Editors  
Yuriy B. Melnyk  
Lidia M. Georgieva  
Current Issues of Education and Science  
9th International Conference, CIES-2021,  
Riga, Latvia – Kharkiv, Ukraine, November 10–13, 2021  
Conference Proceedings  
ISBN: 978-617-7089-14-7  
DOI: https://doi.org/10.26697/9786177089147.2021  
UDC: [37.015.3:167.1]-043.83-057.4(06)  
BIC: JNFK; BISAC: EDU008000  
Current Issues of Education and Science  
9th Annual International Conference on Current Issues of Education and Science, CIES-  
2021, Riga, Latvia – Kharkiv, Ukraine, November 10–13, 2021, Conference proceedings  
This official international academic event is included in the registers of the Ministry of  
Education and Science of Ukraine (Reg. No. 538 from 13.01.2021) and Ministry of  
Health of Ukraine (Reg. No. 387 from 24.12.2020).  
It is printed according to the decision of the CIES-2021 Organizing Committee on behalf  
of the Scientific Research Institute KRPOCH from 13.11.2021 No. 204-9.  
Introduction  
This book constitutes the refereed proceedings of the 9th International Scientific and  
Practical Conference on Current Issues of Education and Science, CIES-2021, held in  
Riga, Latvia – Kharkiv, Ukraine, in November 2021 (https://doi.org/10.26697/CIES-21).  
12 revised Conference papers were carefully peer reviewed and selected from 68  
submissions. The papers are organized in topical directions: Social and Behavioral  
Sciences: Education; Psychology; Health Care Science. Materials are presented in  
English and Ukrainian. Responsibility for facts, quotations, private names, enterprises  
and organizations titles, geographical locations etc. to be bared by the authors. The  
Editors do not always share the views and thoughts expressed in the articles published.  
The Conference proceedings are addressed to teachers of higher educational institutions,  
graduate students, students, specialists in the field of education, practical psychology,  
medicine, etc., who are interested in the current state of development of the social and  
behavioral sciences, as well as the health sciences.  
Keywords: education, psychology, competence, creative potential, medical personnel,  
patient, health, stress, prevention, healthcare-associated infections, clinical strains,  
pathogenicity factors, autoantibodies, co-stimulatory molecules, regulatory molecules.  
Editors and Affiliations  
Yuriy B. Melnyk, Doctor of Philosophy in Pedagogy, Associate Professor, Kharkiv  
Regional Public Organization “Culture of Health” (KRPOCH); Scientific Research  
Institute KRPOCH, Kharkiv, Ukraine.  
Lidia M. Georgieva, Doctor of Philosophy in Medicine, MD, Professor, Medical  
University – Sofia, Bulgaria.  
Bibliographic Information  
Book Title: Current Issues of Education and Science.  
Book Subtitle: 9th International Conference, CIES-2021, Riga, Latvia – Kharkiv,  
Ukraine, November 10–13, 2021, Conference Proceedings.  
Editors: Yuriy B. Melnyk, Lidia M. Georgieva.  
Institutional Affiliation: Scientific Research Institute KRPOCH, Ukraine.  
Publisher Name: Kharkiv Regional Public Organization “Culture of Health” (KRPOCH  
Publishing), Ukraine.  
Copyright Information. Full or partial reproduction of articles is allowed, citing to the source, author(s)  
and DOI. The published papers are licensed under a Creative Commons “Attribution”  
4.0 Worldwide. Conference proceedings design is the property of the KRPOCH  
Publishing. An electronic copy of the Conference proceedings in open access is  
available via the KRPOCH Publishing website (https://publisher.culturehealth.org).  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
CONTENT  
EDITORIAL  
Melnyk Yu. B., Georgieva L. M.  
Message from the Editors of CIES-2021 Conference Proceedings  
EDUCATION  
4
7
Manci I.  
The Role of Sports Activities in Students’ Academic Achievements in  
Secondary Education  
Martyshova L. S.  
Modern Features and Trends in the Development of the Architectural  
Education System  
Orhani S.  
Integration Technology in Math Lessons  
PSYCHOLOGY  
Polishchuk V. M.  
Problem Issues of the Psychological Science in the Actual Social  
Dimension (in Ukrainian)  
Kostіuchenko E. V.  
Creative Potential Development in the Structure of the Future  
Designer Professionalism  
16  
25  
33  
44  
52  
66  
75  
83  
92  
98  
104  
Melnyk Yu. B., Stadnik A. V.  
Psychological Transformation Game “My Dao” as an Effective  
Method of Psychologist Practice (in Ukrainian)  
Usakli H.  
Social Emotional Learning During COVID-19  
HEALTH CARE SCIENCE  
Boyko V. V., Avdosyev Yu. V, Sochnieva A. L.,  
Yevtushenko D. O., Minukhin D. V., Shevchenko O. M.  
Biliary Decompression in Patients with Obstructive Jaundice  
Serenko A. A., Hroma V. G., Minukhin D. V., Yevtushenko D. O.  
Modern Endobronchial Methods in the Treatment of Chronic Lung  
Abscesses (in Ukrainian)  
Hordiienko P. O., Sochnieva A. L.  
Comparison of the Intensity of Pain in Patients with Acute  
Cholecystitis with Different Types of Surgical Accesses  
Dzhoraieva S. K., Shcherbakova Yu. V., Zuban I. V.  
Study of the Phenopatotypes of Clinical Isolates of Dominant Species  
of Staphylococcus, Isolated from Patients with Atopic Dermatitis  
Iarmak T. V.  
Medical Gloves and Their Importance for the Safety of Patients and  
Medical Personnel  
3
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
EDITORIAL  
DOI: https://doi.org/10.26697/9786177089147.2021.01  
Message from the Editors of CIES-2021  
Conference Proceedings  
Yuriy B. MELNYK1,2  
1 Kharkiv Regional Public Organization “Culture of Health” (KRPOCH),  
2 Scientific Research Institute KRPOCH, Ukraine  
Lidia M. GEORGIEVA 3  
3 Medical University – Sofia, Bulgaria  
Corresponding Author Details  
Yuriy B. MELNYK, [email protected]  
Received: 15.11.2021; Accepted: 20.11.2021; Published: 17.12.2021  
Dear Readers,  
We are honored to publish the Proceedings of the 9th Annual  
International Conference on Current Issues of Education and Science, Riga,  
Latvia – Kharkiv, Ukraine, November 10–13, 2021 (CIES-2021).  
The aim of the CIES Conference is scientific and practical analysis  
and systematisation of theoretical and methodological problems that are  
inherent in the educational process today, as well as development of  
organisational and methodological recommendations for stakeholders in  
education and science.  
This official international academic event is included in the registers  
of the Ministry of Education and Science of Ukraine (Reg. No. 538 from  
13.01.2021) and Ministry of Health of Ukraine (Reg. No. 387 from  
24.12.2020).  
CIES-2021 is initiated and supported by Scientific Research Institute  
Kharkiv Regional Public Organisation “Culture of Health” (Ukraine) and  
Simcord Information Services (Latvia) with the participation of partner  
organisations and scientists from 5 continents.  
4
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
CIES-2021 Conference Organizing Committee includes the most  
authoritative scientists from 17 countries, 5 continents in the fields of  
Education, Psychology, Medicine.  
CIES-2021 provides a scientific platform for presenting and  
discussing new trends and issues in the Social and Behavioral Sciences. 12  
revised Conference papers were carefully peer reviewed and selected from  
68 submissions. Materials are presented in English and Ukrainian.  
CIES-2021 Conference proceedings is intended for professionals and  
researchers in scientific fields: Education, Psychology, and Health Care  
Science.  
The Conference proceedings provides immediate Open Access to its  
content on the principle that making research freely available to the public  
supports a greater global exchange of knowledge. All papers apply under  
the terms of the Creative Commons Attribution License (CC BY 4.0).  
The Conference proceedings are presented in international  
scientometric databases, repositories and search engines: Crossref System,  
Google Scholar, EndNote Click (USA); Scilit (Switzerland), etc.  
We thank all Authors and Readers of CIES-2021 Conference  
proceedings and hope for further cooperation.  
Take care of yourself and be healthy!  
Conflict of interests:  
The authors declare that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
Information about the authors:  
Melnyk Yuriy Borysovych – https://orcid.org/0000-0002-8527-4638;  
Doctor of Philosophy in Pedagogy, Associate Professor; Founder and  
Chairman of the Board, Kharkiv Regional Public Organization “Culture of  
Health” (KRPOCH); Director, Scientific Research Institute KRPOCH,  
Kharkiv, Ukraine; Chairman of the CIES-2021 Conference Organizing  
Committee.  
Research interests: education, psychology, psychological technology,  
culture of health.  
Georgieva Lidia Mladenova – https://orcid.org/0000-0002-9320-9203;  
Doctor of Philosophy in Medicine, MD, Professor, Medical University –  
Sofia, Bulgaria; Member of the CIES-2021 Conference Organizing  
Committee.  
Research interests: social medicine, public health, education.  
5
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Cite this article as:  
Melnyk, Yu. B., & Georgieva, L. M. (2021). Message from Editors of  
CIES-2021 Conference proceedings. In Yu. B. Melnyk, & L. M. Georgieva  
(Eds.), Current Issues of Education and Science. 9th International  
Conference, CIES-2021, Riga, Latvia – Kharkiv, Ukraine, November 10–13,  
2021,  
Conference  
proceedings  
(pp. 4–6).  
KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.01  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
6
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
EDUCATION  
DOI: https://doi.org/10.26697/9786177089147.2021.02  
The Role of Sports Activities in Students’ Academic  
Achievements in Secondary Education  
Iris MANCI1  
1 Alexander Moisiu University, Albania  
Corresponding Author Details  
Iris MANCI, [email protected]  
Received: 12.10.2021; Accepted: 09.11.2021; Published: 17.12.2021  
Brief Summary  
Background: Physical education is an integral part of the  
educational process, without which the child’s education would be  
incomplete, but at the same time an area which differs from other curricular  
areas, as its primary focus is on the body, physical experiences and human  
health.  
The aim of the study: To define the role of sports activities in  
students’ academic achievements in secondary education.  
Methods: The research is based on qualitative scientific research,  
which helps us to achieve new results and knowledge. Based on the direct  
observation at school to see the impact of sports activity on students’  
academic achievement 100 secondary school students in several different  
schools in the city of Durres were interviewed.  
Results: The results of this study highlight the importance of the role  
of sports activities in school settings that take place at different times.  
Students have expressed that they get high results in lessons in subjects such  
as mathematics, reading, etc.; in improving academic performance; in  
concentration, beneficial effects on the processes of attention, memory,  
improving executive function and brain activation, and their behavior in the  
classroom.  
Conclusions: Physical education plays an important role in  
promoting healthy behaviors. Students in physical education, compared to  
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9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
those who are not in physical education, are more physically active, eat  
more fruit, and watch less television. From a social point of view, students  
say that they cooperate more with their peers.  
Keywords:  
sport, education, student, teacher, academic achievements.  
Background:  
Research shows that physical activity – whether it’s team sports,  
bike riding, swimming at the beach or playground games – has positive  
effects on the brain and on school performance. Physical activity has an  
impact on cognitive skills such as concentration and attention, and it also  
enhances classroom attitudes and behaviors, all of which are important  
components of improved academic performance. Children participating in  
the study were given electroencephalograms (EEGs) to measure brain  
waves and how fast the brain responds to certain stimuli. There is an  
extensive literature concerning the effect of single bouts of physical activity  
on cognitive function in young people and some studies examining the  
longitudinal (or chronic) impact of undertaking extra physical activity over  
or example a few months on cognitive function.  
