is not so surely passive" (V. Kagan), and, thus,allows considerable behavior variations. It is possible to assume the gradual

change of society gender guidelines, new features existence in the femaleconsciousness, aspiration to act according to a masculine model, and, on theother hand, female gender role democratization, gender stereotypes negativeinfluence extinction, caused by presence in the stude

proceedings of international scientific and practical conference: "integration potential of modern...

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