It is important to include such information in this review as each  
physical education lesson or sport activity represents a bout of physical  
activity which might impact on learning on that day and indeed over a  
period of time. Cognitive function is often examined using computer tests  
and may include tests of memory, attention, perceptual skills and  
occasionally in longitudinal, studies IQ tests. Researchers found that the  
brain synapses of physically fit children fired faster and stronger, and as a  
result those children had better language skills. The more physically fit  
children were not only better at reading, but they were also better at reading  
passages with several grammatical errors.  
The researchers looked at the brainwave patterns that deal with  
language and the ability to spot errors in grammar. The fit children had  
strong results with both brain wave groups and a better understanding of  
nonsensical or error-filled sentences. Another study also found positive  
associations between physical activity, fitness, cognitive function and  
academic achievement. The evidence indicated that physical activity has a  
relationship to parts of the brain that support complex cognitive processes  
during laboratory tasks. It also showed that physical activity is important for  
growth, development and general health.  
The aim of the study. To define the role of sports activities in  
students’ academic achievements in secondary education.  
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9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Methods:  
This research is based on qualitative scientific research, which helps  
us to achieve new results and knowledge. Based on the direct observation  
that made at school to see the impact of sports activity on students’  
academic achievement and 100 secondary school students in several  
different schools in the city of Durres were interviewed. These methods  
adapted to the aims of this study. Various literature was also analyzed to  
create a theoretical framework regarding the importance and impact that  
sport has on its apparently high academic student activities.  
Results:  
Physical and sports education, like any other discipline, affects  
shaping the personality of young people, enabling them to actively  
participate in social activities in enriching and deepening general and  
specific knowledge, which enable them to become responsible, open,  
capable citizens to integrate in a democratic society. Through physical,  
sports and artistic activities we form cultured, independent citizens, who  
know how to control their physical development during schooling and  
throughout life, to regulate social relations, to be active actors and critics of  
what happens to them and about tire.  
Through physical and sports activities students of this age gain new  
technical and tactical knowledge from a certain branch of sports, adapt in  
new specific situations and gain new experiences, making efforts to find  
better choices in specific physical activity situations. The knowledge gained  
through physical activities enables students to know how to behave within  
the group, to know and use the rules of behavior, but also to design those  
rules that they will respect. They will also express their organizational  
skills, as they will organize competitions, will judge them, while  
experiencing many emotions as participants in those competitions.  
A review of the literature revealed that the key health benefits of  
sport on young people could be grouped into the physical and mental  
categories of health. Although the enhanced emotional wellbeing of young  
athletes was mentioned, there were no specific benefits noted in relation to  
this. Moreover, there does not appear to be literature concerning the link  
between sport and spiritual health. Further research regarding the social  
benefits of sports participation however did indicate that there is existing  
literature available which examines the relationship between the two  
variables. This centers around the facilitation of social inclusion (Collins,  
2003). That is, sport is seen to provide an opportunity for individuals from  
different backgrounds to meet, communicate and thus develop social  
networks and unite communities (Bailey, 2004).  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Children’s engagement in sports is known to contribute to outcomes  
to create a way of life for children, that children are for physical, social and  
cognitive abilities (Choi et al., 2014). More broadly, involved in physical  
activity is also known to contribute to a range of positive outcomes,  
importance; physical and mental health, social well-being, cognitive and  
academic performance (Bailey et al., 2013). For young people to have such  
results, it is accepted that physical education (PE) in schools is an ideal tool  
to promote physical activity because of its availability to all young people.  
While teachers also have the opportunity to integrate this process into  
education in general (Telford et al., 2012).  
Self-determination theory suggests that the affective field  
(psychological need) is critical to students’ growth, development, and well-  
being; in sports activity, students have the opportunity to experience  
autonomy and competence, components of learning that lead to increased  
self-efficacy and successful self-management (Shen et al., 2009). High-  
intensity sports activity significantly improves adolescents’ non-verbal and  
non-verbal ability, abstract reasoning, spatial ability, and numerical ability  
(Ardoy et al., 2013). Sports activity increases the ability to manage time in  
completing classroom tasks (Fisher et al., 2011; Mahar et al., 2006).  
Academic performance improves when more time is spent on sports  
activities (Sallis et al., 1999; Shephard, 1997). Daily sports activity can  
enhance various cognitive abilities, such as fluid intelligence and perceptual  
speed of children in grade 2 through 8 (Reed et al., 2013).  
There is a wealth of literature to suggest that physical activity is  
significantly related to increased self-esteem and speculated “knock-on”  
effects of this are benefits in all aspects of school life, including improved  
classroom behavior and academic performance (Shephard, 1996). The  
influence of physical activity on self-esteem may be influenced by the  
activity mode undertaken, although positive cognitive behavioral  
modifications have been observed across aerobics, strength, dance, and  
flexibility activities (Strong et al., 2005). One recent well-controlled study  
has shown improvements in self-esteem following running activities in girls  
(DeBate et al., 2009).  
It is of particular interest that increased self-esteem is often thought  
to provide the impetus to participate in physical activity and sport, and that  
low self-esteem is often a key barrier preventing participation. Thus,  
development and inclusion orientated interventions shown to increase self-  
esteem could be the trigger for increasing youth engagement in physical  
activity. Conducting such interventions in schools means that little effort is  
required for pupils to become involved (compared to specialist, out of  
school clubs), and could provide the catalyst for the cyclical trend of  
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DOI: 10.26697/9786177089147.2021  
increased self-esteem leading to increased participation. Further  
longitudinal research is required to firmly establish this concept however, as  
cross-sectional studies which observe high-exercise groups with lower  
levels of depression and high self-esteem cannot ascertain the direction of  
such a relationship (Field et al., 2001; Tremblay et al., 2000).  
Behavior is a form of communication which is often the only way  
they know to communicate a desire or need. Determining the reason or  
cause of the behavior is a key factor in understanding the behavior and what  
it is trying to communicate. Children with disabilities need to learn skills  
that will help them reduce stress, irritability, improve communication skills,  
and develop new behaviors. During sports activity four psychological needs  
are also met that promote motivation, as Glasser says.  
These four needs are: the need for belonging; the need for power; the  
need for freedom and independence as well as the need for pleasure.  
Thus, allowing these children to work in groups, in pairs, or  
individually during this activity, practically meets their need. They feel free  
there, they feel emotionally fulfilled and motivated. They also fulfill a need  
which is freedom of action, there they discharge a lot of energy.  
Taras (2005) reviewed literature investigating the association  
between physical activity and academic outcomes among school-aged  
children. It was recognized that physical activity is well associated with  
improved overall health and that among school-aged children it can help  
develop social skills, improve mental health, and reduce risk-taking  
behaviors. It was concluded that there may be some short-term benefits of  
physical activity, such as concentration. The long-term improvement on  
academic performance is a result of more vigorous physical activity but  
further research is needed in this area. Trudeau and Shephard (2008)  
reviewed the literature on the relationship between PE, school physical  
activity and school sports on academic performance. They concluded that  
physical activity can be added to the school curriculum by taking time from  
other subjects without the risk of hindering student’s academic  
achievement. Further conclusions were made stating the literature strongly  
suggests that academic achievement, physical fitness and health of children  
will not be improved by limiting the time allocated to PE instruction, school  
physical activity and sports programmes. It was also reported that cross-  
sectional studies generally indicate a positive association between physical  
activity and academic achievement.  
The results of this study highlight the importance of the role of sports  
activities in school settings that take place at different times. Students have  
expressed that they get high results in lessons in subjects such as  
mathematics, reading, etc.; in improving academic performance; in  
11  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
concentration, beneficial effects on the processes of attention, memory,  
improving executive function and brain activation, and their behavior in the  
classroom. Physical education plays an important role in promoting healthy  
behaviors. Students in physical education, compared to those who are not in  
physical education, are more physically active, eat more fruit, and watch  
less television (Tassatano et al., 2010). From a social point of view, students  
say that they cooperate more with their peers. Many studies point out that  
sports activity further promotes a child's personality; creates solidarity and  
socialization; teaches children to set goals and how to deal with problems.  
A review by Choi et al. (2014) addresses this gap in the literature,  
recognizing the wide range of positive outcomes that exposure to sports  
competition can have on children early in life (behavioral, physical and  
psychosocial). Most notably, through competition children are provided  
with excellent opportunities to build their skills, develop their social  
adjustment; integration and emotional growth. Competition is also thought  
to contribute to children’s ability to work with others in the achievement of  
shared goals. When it comes to long-term success, competition helps  
children be better prepared for the challenges they will face in the future,  
whilst helping them to learn effective emotional and psychological skills  
and strategies to deal with winning and losing, as well as success and failure  
(Choi et al., 2014).  
The results of this study reiterate the importance and necessity of  
conducting sports activities in the school, leading to some recommendations  
for physical education teachers as a key player in this process of student  
education.  
Conclusions:  
Sports activity has an impact on the student: sports activity is related  
to the measures of the executive function of the brain; sports activity results  
in the development of higher processes of storing information in memory;  
sports activity reduces problematic behaviors in the classroom; children  
who engage in sports activities receive higher grades in school; sports  
activity has beneficial effects on attention processes in students in the  
classroom; sports activity affects concentration, memory and classroom  
behavior; adolescent sports activity in leisure time is associated with greater  
cognitive performance; high-intensity sports activity significantly improves  
adolescents’ non-verbal and non-verbal ability, abstract reasoning, spatial  
ability, and numerical ability; high school students have higher grade point  
average during semesters when dealing with sports compared to those who  
do not engage in sports; sports activity increases the possibility of time  
management in carrying out classroom tasks; daily sports activity can  
12  
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DOI: 10.26697/9786177089147.2021  
enhance various cognitive abilities, such as fluid intelligence and children’s  
perceptual speed.  
Conflicts of interests:  
The author declares that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
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impact of 45 minutes of daily physical education on cognitive  
ability, fitness performance, and body composition of African  
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(2005). Evidence based physical activity for school-age youth. The  
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Florindo, A. A., & Reis, R. S. (2010). Enrollment in physical  
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education is associated with health-related behavior among high  
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Jiang, X., & Telford, R. M. (2012). Physical education, obesity, and  
academic achievement: A 2-year longitudinal investigation of  
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Health, 102(2), 368–374. https://doi.org/10.2105/AJPH.2011.300220  
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Information about the author:  
Manci Iris – https://orcid.org/0000-0003-4914-3945; Teacher of the  
Department of Psychology, Alexander Moisiu University, Durres, Albania.  
Research interests: education, sports activity, bullying.  
Cite this article as:  
Manci, I. (2021). The role of sports activities in students’ academic  
achievements  
in  
secondary  
education.  
In  
Yu. B. Melnyk,  
&
L. M. Georgieva (Eds.), Current Issues of Education and Science. 9th  
International Conference, CIES-2021, Riga, Latvia – Kharkiv, Ukraine,  
November 10–13, 2021, Conference proceedings (pp. 7–15). KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.02  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
15  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
EDUCATION  
DOI: https://doi.org/10.26697/9786177089147.2021.03  
Modern Features and Trends in the Development  
of the Architectural Education System  
Larysa S. MARTYSHOVA1  
1 O. M. Beketov National University of Urban Economy in Kharkiv, Ukraine  
Corresponding Author Details  
Larysa S. MARTYSHOVA, [email protected]  
Received: 01.10.2021; Accepted: 29.10.2021; Published: 17.12.2021  
Brief Summary  
Background: Introduction discusses the core global contemporary  
transformations that embrace all the areas from creating material world  
objects to the processes of environmental changes overall. These processes  
involve all the aspects of human life: philosophy, methodology, culture,  
science, education etc.  
The aim of the study: To find the contemporary features of training  
architects and the trends in architectural creativity development, as well as  
to establish their interaction with the development of the current  
approaches in architectural education, under the conditions of changeable  
socioeconomic requirements and technological capacities.  
Methods: The research methods are determined by those modern  
architecture is focused on, namely, the system worldview, model thinking,  
ability to generalize and manage. Methodological and theoretical bases of  
the study are the general scientific approaches and principles of dialectical  
development; system and interdisciplinary approach.  
Results: The research outcomes show that the potential of  
contemporary architectural creativity as an interdisciplinary area is based  
on the holistic perception of the environment (with its uniqueness,  
originality and specificity) and, in turn, on the complete architectural  
education and architect’s talent.  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Conclusions: The conclusion identifies the main contemporary  
features and trends in the development of the architectural education  
system: the role of the educational structure in the system of architectural  
education and the architectural creativity practice is built on such grounds  
as the continuity of cultural values, modernization of educational processes,  
keeping  
national  
traditions,  
learning  
international  
trends;  
the  
interdisciplinary approach becomes the key instrument and method in the  
architectural creativity and education; the architecture relies equally on  
engineering and humanitarian aspects.  
Keywords:  
architecture, architect, architectural education, architectural creativity,  
environment, integrity, interdisciplinary.  
Background:  
In today’s unified world there is an issue of developing creative  
abilities and creative potential of a personality at all educational cycles  
(from pre-schooling to higher education). Therewith, the fundamental  
changes in the long-standing customs and traditions lead to the emergence  
of a new epoch, new civilization, and, naturally, to the establishment of the  
new criteria of architectural education. Still, universal and timeless values  
and human psychology are to be kept, since they serve as the basis and  
reality of architect’s life and creativity (Czyikov, 2008). Overall, creativity,  
regarded as making unique tangible and intangible values, is not subject to a  
well-established scheme or an algorithm. People always admire the  
creativity of the great masters but even the most prominent figures cannot  
reproduce their creative works accurately, because the creative process is  
similar to the river flowing, where every moment is unique and different  
from the others.  
Architectural education is a special branch of education that aims to  
train and shape an architect, who creates a new environment aesthetically  
and skillfully. An architect is then not a merely thinking qualified specialist  
but an integral, harmonious type of personality capable of seeing and  
perceiving as well as of creating the environment as a unified whole of  
interrelated elements, and even of foreseeing the development of this whole  
– the multifaceted world of human activity. The environment is not just the  
habitat (place of functioning) for a person, but an artwork, which is distinct  
and original from the natural, cultural and socio-historical perspectives. In  
architect’s view, the environment is the integrity, an organized space that  
continuously surrounds a person, who uses architecture to actively and  
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DOI: 10.26697/9786177089147.2021  
permanently influence the common process of shaping this twofold  
structure. By creating an artificial environment for human life, architecture  
affects human psyche in different ways, and the biggest impact is through  
the visual perception, since human activities are always related with various  
forms of environment perception (Shubovych, 2005).  
UNESCO-UIA Charter for Architectural Education states that  
“Architecture is a discipline which draws knowledge from the humanities,  
the social and the physical sciences, technology, environmental sciences,  
the creative arts and the liberal arts. Architectural education is to ensure the  
following outcomes: the ability to understand the relations between people  
and architectural facilities, on the one hand, and between the architect and  
environment on the other. It is also to provide for the ability to correlate  
architectural facilities and space with the human scale (Unesco-Uia, 2017).  
The problem of the architectural creativity development as the means  
of architectural thinking is essential in architectural education. In modern  
conditions the sources of creativity increasingly often include knowledge,  
scientific and technological innovations, and their applications in education.  
The knowledge of the world cultural and domestic heritage, the ability to  
creatively combine it with the contemporary architectural art and solve  
topical complex social space problems serve the grounds for training a  
personality with new intellectual and creative thinking. A specific feature of  
the problem is that to solve it, it is necessary to go beyond the existing  
knowledge. Continuous information updating in science, technologies,  
innovations, and education enables to consider that this problem is nearly  
always an open system for researchers, which inevitably leads to searching  
for the ways to upgrade theoretical models, philosophical approaches, and  
worldviews in architectural practice and education.  
The aim of the study. To identify contemporary features of training  
architects and the trends in architectural creativity development, as well as  
to establish their interaction with the development of the current approaches  
in architectural education, under the conditions of changeable  
socioeconomic requirements and technological capacities.  
Methods:  
It is impossible to achieve the above aim without knowing and  
considering fundamental research in the fields of philosophy, natural  
sciences, and new technologies, where these problems have been studied by  
scholars, architects, education theorists and practitioners in general and in  
particular in architectural education. In this respect, the focus is made on the  
important role of the direct perception of the environment, which is crucial  
for shaping architect’s worldview, and also on the artistic architectural  
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DOI: 10.26697/9786177089147.2021  
creativity and humanitarian education system, which is an integral part of  
the fundamental professional education.  
Methodological and theoretical bases of the research involve general  
scientific approaches, which can be applied to architecture and architectural  
education: the laws and principles of dialectical development; the system  
approach, determined by the social-cultural architectural concepts; and the  
interdisciplinary approach, which implies the use of the concepts, models  
and theories from carious areas of theoretical and practical knowledge.  
Results:  
The theoretical value of the study is in the opportunity to use its  
provisions and conclusions in creating generalizing research that rely upon  
the experience of modern architectural creativity, new architectural thinking  
and further architectural education development based on the integrative  
processes in science, education, and practice with the active implementation  
of innovative technologies.  
The practical relevance of the study is in confirming the need for the  
accumulated experience and modern architectural trends, the need for  
reforms and improvements of architectural education in the new  
continuously changeable conditions. The results of the research may be  
used in the development of the new generation educational programs, the  
choice of the system and methods of education.  
The traditional system of architectural education is oriented on  
specialized professional training, which implies educational process  
division into the major (specializing) disciplines and minor (humanitarian).  
This approach to architect training that distinguishes architecture from the  
system of “nature – architecture – person”, does not provide the holistic  
concept of architecture, while a person who genetically and instinctively  
seeks harmony, does not receive the holistic image of the world. As a result,  
architecture does not reach its main goal – to create the material  
environment integrity (“second nature”) of the surrounding world  
(Shubovych, 2005). The significance of the architectural education in the  
process of the contemporary society and environment development overall  
determines the possibility of not merely uniting various elements in a single  
organism but also the opportunities of monitoring and finding connections  
between generations, reflected in architectural space shapes. Thus,  
architectural education acts as the information environment, responsible for  
the development of the architectural context of our cities and the  
environment on the whole through shaping architect’s creative personality.  
Currently, in today’s informationally overloaded world, when the  
production is most often merged with science, and the need to unite the  
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DOI: 10.26697/9786177089147.2021  
scientific training and practical experience has been urgent, the architectural  
profession requires not only numerous art and technical skills, but also  
understanding of interrelations among the elements of the profession  
(Rappaport, 1975). Contemporary research in architecture somehow goes  
beyond the conventional framework and considers an increasingly broader  
scope of knowledge from economy to poetics.  
Architectural creativity is an interdisciplinary field that represents  
the unique activity, aiming at the active value-based acquisition and  
understanding of the worldview image, which depends on social, cultural,  
religious, political, moral, technological, economic and other conditions,  
thus uniting humanitarian and engineering aspects (Karmazin & Kapustin,  
2003). The unique experience of the architectural creativity is gradually  
accumulated, enriching the arsenal of cultural heritage, traditions and types  
of creation. That way, the range of professional methods, techniques and  
means is continuously widening, the worldview is changing, and creative  
thinking is developing. A special trait of the new epoch is the establishment  
of the structure of the new type of knowledge, where all the areas of human  
activities: science, education, production, and business, are integrated in the  
integrated developing system. The world around us is continuously  
changing along with the benefits and values, landmarks and attitudes. The  
contemporary understanding of the matter structure and motion claims that  
the environment is an integrated system and, consequently, the system  
approach to world learning and transforming is philosophical, specifying the  
principles of the general connection.  
The state of the sociopolitical system, education level, architect’s  
personal professionalism and general cultural background level determine  
the overall future of the humanity, nations, states and their economies. The  
trends of the architectural education system development are expressed in  
multitasking: seeking to balance the need for fast response to processes, the  
ability to change when making decisions and the importance of principal  
positions in the matters of knowledge, society, culture, environment, ethics  
and esthetics. Architecture and architectural creativity in general are  
expanding their geography, trying to become universal, losing numerous  
traditional features and specifics. This trend for internationalization implies  
both new potential потенціал and new, often unprecedented, challenges.  
Therefore, the need for protecting and conserving architectural heritage is  
increasing, demanding the provision by the architectural education of the  
skills and abilities to navigate in the complicated system of the real world  
connections. For example, UNESCO-UIA Charter for Architectural  
Education draws attention to the problem of imperfection and incompliance  
with the dynamics of the architectural education development with the level  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
of contemporary international socioeconomic conditions and requirements  
(Unesco-Uia, 2017).  
Architecture has always been reflecting relations between people and  
the world: with the immediate environment and with the Universe in  
general, unites the imaginary and functional aspects and is predominantly  
material and synthesizes seemingly incompatible layers of human culture.  
Architects have always travelled and sought to work as much as possible in  
various parts of the world, learning and studying different cultures and  
traditions, which enormously enriched their worldview and enabled  
creativity. Owing to the internationalization of education and mobility, the  
availability of numerous programs and grants, contemporary students and  
teaching staff have wide opportunities and prospects not only to study but  
also work or collaborate with prominent experts worldwide. The modern  
engineering innovations are an excellent tool, especially in the situation of  
forced isolation (e.g. pandemic), unsurmountable distances or personal  
factors (e.g., physiological ones). However, for the architectural education it  
is important to have a tight personal contact with the teacher (mentor), as it  
has always been. From time immemorial, a person would master the craft,  
the skills were passed down from person to person, adapting to a specific  
specialist, therefore, workshops are so highly valued worldwide. The  
invisible link emerging between a student and a teacher (it includes  
everything: individuality, intuition, inspiration, courage, passion for the  
master’s personality and willingness to be similar to him, and eventually –  
the aspiration to be a “master (expert)”) (Martyshova, 2016).  
The modern global educational system is undergoing the period of  
quality reforms and breakthroughs. This field of life is being completely  
transformed, and it is anthropocentric, i.e. oriented on people and their  
needs. The approach, oriented on studying natural and general scientific  
worldview, used to do research into the complex scientific problems was  
suggested by Vernadskiy (1977). Architectural creativity is social by nature,  
because contemporary architecture, being a new material environment does  
not fit the framework of yesterday’s criteria, and the society is continuously  
setting new requirements to both the form (material qualities), and the  
content (philosophy, spiritual, cultural-esthetic, social and functional  
meaning) (Vernadskiy, 1977).  
The research showed that the potential of the contemporary  
architectural creativity as an interdisciplinary area is based on the integrity  
of perceiving the environment (with its inherent uniqueness and originality)  
and, in turn, on the completeness of architectural education and architect’s  
talent. A considerable impact on the condition and development of  
architecture is currently made by the dialectical-methodological approach to  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
the problem of interaction among architectural creative practice,  
architectural education and science, where the crucial factors were the  
innovative principles of architectural school education, theories, concepts  
and creative works by the prominent architects of the early 20th century.  
The contemporary architectural education is at the stage of selecting the  
system and model of further development in the conditions that rapidly  
change, which requires transformations in the educational system. For  
example, over the period of the first two decades of the 21st century, along  
with the contemporary trends for the active introduction of scientific and  
technological developments in all areas of human life, including the practice  
of architectural creativity, architectural education is lagging behind:  
relations of the science and practice are being lost and, which is especially  
important, interdisciplinary links are being lost, though they promote  
integrated perception, preservation and creation of the environmental  
integrity.  
Conclusions:  
Modern trends in architects’ training within the architectural  
educational system area characterized by the need of the active practical use  
of the achievements of fundamental and applied sciences, engineering,  
innovative technologies, cultural development, which, in turn, turn the  
image of the architecture as a system of fragmented knowledge (elements)  
into the aspiration to establish integrated environmental knowledge.  
The new era in the practice of developing contemporary trends in  
training architects within the architectural education system has been  
formed by a number of factors: cultural-historical heritage of architectural  
schools of the early 20th century and the emergence of new architectural  
schools, creative associations, training architects, builders, designers and  
artists. Thus, the modern architectural education is in the sociocultural  
conditions, which are changing dynamically, and in the process of seeking  
essential creative trends. The process is based on two main areas: vocational  
education and humanitarian education.  
Along with global quality changes, the contexts and theories, related  
to national and regional interests are being activated and confirmed as well;  
the value-based criteria of the national traditions in architectural creativity  
and education are identified. The observed reflection of international  
features in national cultures is based on the principles, on the one hand,  
mutual enrichment and development, on the other – universalization.  
According to the modern international requirements and conditions,  
the role of the educational structure (as the unified model of education-  
science-practice) in solving the problems of continuity, consistency, and  
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DOI: 10.26697/9786177089147.2021  
succession in the architectural education system and practice, built on the  
principles of passing down cultural values, modernization of educational  
processes, keeping national traditions, learning international trends, has  
gained significance. While the interdisciplinary approach is becoming an  
essential tool and method in the practice of architectural creativity and  
education.  
Conflicts of interests:  
The author declares that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
References  
Czyikov, S. S. (2008). Arhitectura buduschego: osmyslenie i model  
razvitiya [Architecture of the future: comprehension and model of the  
development]. Arhitecton: Izvestiya vuzov – Architect: News of Higher  
Educational Institutions, 2(22). https://archvuz.ru/2008_2/7 [in  
Russian]  
Karmazin, Yu. I., & Kapustin, P. V. (2003). Gumanizatciya arhitecturnoy  
deyatelnosti  
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gumanitarnoye  
soderzhaniye  
professionalnogo  
obrazovaniya [Architectural activity humanisation and humanitarian  
content of professional education]. Izvestija vysshih uchebnyh  
zavedenij: Stroitelstvo – Bulletin of higher educational institutions:  
Construction,  
7,  
119–125.  
https://izvuzstr.sibstrin.ru/uploads/publication/fulltext/7-2003.pdf [in  
Russian]  
Martyshova, L. S. (2016, April 28-29). Gumanitarnaya sostavlyauschaya  
podgotovki arhitectora [The humanitarian component of the architects  
training] [Poster presentation]. Modern Problems of Youth Education  
in  
Higher  
Education,  
Kharkiv,  
Ukraine.  
https://eprints.kname.edu.ua/44963/ [in Russian]  
Rappaport, А. G. (1975). Proectirovanie bez prototipov [Design without  
prototypes]. Razrabotka i vnedrenie avtomatizirovannyx system v  
proectirovanii  
implementation of automated systems in design (theory and  
methodology)]. https://www.priss-  
(teoriya  
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metodologiya)  
[Development  
and  
laboratory.net.ru/library/library_rappaport_prototype.pdf [in Russian]  
Shubovych, S. A. (Ed.). (2005). Gumanitarny kompleks arhitectury. К  
voprosu о gumanitarnyh issledovaniyah v architecture [Humanitarian  
complex of architecture. To the issue of humanitarian researches in  
architecture]. XNAGX. [in Russian]  
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DOI: 10.26697/9786177089147.2021  
Vernadskiy, V. I. (1977) Razmyshleniya natyralista. Nauchnaya mysl kak  
planetnoe yavlenie. [Reflections of a naturalist. Scientific thought as a  
planetary  
phenomenon].  
http://www.isaran.ru/bookreader/publication.php?guid=BB9E42F9-  
56DA-7238-BAA8-C9A85D26BAB6&ida=1&kod=9 [in Russian]  
UNESCO-UIA. (2017). Charter for architectural education. (Ed. 2014-  
2017).  
https://www.uia-  
architectes.org/webApi/uploads/ressourcefile/178/charter2017en.pdf  
Information about the author:  
Martyshova Larysa Serhiivna – https://orcid.org/0000-0002-2211-3562;  
PhD in Architecture, Associate Professor of Urban Planning Department,  
O. M. Beketov National University of Urban Economy in Kharkiv, Ukraine.  
Research interests: information-semantic and landscape-compositional  
problems of the architectural environment spatial structure.  
Cite this article as:  
Martyshova, L. S. (2021). Modern features and trends in the development of  
the architectural education system. In Yu. B. Melnyk, & L. M. Georgieva  
(Eds.), Current Issues of Education and Science. 9th International  
Conference, CIES-2021, Riga, Latvia – Kharkiv, Ukraine, November 10–13,  
2021,  
Conference  
proceedings  
(pp.  
16–24).  
KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.03  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
24  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
EDUCATION  
DOI: https://doi.org/10.26697/9786177089147.2021.04  
Integration Technology in Math Lessons  
Senad ORHANI1  
1 University of Prishtina, Prishtina  
Corresponding Author Details  
Senad ORHANI, [email protected]  
Received: 15.10.2021; Accepted: 10.11.2021; Published: 17.12.2021  
Brief Summary  
Background: Teaching and learning in today’s classrooms are  
transforming to meet the changing demands of the society. One of the  
biggest changes experienced by teachers and students is the introduction of  
technology-based tools to aid teaching and learning. Mathematics enables  
the development of students’ skills and abilities to think critically, the  
development of their personality, the development of skills to work  
independently and systematically, the stimulation of curiosity and  
encouragement for discovery, the building of knowledge new in order to  
implement and integrate them in other areas and solve problem situations  
in everyday life.  
The aim of the study: To present the effective experiences of  
integrating technological tools in the teaching and learning of concepts in  
lessons in the subject of mathematics  
Methods: The empirical method was used for this study, with  
quantitative approach. The sample for this study is represented by the  
teachers and students of the lower secondary school, with 40 participants.  
Quantitative data were collected from the answers of the participants in the  
questionnaire.  
Results: The findings of the study reflect the high scores of the  
participants regarding the integration of technology in math lessons, and  
that this is becoming more prominent in online learning perhaps even in the  
development of distance learning during the COVID-19 pandemic period.  
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DOI: 10.26697/9786177089147.2021  
Conclusions: The information from the study can be used to support  
other teachers who are not yet integrating technology into the learning  
process. But it is important to note that technology is only a teaching tool.  
No form of technology in the subject of mathematics can ever replace a very  
effective teacher.  
Keywords:  
learning, math, students, teaching and technology.  
Background:  
The world is changing rapidly in parallel with science revolutions  
and the evolution of technology. The challenge of accelerating change in the  
field of education in the 21st century is to find and develop tools that can  
make teaching and learning effective and worthwhile. Technology has an  
impact and change in efficiency as a tool that can change the way the  
subject is taught in teaching practice, which facilitates the learning process  
as a tool for collecting, organizing and evaluating information in problem  
solving and to innovate practical ideas. in the reality of life.  
As a result, the integration of technology in this study refers to the  
use of technology in the teaching process in the field of mathematics, which  
can contribute positively to the performance of students and teachers.  
Technology integration is also linked to a range of dynamic factors,  
including effective practices, technological aspects of new tools, the  
potential to transform learning, the development of online learning, the use  
of digital learning tools, and the enabling of new forms of practice of  
teaching and learning. The role of technology in mathematics is one of the  
key factors in motivating and engaging students for lessons. Technology  
helps develop learning activities by providing an interactive environment  
where students examine and visualize exercise presentations and  
dynamically relate to symbolic expressions, numerical and graphical data.  
The application of new technology in the teaching and learning of  
mathematics is a reform of the 21st century. In this new reality it is  
necessary to seek new teaching methodologies and teachers need  
differentiated and sustainable educational tools with the reality in which  
students are facing. Schools need to keep pace with the times, harnessing  
the full potential of each student and thus improving the act of teaching and  
learning in step with technological advances. However, new technologies  
such as smart boards, computers and iPads have become part of educational  
systems and cannot now be ignored.  
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DOI: 10.26697/9786177089147.2021  
Mathematics is a subject that requires a multifaceted approach and  
technology offers an opportunity for the student to learn mathematics in a  
variety of ways. The programs are convenient to use and this provides an  
opportunity to create a host of different representations within the school’s  
limited daily time. Technology offers the opportunity to present a variety of  
representations and multiple opportunities to learn in different ways,  
ensuring that many students become active. These multiple representations  
can add depth to students’ understanding of the concept, which is important  
as we have seen that students struggle with approaches because there is  
often an emphasis on a procedural meaning rather than a conceptual  
meaning (Mudaly & Fletcher, 2019).  
The use of technology, and especially mobile technologies, in the  
teaching and learning of mathematics is gaining increasing interest among  
researchers and practitioners (Borba et al., 2017). According to Zengin and  
Tatar (2017) technology within the classroom is not a tool to transfer  
knowledge, but rather a tool that offers students an opportunity to engage  
and build their knowledge.  
Technology-based tools for the subject of mathematics include  
specific technology-based tools and technology-based tools for general  
purposes. Technologies based tools on specific I mathematics include  
mathematical software, web resources, and other web sites that focus on  
teaching and learning mathematics subjects. General purpose technology-  
based tools include productivity software, interactive whiteboards, and  
general software that suggest that in math classes both can be used to teach  
math effectively (Mlilo, 2019).  
GeoGebra is a dynamic math software for teaching and learning  
math. You can use it for active and problem-oriented teaching, it  
encourages experiments and mathematical discoveries both in the classroom  
and at home. GeoGebra is used to visualize geometric objects that will be  
transformed. Through the process of visualization students try, reason and  
finally find the concept of transformation. Based on this, learning using  
GeoGebra software can improve math skills (Simbolon & Siahaan, 2020).  
Mathway is a popular app for students and teachers, as it not only  
helps students see the answers to difficult problems, but shows them the  
steps to find the answer. This can be especially helpful for students who are  
learning at home, for those who do not have access to a teacher, or even for  
adults who simply want to control their math (Tucker, 2020).  
E-learning is a structured field or electronically provided learning  
experience, which is developed through electronic media, usually including  
the Internet. We distinguish two types of e-learning, that of synchronous  
and asynchronous e-learning. Synchronous e-learning, most often referred  
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DOI: 10.26697/9786177089147.2021  
to as direct online training, online learning or virtual classroom training,  
which is led by teachers and takes place at the same time as other students,  
all occur to be geographically dispersed. Alternatively, asynchronous e-  
learning may include pre-recorded lecture and video content, visuals and/or  
text, knowledge quizzes, simulations, games and other interactive elements  
(Bonderud, 2020).  
Google Classroom as learning aids digital tools like Google  
Classroom, enable teachers to create and organize assignments, tests,  
provide feedback, and easily communicate with their virtual classrooms.  
Google Classroom is an online service developed by Google to support  
teaching and learning in virtual classrooms. Math teachers can create,  
distribute, and assign tasks to anyone within the group. Each class creates a  
separate folder in Google Drive of the respective user, where the student  
can submit the work to be evaluated by a teacher (Edwards, 2021).  
Google Meet can empower you to enrich teaching and learning with  
advanced features like breakout rooms, live streaming, attendance tracking,  
Q&A, polling and more when you sign up for the Teaching and Learning  
Upgrade. Google Meet is a video conferencing program from Google Suite  
to allow teachers to continue to meet the needs of their students through  
direct math instruction. Math teachers can share their screens to show  
visuals and model problem-solving strategies (Sapp, 2020).  
M-learning has the potential to become an integral part of the  
teaching and learning processes in the subject of mathematics, which is  
increasingly common for students to use mobile technology. M-learning  
technologies include laptops, notebooks, smartphones and tablets. M-  
learning focuses on student mobility, interacting with portable technologies.  
Using mobile tools to create teaching tools and materials that have become  
an important part of non-formal learning. Mobile learning has managed to  
increase the efficiency of e-learning by taking it one step further and  
allowing students to learn almost anywhere and anytime (Semertzidis,  
2013).  
Game Based Learning balances the subject with the game. The goal  
is to allow students to recall information gained from the game and apply it  
to real-world life situations. When applied with the right curriculum, game-  
based learning can help them learn a subject more effectively. Game-based  
learning is where game features and principles are incorporated into  
learning activities. Here, learning activities foster student engagement and  
motivation to learn. Games work best when paired with effective pedagogy.  
As such, researchers suggest that games will not replace teachers and  
classrooms, but they may replace some textbooks and labs (Schenke et al.,  
2014).  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Mathematics is a basic skill in many aspects of a student’s life. Most  
students sometimes lack motivation in math lessons. On the other hand, the  
impact on social life promoted by technology represents a unique  
opportunity for the development of the learning process, as it facilitates and  
provides meaningful learning through technological resources.  
The aim of the study. To present the effective experiences of  
integrating technological tools in the teaching and learning of concepts in  
the lessons of mathematics.  
Methods:  
The empirical method was used for this study, to investigate how  
many teachers and students are integrating technological tools into the math  
lessons. The quantitative approach was used to analyze this study in more  
detail. The quantitative approach of this study aims to reveal trends  
regarding the frequency of use of technological tools in the teaching and  
learning process.  
The sample for this study is represented by the teachers and students  
of the lower secondary school “Heronjtë e Lumës” from the village of  
Vërmica, municipality of Prizren. The selected sample is a non-probabilistic  
sample with 40 participants, which was a deliberate sample, due to the  
evaluation of the use of technology in the learning process.  
Quantitative data were collected from the answers of the participants  
in the questionnaire. Questionnaires were compiled on the Likert scale,  
which were measuring instruments that reflected quantitative data.  
Participants’ responses were assessed for ideas, values, opinions or attitudes  
whether they agree or disagree with the statements made. Quantitative data  
collected from the questionnaire were then analyzed through the SPSS  
program, where the data collected from the questionnaires were transcribed,  
categorized and finally interpreted.  
Results:  
Quantitative data obtained from the questionnaires show  
a
comprehensive understanding of participants’ attitudes regarding the  
integration of technology in mathematics lessons. This study included 40  
participants, of whom 37 were students and 3 teachers from primary and  
lower secondary schools in this country.  
According to the results, one third of teachers had knowledge of low  
level of technology use, while two thirds had high level of technology use.  
Based on this, the research results show that about 66.7% of teachers are in  
favor of integrating technology in math lessons, while 33.3% are reluctant  
to integrate technology in the teaching process. Also, the results of the  
teachers show that all participants use the GeoGebra program and online  
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DOI: 10.26697/9786177089147.2021  
learning (e-learning), 33.3% of the application Mathway, m-learning and  
Game Based Learning, as well as 66.7% of participants use the Google  
Classroom and Google Meet platforms.  
On the other hand, the study results show that about 29.7% of  
students had low level knowledge of technology use, 43.2% medium level  
knowledge, and 27.1% had high level knowledge of technology use. Also,  
in terms of integration of technology in mathematics learning, the results  
show that 43.2% use the GeoGebra program, 13.5% use the Mathway  
application, 100% are involved in online learning, 67.6% use the Google  
Classroom platform, 59.5% use the Google Meet platform, 18.9 % mobile  
learning (m-learning) and only 13.5% of students had integrated digital  
games into mathematics learning.  
Therefore, from the results of the research we see that almost all  
participants have integrated some form of technology in the teaching  
process of the subject of mathematics. The findings of the study reflect the  
high scores of the participants regarding the integration of technology in  
math lessons, and that this is becoming more prominent in online learning  
perhaps even in the development of distance learning during the COVID-19  
pandemic period. Furthermore, we consider the possibility of incorporating  
technology into math lessons, where technology can improve the teaching  
and learning process.  
Conclusions:  
It was important to identify the technology-based tools currently  
used in math classes in order to exchange information with teachers for  
planning purposes. Information from the study can be used to support other  
teachers who are not yet integrating technology into the learning process.  
Furthermore, it will help students become more involved in their learning  
and take an active part in their education. But it is important to note that  
technology is only a teaching tool. No form of technology in the subject of  
mathematics can ever replace a very effective teacher. The bottom line is  
that effective teaching is about engaging students in order to help students  
develop a deeper understanding of mathematical concepts. Effective math  
teachers use technology as a tool to support engagement and learning, but  
not as an end in itself. Regarding curriculum issues, it is necessary to  
develop and apply teaching and learning methodologies to master the  
resources made available by technology, in order to use them as auxiliary  
resources to support the understanding of mathematical concepts and  
motivation students in the classroom.  
Conflicts of interests:  
The author declares that there is no conflict of interests.  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Source of support:  
This research did not receive any outside funding or support.  
References  
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instruction  
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Borba, M., Askar, P., Engelbrecht, J., Gadanidi, G., Llinares, S., & Aguila,  
M. (2017). Digital technology in mathematics education: Research  
over the last decade. In G. Kaiser (Ed.), Proceedings of the 13th  
International Congress on Mathematical Education (pp. 221–233).  
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KwaZulu-Natal.  
https://researchspace.ukzn.ac.za/xmlui/bitstream/handle/10413/1913  
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Information about the author:  
Orhani Senad – https://orcid.org/0000-0003-3965-0791; Graduate Student,  
University of Prishtina, Prishtina.  
Research interests: education, math.  
Cite this article as:  
Orhani, S. (2021). Integration technology in math lessons. In  
Yu. B. Melnyk, & L. M. Georgieva (Eds.), Current Issues of Education and  
Science. 9th International Conference, CIES-2021, Riga, Latvia – Kharkiv,  
Ukraine, November 10–13, 2021, Conference proceedings (pp. 25–32).  
KRPOCH. https://doi.org/10.26697/9786177089147.2021.04  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
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DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
PSYCHOLOGY  
DOI: https://doi.org/10.26697/9786177089147.2021.05  
Problem Issues of the Psychological Science  
in the Actual Social Dimension  
Valerie M. POLISHCHUK1  
1 Borys Grinchenko Kyiv University, Ukraine  
Corresponding Author Details  
Valerie M. POLISHCHUK, [email protected]  
Received: 05.10.2021; Accepted: 02.11.2021; Published: 17.12.2021  
Brief Summary  
Background: For analyzing the phenomenon of the “Psychological  
problems” the search strategies of the psychological science (especially for  
the study of adult psychology, psychology of the elderly) were formulated,  
characterized and their expected prospects were identified.  
The aim of the study: To explore a structural, structural and  
functional investigation of its psychological content in terms of the  
favorable and unfavorable social challenges and threats, and later  
forecasting.  
Methods: Priority among organizational methods is longitude; the  
main ones are experiment, analytical observation and theoretical  
modelling.  
Results: The obtained theoretical and empirical results should be  
systematized and organized in their semantic hierarchy: 1) methodological  
guidelines for understanding the phenomenon (examples: selecting the  
research priorities, formulating the significant topics, constructing the  
logistics of the research, modelling); 2) basic content (the conscious need  
for objective knowledge, or scientific discovery, of humans or social  
communities). The functional essence of the hypothesis (which significance  
in the scientific works is devalued at present) was described. The search  
barriers on the way of cognition to the truth (“problem theorizing”, or  
“bookish education”; “psychology of focusing”; incorrect use of methods  
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DOI: 10.26697/9786177089147.2021  
of the mathematical statistics; formulating contemplative generalizations  
and conclusions) were defined. It was stated that 1) productive research is a  
complex informational reflection of the meanings of any problem in three  
historical chronological aspects of the “past – present – future”, 2) modern  
“current psychological problem issues” suffer the crisis (for example:  
narrow topics, narrowing the experimental search), 3) modern social  
demand means the necessity to develop the fundamental and applied  
technologies for situations of the functional stress, extreme and emergency  
situations. The importance of the social role of the scientist in researches  
was shown.  
Conclusions: Disregard for the basic meanings of the phenomenon  
of the “current psychological problem issues” 1) a priori leading to  
producing the dogmatic, compilated information, 2) discrediting the  
scientific psychological knowledge.  
Keywords:  
current problem issues, hypothesis, research, longitude research,  
modelling, phenomenon.  
Проблематика психологічної науки  
в актуальному соціальному вимірі  
Валерій М. ПОЛІЩУК1  
1 Київський університет імені Бориса Грінченка, Україна  
Деталі Автора-Кореспондента:  
Валерій М. ПОЛІЩУК [email protected]  
Анотація  
Вступ: Для аналізу феномена «психологічна проблематика»  
сформульовано, охарактеризовано пошукові стратегії психологічної  
науки (передовсім для вивчення психології дорослості, психології  
похилого віку) та визначено їхні очікувані перспективи.  
Мета дослідження: Структурне, структурно-функціональне  
вивчення його психологічного змісту  
в
умовах сприятливих  
і
несприятливих соціальних викликів і загроз, потім – прогнозуванні.  
Meтоди: Пріоритетними серед організаційних методів  
пріоритетним є лонгітюд; основні – це експеримент, аналітичне  
спостереження і теоретичне моделювання.  
Результати: Отримані теоретико-емпіричні результати  
повинні бути систематизовані та впорядковані у своїй смисловій  
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DOI: 10.26697/9786177089147.2021  
ієрархії:  
1) методологічні настанови  
для  
пізнання  
феномена  
(приклади: обрання першочергових дослідницьких пріоритетів,  
формулювання  
дослідження,  
значущої  
моделювання);  
тематики,  
побудова  
зміст  
логістики  
(усвідомлена  
її  
2) базовий  
необхідність об’єктивного пізнання, або наукового відкриття, у  
людини чи соціальних спільнот). Охарактеризовано функціональну  
сутність гіпотези, значення якої у наукових роботах зараз знецінене.  
Визначено пошукові бар’єри на шляху пізнання до істини  
(“теоретизування проблеми”, або “книжкова вченість”; “психологія  
фокусу”;  
некоректне  
використання  
методів  
математичної  
статистики; формулювання споглядальних узагальнень та висновків).  
Стверджується, що 1) продуктивне дослідження – це комплексне  
інформаційне відображення смислів будь-якої проблеми у трьох  
історичних хронологічних площинах “минуле  
–
теперішнє  
–
майбутнє”, 2) сучасна «актуальна психологічна проблематика»  
знаходиться кризовому стані (приклади: вузька тематика, звуження  
експериментального пошуку), 3) сучасний соціальний запит – це  
необхідність розроблення фундаментальних і прикладних технологій  
для ситуацій функціональної напруженості, екстремальних  
і
надзвичайних ситуацій.. Показано важливість соціальної ролі вченого  
у дослідженнях.  
Висновки: Неврахування базових смислів феномена “актуальна  
психологічна проблематика” 1) апріорі призводить до продукування  
догматичної, компілятивної інформації, 2) дискредитує наукове  
психологічне знання.  
Ключові слова:  
актуальна  
проблематика,  
гіпотеза,  
дослідження,  
лонгітюд,  
моделювання, феномен.  
Присвячується 125-річчю  
від Дня народження Л. С. Виготського  
Вступ:  
У ХХІ ст. парадигма психологічної науки, як вагомий освітній  
фактор національної безпеки держави, її громадян, об’єднаного  
європейського життєвого простору, має одночасно сконцентрувати і  
розв’язати актуальні цільові освітні перспективи, або пошукові  
стратегії, спрямовані на збільшення пізнавальних масштабів свого  
дослідницького поля, зокрема у психології дорослості, психології  
людей похилого віку, оскільки вже давно стабілізувалася пізнавальна  
ситуація, згідно з якою ці життєві етапи не мають навіть мінімальної  
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DOI: 10.26697/9786177089147.2021  
дослідницької уваги порівняно з молодшими віковими періодами  
(Aleksandrov, 2017; Ellis, 2002; Krаjg, 2003; Vygotskij, 1984). Окремо  
знаходиться проблематика вікового кризового розвитку людини, де  
нормативні і ненормативні кризи тенденційно ототожнюються з  
суміжними стабільними життєвими стадіями. Як наслідок, усталений  
пошуковий дисбаланс та термінологічний хаос спричиняють  
аналогічну пошукову ситуацію у повсякденній професійній діяльності  
суб’єктів психологічного знання.  
Мета дослідження. Довести теоретико-практичну необхідність  
з’ясування  
феноменології  
поняття  
“актуальна  
психологічна  
проблематика” як пізнавального орієнтиру для розвитку психологічної  
науки у контенті її цільових освітніх перспектив та нагального  
(пріоритетного) соціального запиту про життєдіяльність людини в  
умовах сприятливих і несприятливих соціальних впливів.  
Методи:  
Організаційні (пілотний зріз, лонгітюд, поперечний зріз);  
системно-структурний, історико-логічний та порівняльний аналіз  
першоджерел про особливості вікового та індивідуального розвитку  
людини;  
експеримент,  
аналітичне  
спостереження,  
теоретичне  
моделювання.  
Результати:  
І. Базовий  
зміст  
феномена  
“Актуальна  
психологічна  
проблематика” має визначатися анонсованими тут пошуковими  
стратегіями, які складають пізнавальну альтернативу 1) науковим  
уявленням про “ідеальну особистість”, коли методологічний принцип  
«як повинно бути» ігнорує принцип “як є насправді”, 2) спорадичним  
дослідницьким спробам, які, як правило, обмежені у календарному  
часі і “замикаються” на локальних чи нерепрезентативних вибірках,  
що призводить до продукування “загального знання” про людину,  
3) реальному і потенційному дослідницькому вакууму про вікову  
специфіку психічних станів людини (передовсім йдеться про увагу),  
пізнавальних процесів (відчуття, сприймання, пам’ять, мислення,  
уява), емоційно-вольової сфери (передовсім – це воля), індивідуально-  
типологічних особливостей (особливо – характер), 4) недоказовим чи  
малодоказовим висновкам і прогнозам про віковий розвиток людини та  
аналогічному використанню методів статистичної обробки отриманої  
емпіричної  
інформації,  
коли  
отримані  
кількісні  
результати  
розглядаються у ранзі якісних узагальнення (приклади) (Polishchuk,  
2019; 2020).  
36  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Стратегія 1.  
Розвінчування  
у
громадян  
традиційних  
пізнавальних орієнтирів (життєвих стереотипів), згідно з якими знання  
психології дітей дошкільного віку і молодшого шкільного віку,  
підлітків,  
юнаків  
начебто  
уже  
попередньо  
обмежуються  
використанням, як правило, лише у системі освіти або сімейних  
взаємин. Насправді вони потрібні також для інженерної, економічної,  
юридичної психології, психології реклами, психології засобів масової  
інформації,  
психології  
управління,  
психології  
менеджменту,  
проєктування професійної кар’єри тощо і з соціальним плином часу  
актуалізуються для інших психологічних галузей.  
Очікувана соціальна перспектива: оптимізація особистісно-  
професійних взаємин, підвищення продуктивності праці у громадян,  
збереження їхнього фізичного і психічного здоров’я.  
Стратегія 2. Системне теоретико-емпіричне вивчення психології  
дорослості,  
яка  
залишається  
малодослідженою  
порівняно  
з
попередніми віковими інтервалами, не лише через традиційні  
поперечні зрізи, а з допомогою лонгітюдних наукових розвідок з  
використанням експериментальних змінних. Так, “психологія літнього  
віку” у дорослості належить до тих наукових тем, де життєвий досвід  
старших поколінь надійно гуртує суспільство у ситуації наростаючих  
воєнних, терористичних викликів і загроз.  
Очікувана соціальна перспектива: систематизація доказової  
інформації про віковий розвиток людини; обмеження споглядальних  
міркувань  
і
висновків,  
які  
призводять  
до  
термінологічної  
невизначеності, хаосу у виокремленні вікових періодів життєвого  
шляху типу “криз середнього віку”, “кризи 30 років”, “кризи 40 років”,  
“кризи середини життя” тощо без доказових емпіричних розвідок чи  
навіть без їхньої наявності, довільного тлумачення змісту, внаслідок  
чого відбувається суб’єктивне тлумачення вікового місцезнаходження  
людини, що унеможливлює адекватні дослідницькі перспективи  
передовсім вікової, педагогічної, диференційної психології як  
наукових  
галузей,  
розроблення  
результативних  
розвивальних  
індивідуальних програм, рекомендацій тощо.  
ІІ. “Актуальна наукова проблематика”  
–
це усвідомлена  
необхідність об’єктивного пізнання (наукового відкриття) у людини чи  
соціальних спільнот у конкретній сприятливій чи несприятливій)  
соціальній ситуації розвитку. Продуктивне дослідження передбачає  
тут комплексне інформаційне відображення своїх смислів у трьох  
історичних хронологічних площинах “минуле  
–
теперішнє  
–
майбутнє”, де останній площині (“майбутнє”) “належить вирішальна  
прогностична роль у розробленні новітніх фундаментальних та  
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9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
прикладних тематичних технологій з метою їх теперішнього і  
потенційного результативного застосування на основі конкретного  
актуального індивідуального чи групового соціального запиту.  
Характерно, означені смисли перебувають  
у
сфері інтересів  
методології та організації наукових досліджень незалежно від  
галузевих наукових напрямків (Danilyan & Dzyoban, 2019; Krajg, 2003;  
Malska & Pankiv, 2020; Obidina, 2017; Yurchenko, 2017).  
У зв’язку з цим у дослідницькій діяльності для виокремлення  
актуальної  
психологічної  
проблематики  
варто  
дотримуватися  
наступних методологічних настанов (приклади) (Goncharenko, 2008):  
1. Сконцентруватися на одній дослідницькій тематиці, – тобто  
обрати першочергові пошукові пріоритети, абстрагувавшись від інших  
(менш важливих), що дозволяє забезпечити цілісність дослідницької  
процедури, а, значить, обрати методологію дослідження та узгодити  
логістику його етапів.  
Визначатися з такими пріоритетами допомагає дослідницька  
гіпотеза, яка конструює зміст потенційної наукової теорії, завдяки якій  
виробляється  
відображається процес постійного вдосконалення “відкритого знання”,  
і, зрештою, виокремлюються пізнавальні перспективи досі  
структурований  
план  
наукової  
діяльності,  
де  
“невідомого знання”. На жаль, пошукове значення гіпотези з початком  
ХХ ст. відверто принижується, що виявляється у її відсутності для  
більшості досліджень як системного структурно-функціонального  
положення. Однак це 1) конкретний пізнавальний орієнтир, без якого  
наукова праця втрачає свій функціональний сенс через сумніви в  
науковій достовірності отриманих результатів; провідна стратегічна  
ідея дослідження, спрямована на розв’язання конкретного завдання,  
2) своєрідна “візитівка”, “маркер”, що принаймні теоретично  
убезпечують наукову працю від спрощеності і деклараційності,  
3) напрямок пошуку “чогось” невідомого  
4) конструктивність (зрозумілість, прогностичність)  
в
науці  
і
практиці,  
наукової  
концепції, завдяки чому перевіряється життєдайність сформульованих  
методологічних положень, процес дослідження є організованим і  
коректним, а, значить, отримані емпіричні дані є дійсно ймовірними.  
Зрештою, без гіпотези неможливо увиразнити актуальну  
проблематику.  
2. Сформулювати зрозумілу і справді важливу для професійного  
повсякдення і для себе дослідницьку тематику (об’єкт і предмет  
дослідження), розв’язання якої вдосконалює, розвиває саме свій  
життєвий простір (матеріальний, інтелектуальний тощо), потім –  
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DOI: 10.26697/9786177089147.2021  
життєвий простір інших громадян з відповідними оптимістичними  
розвивальними перспективами.  
Для цього нам варто орієнтуватися у споріднених дослідницьких  
темах задля уникнення їхнього паралелізму, дублювання та одноманітності  
змісту, уникати називати об’єктом чи предметом дослідження суб’єктів  
соціального процесу (учнів, студентів, учителів, батьків, навчальні  
ресурси тощо). Важливо бачити власний пізнавальний ракурс проблеми  
і не претендувати на “всезнайство”, яке уже попередньо засвідчує, з  
одного боку, необґрунтовану амбітність дослідника, а з другого,  
різнопланову обмеженість його загального кругозору часто на межі  
професійної неспроможності до виконання наукової роботи.  
Характерно, що для розуміння доказових тактичних завдань  
досягнення (логістика) потенційного результату необхідно розробити  
проєктну структурну або структурно-функціональну моделі предмета  
дослідження, доцільність яких виявиться у впровадженні змістовних  
технологій, ефективність яких перевірена у тривалому календарному  
дослідницькому часі (як мінімум, це 3–4 роки, тобто йдеться про  
лонгітюдні розвідки), а не ситуативних спробах. ефективність яких є  
доволі малопереконливою.  
3. Змоделювати  
зміст  
проблематики  
(як  
приклад,  
це  
математичне моделювання за правилами формальної системи з  
допомогою математичних операцій), що дозволить перевірити  
задекларовану теоретико-емпіричну спроможність своєї теорії про  
шляхи її розв’язання, забезпечить збір нової інформації, виокремить  
приховані суперечності, створить цілісну картину досліджуваного  
предмета у системі різнопланових чинників впливу, а головне –  
унеможливить деклараційні узагальнення, які часто ні до чого не  
зобов’язують. У цьому контексті типовими є формулювання “До  
питання….”, “Про…..”, де уже заздалегідь прогнозується виклад “не  
самої сутності питання”, а споглядальні суб’єктивні судження на  
“сутність викладу” “сутності питання” на кшталт “нам здається”.  
У
таких випадках ми отримуємо низку несприятливих  
дослідницьких явищ як пізнавальних бар’єрів на шляху до істини  
(приклади):  
1. “Теоретизування проблеми”, або “книжкова вченість”  
(основна причина: відсутність належних емпіричних розвідок):  
1) часто використовуються судження типу “на засадах комплексного  
підходу”, “системного підходу” без будь-якого пояснення їхньої  
специфіки у конкретній ситуації; 2) домінує “психологія фокусу”  
(досліднику здається, що варто лише заявити про відкриття, вже не  
кажучи про застосування, і навколишня дійсність позбудеться будь  
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9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
якої несприятливої проблематики); 3) споглядальні висновки  
з
претензією на “новітні узагальнення”, що лише ускладнює розуміння  
проблеми, формує у нового покоління дослідників хибні уявлення про  
стан “недостатнього розроблення”, а головне, що “такими мають бути  
наукові узагальнення”: 4) незрозумілість, очевидність, узагальнень, які  
насправді не потребують ніяких доведень (це “судження заради  
судження”, де відсутня будь-яка конкретика).  
2. Деклараційне використання дійсно важливого стандартного  
вислову типу “надійність і вірогідність результатів … забезпечувалася  
використанням  
надійних  
і
валідних  
діагностичних  
методик,  
поєднанням якісного  
і
кількісного аналізу емпіричних даних,  
репрезентативністю вибірки …”.  
3. Некоректне використання методів математичної статистики, де  
часто віддається “данина соціальній моді”. Не може бути “статистики”  
“заради статистики”. Дійсно, математичне вивчення зв’язків  
і
залежностей у життєвих явищах є завершеним смислом, коли  
базується на якісному аналізі, – тобто математичні методи не потрібно  
протиставляти іншим аналітичним методам (так, ніколи не втратить  
своєї результативності тривале природне спостереження, більше того –  
воно має домінувати). Однак часто відбувається підміна якісного  
аналізу кількісними даними, які до того ж можуть розглядатися поза  
контекстом вікових та індивідуальних особливостей людини чи різних  
соціальних впливів. Також типовою помилкою  
є
використання  
недоказових (суб’єктивних) інтервальних шкал, тоді як психологічні  
проблеми – це прерогатива порядкових шкал.  
Загалом “актуальна психологічна проблематика” має виразний  
кризовий стан. Так, у її масштабному полі вторинним явищем  
залишається експериментальне вивчення психічних станів, процесів,  
емоційно-почуттєвої  
сфери,  
індивідуально-типологічних  
особливостей. Практично відсутні тематичні теоретико-емпіричні  
дослідження про відчуття, волю, характер, уяву, оскільки такі  
пошукові домагання потребують від дослідника особливої професійної  
підготовки із схильністю до наукового ризику. Потребує вивчення  
вікова динаміка структур психіки, розвитку особистості у вузьких  
вікових інтервалах як відображення внутрішньої логіки розвитку на тлі  
загальних пізнавальних тенденцій окремих вікових періодів  
дошкільного віку, молодшого шкільного, підліткового тощо.  
“Цілинною”, як уже зазначалося, залишається психологічна  
–
проблематика старших вікових періодів. Громадянське суспільство  
потребує також розроблення тематичних соціальних технологій для  
ситуацій функціональної напруженості, екстремальних і надзвичайних  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
ситуацій на основі реального об’єктивного соціального запиту, який,  
продукує, наприклад, сьогоднішня епідеміологічна ситуація  
і
спричинена нею принципово нове соціально-психологічне  
повсякдення, якого людство не знало не лише з початку ХХ ст., а з 90-  
х років.  
За розробленням кожної наукової проблеми постає конкретний  
науковець, визначальною рисою якого є не лише фундаментальна  
підготовка, а також загальнолюдські якості, позначені культурою  
поведінки і культури мислення, відсутністю фарисейства, стабільним  
прагненням до пошуку істини.  
Висновки:  
1. Ігнорування  
практиці базових  
у
повсякденній професійній дослідницькій  
смислів феноменів “актуальна наукова  
проблематика” чи “актуальна психологічна проблематика” обов’язково  
призводить до продукування догматичної, компілятивної інформації,  
яка, у свою чергу, стане основою для формулювання наступної схожої  
“проблеми”, актуальної хіба що в уявленнях її автора, і, зрештою, до  
дискредитації наукового психологічного знання.  
2. Будь-яка  
перспективи свого доказового розв’язання лише тоді, коли вивчається  
руслі об’єктивного адресного вікового та соціумного  
актуальна  
проблематика  
має  
результативні  
у
місцезнаходження особистості у системі її життєвого шляху.  
3. Розроблення актуальної психологічної проблематики завжди  
матиме оптимістичні перспективи, якщо її суб’єкти (дослідники;  
психологи різних виробничих сфер) налаштовані на безкомпромісний  
пошук варіантів її розв’язання. Тоді у Людини формується соціальна  
відповідальність, нетерпимість до подвійних моральних стандартів,  
стабільним є задоволеність від життя, і, як наслідок, забезпечується  
ефективна продуктивність праці, зберігається і зміцнюється фізичне та  
психічне здоров’я.  
Conflicts of interests:  
The author declares that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
References  
Aleksandrov, A. A. (2017). Psykhohenetyka [Psychogenetics]. Piter.  
https://avidreaders.ru/book/psihogenetika.html [in Russian]  
41  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Danilyan, O.H., & Dzyoban, O. P. (2019). Metodolohiya naukovykh  
doslidzhen [Scientific research methodology]. Pravo. https://pravo-  
izdat.com.ua/image/data/Files/592/3_Metodologija_vnutri.pdf  
Ukrainian]  
[in  
Ellis, A. (2002). Overcoming resistance: A rational emotive behavior  
therapy integrated approach (2nd ed.). Springer Publishing Co.  
https://psycnet.apa.org/record/2003-04406-000  
Goncharenko, S. U. (2008). Pedahohichni doslidzhennya [Pedagogical  
researches].  
Vinnytsia.  
https://hum.edu-lib.com/pedagogika-  
psihologiya/goncharenko-s-u-pedagogichni-doslidzhennya-  
metodologichni-poradi-molodim-naukovtsyam [in Ukrainian]  
Krajg, G. (2003). Psikhologiya razvitiya [Development psychology].  
https://www.psyoffice.ru/3340-krajjg-grjejjs.-psikhologija-  
razvitija.html [in Russian]  
Malska, M.,  
&
Pankiv, N. (2020). Osnovy naukovykh doslidzhen  
of scientific research]. LNU.  
[Fundamentals  
https://geography.lnu.edu.ua/wp-content/uploads/2021/01/Osnovy-  
naukovykh-doslidzhen-Pan-kiv-Malska.pdf [in Ukrainian]  
Obidina, Yu. S. (2017). Filosofiya i metodologiya nauki [Philosophy and  
methodology  
of  
science].  
http://www.imomi.unn.ru/images/uploads/2019/obidina_philosofia.p  
df [in Russian]  
Polishchuk, V. M. (2019). Crisis behavioural symptoms set in person’s age  
development. International Journal of Education and Science, 2(2),  
51. https://doi.org/10.26697/ijes.2019.2.37  
Polishchuk, V. M. (2020). Vikovyy kryzovyy rozvytok lyudyny vid dnya  
narodzhennya do doroslosti [Age-related crisis of human  
development: from birth to adulthood]. Universytetska Knyha.  
https://elibrary.kubg.edu.ua/id/eprint/33302/6/V_Polishchuk_VKRL  
_2020_IL.pdf [in Ukrainian]  
Vygotskiy, L. S. (1984). Sobraniye sochineniy [Collected works].  
http://elib.gnpbu.ru/text/vygotsky_ss-v-6tt_t4_1984 [in Russian]  
Yurchenko, S. O., & Yurchenko, O. Ye. (2017). Osnovy naukovykh  
doslidzhen  
[Fundamentals  
of  
scientific  
research].  
https://www.univer.kharkov.ua/images/redactor/news/2017-12-  
12/Yurchenko [in Ukrainian]  
Information about the author:  
Polishchuk Valerie Mykolayovych – https://orcid.org/0000-0002-1283-  
1640; Doctor of Psychological Sciences, Professor, Borys Grinchenko Kyiv  
University, Kyiv, Ukraine.  
42  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Research interests: age development psychology, social psychology,  
management psychology, theoretical and methodological problems of  
psychology.  
Cite this article as:  
Polishchuk, V. M. (2021). Problematyka psykholohichnoi nauky v  
aktualnomu sotsialnomu vymiri [Problem issues of the psychological  
science in the actual social dimension]. In Yu. B. Melnyk,  
&
L. M. Georgieva (Eds.), Current Issues of Education and Science. 9th  
International Conference, CIES-2021, Riga, Latvia – Kharkiv, Ukraine,  
November 10–13, 2021, Conference proceedings (pp. 33–43). KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.05 [in Ukrainian]  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
43  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
PSYCHOLOGY  
DOI: https://doi.org/10.26697/9786177089147.2021.06  
Creative Potential Development in the Structure  
of the Future Designer Professionalism  
Elena V. KOSTІUCHENKO1  
1 Kyiv National University of Culture and Arts, Ukraine  
Corresponding Author Details  
Elena V. KOSTІUCHENKO, [email protected]  
Received: 25.09.2021; Accepted: 22.10.2021; Published: 17.12.2021  
Brief Summary  
Background: The problem of the designer’s creative personality  
formation by effective remedies and methods of his affective, personal,  
social, and cognitive spheres development through his inclusion in artistic  
and design activity is relevant.  
The aim of the study: To determine the development features of the  
creative potential of the future designers’ personalities.  
Methods: Analysis, synthesis, systematization, and generalization of  
theoretical principles on creative activity, conditions for the creative  
personality formation and creative abilities development, design as a  
synthesis of technique and art, formation of design education, professional  
education of future designers.  
Results: The creative potential within the framework of the activity  
approach and its components are defined as a set of properties of a  
particular character and intensity of interrelation, characterizing the extent  
of a person's ability to carry out the creative activity. The main features of  
design and artistic creativity, which make up the designer’s professionalism  
and features of their identification in a professional occupation, are  
highlighted. The system of methods, techniques for the development of  
motivational-target, cognitive-content, and reflexive-creative components of  
the creative potential of future designers is presented. This system is aimed  
at awareness of the system of images “I (professional)-Others-World”;  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
integration of creative and cognitive activities; artistic and figurative  
modeling; modeling of actual reality; metaphorical modeling of own  
professional brand, professional purpose, resources of own professional  
growth, ways of professional self-realization, relations in the professional  
environment, etc.  
Conclusions: The peculiarities of the creative potential development  
of the future designers’ personality in professional training are  
theoretically analyzed, elements of its comprehensive educational and  
methodological support on  
a
psychological basis are developed;  
peculiarities of design and artistic activity, content and structure of  
designer’s professionalism are revealed.  
Keywords:  
creative potential, creative potential development, creativity, designer’s  
professionalism components, design and artistic activity.  
Background:  
The peculiarities of society’s socio-cultural development,  
a
significant number of innovative technologies, increasing the rate of their  
production and consumption cause toughening requirements for the  
professional training of various design specialties specialists, which  
determine the need for innovative approaches to education, updating its  
content taking into account the creative development of the individual. The  
problem of forming the designer’s creative personality by effective means  
and methods of his affective, personal, social, and cognitive spheres  
development, as well as inclusion in artistic and project activities related to  
creating a harmonious socio-cultural, information and communication,  
subject-spatial environment, and products that satisfy the material, aesthetic  
and spiritual needs of a person is relevant.  
The aim of the study. To determine the features of the future  
designers’ creative potential development.  
Methods:  
The research uses such general scientific theoretical methods as  
analysis (including retrospective analysis of philosophical, socio-  
psychological, psychological and pedagogical studies), synthesis,  
theoretical positions systematization and generalization: about the  
peculiarities of the realization and development of creative potential,  
creative strategies and practices, creativity of the individual (Guilford,  
1967; Kaplan, 2019; Kaufman & Sternberg, 2006; Melnyk & Pypenko,  
2017; Moliako, 2007; Richardson & Mishra, 2018; Torrance, 1962; Urban,  
2014); on the formation and realization of the creative personality of the  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
designer in professional activities as a synthesis of technology, creativity  
and art (Berman, 2011; Judkins, 2001; Kalinicheva et al., 2011;  
Kostiuchenko, 2018; Madjugina & Tolmacheva, 2017; Meadows, 2009).  
Analysis of the theory and practice of future designers’ professional training  
makes it possible to confirm the lack of a holistic, systematic and consistent  
study in psychology and pedagogy of the creative potential development of  
the specialists’ personality in this field.  
Results:  
We believe that within the framework of the activity approach, the  
most productive definition of creative potential is offered as a set of  
properties of a particular character and the interaction intensity that  
characterize the degree of individual ability to carry out a creative activity.  
We take as a basis specific components of Moliako (2007) in the structure  
of creative potential: motivational (curiosity, desire to create something  
new, to find and solve problems); emotional (inclinations, setbacks;  
emotional coloring of individual processes, emotional attitude); intuitionism  
– the ability to manifest unconscious rapid (sometimes instantaneous)  
assessments; strong-willed (persistence, systematic work; purposefulness,  
determination); intellectual (speed in assimilating new information);  
manifestations of universal intelligence. Accordingly, the development of  
the creative potential of the designer’s personality should be carried out  
through his involvement in various creative activities, in particular, design  
and artistic creativity, covering the entire process of work and including  
artistic activity, artistic mastering of objective complex and multifaceted  
reality, selecting those sides and manifestations that most forcefully reveal  
their inner world, worldview, tastes, the artistic position of the designer.  
Systemic thinking, creative thinking, the art of thinking play a significant  
role in the designer’s activity implementation (Kalinicheva et al., 2011;  
Madjugina &Tolmacheva, 2017). It is in design and artistic creativity, the  
main features of which are: novelty and originality of the activity or its  
result, artistic product; creative results social significance, enrichment of  
predecessors experience and progressive nature of the activity, the  
designer’s professionalism is manifested in the author’s style, which  
embodies the depth of author’s thought through plastic, accuracy, and  
movements coherence, ability to interpret, activation of sensorimotor,  
perceptual, mnemonic, imaginary (in particular, a non-standard vision in the  
known new possibilities of its functioning, production of an unlimited  
number of ideas, the flexibility of thinking and behavior, independence),  
which are closely related to the general orientation of the individual, new  
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DOI: 10.26697/9786177089147.2021  
forms of self-realization and personal creativity with the degree of stability  
of the propensity of the specialist to certain activities (Kostiuchenko, 2018).  
The creative activity of a designer in its essence may not always  
have outstanding results, but participation in creative activity has a positive  
effect on the personality through improving the future specialist’s qualities  
as a creative person, emotional immersion, general and aesthetic satisfaction  
with the activity process and products; understanding the essence of the  
problem, task, situation; unconscious, intuitive problem solving (“out of  
logic”); strategic in intellectual behavior (personal ability to produce  
projects); a variety of solutions; the speed of decisions, estimates, forecasts;  
the art of finding; to choose (ingenuity).  
In the structure of personality professionalism, the designer is  
distinguished by the following main components: mental component (high  
level of cognitive activity and interest, speed and accuracy of performing  
mental operations, due to the stability of attention and RAM, the formation  
of logical thinking skills and a clear algorithm for action, the richness of the  
active dictionary, the speed of occurrence and the originality of visual and  
verbal associations, the expressed attitude to the creative fulfillment of the  
task, the development of creative thinking and fantasy, the desire to learn);  
cognitive component (understanding the material, its comprehension,  
figurative thinking); qualities (empathy, strong-willed qualities of a  
person’s creative attitude to the performed activity, psychological readiness  
to study and work, awareness of their abilities, criticality, motivation and  
independence of their assessment); personal artistic and aesthetic experience  
(value attitude to design as art, artistic and aesthetic knowledge and  
professional skills that ensure the formation of aesthetic tastes and feelings,  
aesthetic worldview and views) and the ability to creativity. The arsenal of  
professional methods of design specialists should be based on the  
experience of creative art influence, artistic means of self-realization of  
expressive activity, expression of received and processed information  
outside, and its transformation following their individual experience.  
The development of future designers’ creative potential is  
understood by us as a dynamic non-linear process of their professional and  
personal transformation from a point of view aimed at mastering  
professional knowledge, acquiring skills, abilities in the field of human  
harmonization and substantive reality.  
At the Kyiv National University of Culture and Arts, as the part of  
the discipline study “Psychology of Artistic Creativity”, for the  
development of motivational-target, cognitive-substantive, and reflective-  
creative components of the creative potential of future design professionals  
offer a variety of active methods and techniques based on different levels of  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
knowledge, rational-logical, figurative, metaphorical, symbolic, intuitive).  
In particular, various methods of creative and cognitive activity integration  
are used to realize creative and adaptive potentials of future designers  
training in the process of storage and distribution (distribution or  
interconnection) of information: instrumental (group problem solving,  
algorithm definition, or set of general rules which observance leads to the  
invention of an optimal solution) and personal (direct management of their  
behavior, build self-confidence, self-esteem, contribute to the awareness of  
endless opportunities for self-improvement in any sphere of life), which  
involve different types of thinking (creative, intuitive, critical, evaluative,  
visual, figurative, metaphorical).  
The following well-known methods-strategies proved to be  
expedient: Morphological Analysis, Functional and Physical Design  
Technique, Algorithm for Inventive Problem Solving, Brainstorming,  
Synectics, Socratic Method, Mind maps, “CARUS” (strategy for the  
implementation of combinatorial, reconstructing and universal actions, the  
search for analogies). In the design and artistic activity the principle of  
creative combination, reconstruction, and analogization of ideas, images  
and means is implemented, as a result of which the artistic integrity of the  
image created in demand and the flexible aesthetic concept of the designer  
is understood – as a professional assessment combined with the  
correspondence of the image to aesthetic requirements and creative  
improvisation. The multidimensionality and multifunctionality of images  
formed by the designer during his work, appear in the course of active  
acquisition and processing of information, is a specific alloy of the real  
object reflection perceived by the subject and the subject’s previous  
experience in perceiving such objects and interaction with them, ie, the  
revealed structure of the internal reality reflection. The experience of using  
such a psychological method of developing the creative potential of the  
individual as modeling and its varieties: systemic, symbolic, spatial,  
metaphorical, role, self-modeling, has shown its effectiveness in finding  
optimal solutions, assessing options, vision, objects, objects from different  
sides. Students were invited to represent the system of images “I”, “I-  
designer”, “Other”, “World” by means of: a) artistic modeling, which is  
based primarily on emotional, subconscious and holistic vision of the final  
result of creativity, on the principle of “from general to partial”, perception  
comes from the whole to more and more differentiated structures with the  
obligatory fixation of the new in the object, the situation, the relationship  
between the perceived external parameters of the design object; b) modeling  
of actual reality through images-metaphors (Kostyuchenko, 2020) as an  
effective tool of cognitive-creative process in rapid orientation in changing  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
conditions, own adaptability, potentiality, stabilization, solving life and  
professional problems; c) realization of the dynamic nature of formation and  
development of own image “I-specialist” through presentation in the form  
of metaphorical image: own professional brand, professional purpose,  
resources of own professional growth, ways of own professional self-  
realization, relations in professional environment, etc. where the process  
becomes important perception, ideas about the relevant qualities for the  
chosen profession, skills and abilities, about their own place in the  
profession, as well as the accumulation of various information about  
themselves as a specialist, forming a status-role position, ensures the  
emergence of the first self-assessment.  
Conclusions:  
Theoretical analysis of the future designers’ creative potential  
development in professional training is carried out. The peculiarity of  
artistic and design activity, content, and structure of a designer’s  
professionalism, which is subject to general laws of personality’s creative  
development, is determined by a combination of several components:  
mental, cognitive, motivational, personal, creative. It has been found out  
that in design and artistic activity, the development of the creative potential  
of the designer's personality occurs through the activation of his creative  
perception and creative understanding in creative activity, and vice versa, in  
creative and cognitive activity, a new perception of the object arises for the  
implementation of creative ideas as a result of internal work mastering  
emotional-psychological,  
informational,  
cultural  
influence.  
A
comprehensive educational and methodological support for the  
development of future designers’ creative potential has been developed.  
Using the above methods-strategies for finding creative solutions allows the  
designer to get a significant number of design-conceptual solutions.  
Conflicts of interests:  
The author declares that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
References  
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Information about the author:  
Kostіuchenko Elena Viktorovna – http://orcid.org/0000-0001-7853-2670;  
Doctor of Psychological Sciences, Associate Professor, Assistant Professor  
at the Department of Psychology, Kyiv National University of Culture and  
Arts, Kyiv, Ukraine.  
Research interests: mental health and adaptation, recreational aspects of art  
and artistic creativity, resource and health-saving technologies, management  
psychology, psychology artistic work, constituents creative and professional  
potential of personality, etc.  
Cite this article as:  
Kostiuchenko, E. V. (2021). Creative potential development in the structure  
of the  
future  
designer  
professionalism.  
In Yu. B. Melnyk,  
&
L. M. Georgieva (Eds.), Current Issues of Education and Science. 9th  
International Conference, CIES-2021, Riga, Latvia – Kharkiv, Ukraine,  
November 10–13, 2021, Conference proceedings (pp. 44–51). KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.06  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
51  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
PSYCHOLOGY  
DOI: https://doi.org/10.26697/9786177089147.2021.07  
Psychological Transformation Game “My Dao”  
as an Effective Method of Psychologist Practice  
Yuriy B. MELNYK1,2  
, Anatoliy V. STADNIK1,2,3,4  
1 Kharkiv Regional Public Organization “Culture of Health”  
(KRPOCH), Ukraine  
2 Scientific Research Institute KRPOCH, Ukraine  
3 Social-Psychological Center KRPOCH, Ukraine  
4 Kharkiv National University of Internal Affairs, Ukraine  
Corresponding Author Details  
Yuriy B. MELNYK, [email protected]  
Received: 17.08.2021; Accepted: 27.09.2021; Published: 17.12.2021  
Brief Summary  
Background: Psychologists should have a wide arsenal of modern  
effective methods of psychological practice. Psychological transformation  
games are becoming more and more popular, with great potential for  
solving a wide range of problems related to clients’ mental health.  
The aim of the study: To explore the effectiveness of the author’s  
methodology of psychological transformation game “My Dao” according to  
Schwartz’s model of value orientations.  
Methods: The study participants were 134 people, including 75 men  
and 59 women aged 17-35 years. The control group consisted of 126  
people, including 69 men and 57 women aged 18-30 years. Values for the  
study and control groups were calculated using the SPSS Statistics module.  
The obtained results prove statistical significance (p<0.05).  
Results: The greatest significance of the influence of the author’s  
game on the participants is observed at the level of normative ideals:  
tradition, conformity, security, hedonism and universalism. This indicates a  
certain change in it towards an increase in harmony and stability, as well  
as a decrease in humility, acceptance of one’s destiny. At the level of  
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9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
individual priorities, there is an increase in hedonism, power and  
stimulation, which indicates an increase in the role of pleasure, academic  
achievement, ambition, desire for novelty and deep experience. The  
obtained high rates of universalism, hedonism, independence and  
conformity indicate an increase in understanding, tolerance, pleasure in  
life, self-control, self-management, self-discipline and politeness among the  
participants in the game.  
Conclusions: The use of the transformational game “My Dao” in  
psychological practice is an effective psychotherapeutic method that affects  
the participants’ value orientations, changes in self-esteem and motivation,  
the disclosure of their personal resources for problem solving and further  
development.  
Keywords:  
psychological transformational game, value orientations, motivation,  
diagnostics, tools, psychological problems.  
Психологічна трансформаційна гра “My Dao”  
як ефективний метод роботи психолога  
Юрій Б. МЕЛЬНИК1,2  
, Анатолій В. СТАДНІК1,2,3,4  
1 Харківська обласна громадська організація “Культура Здоров’я”  
(ХОГОКЗ), Україна  
2 Науково-дослідний інститут ХОГОКЗ, Україна  
3 Соціально-психологічний центр ХОГОКЗ, Україна  
4 Харківський національний університет внутрішніх справ, Україна  
Деталі Автора-Кореспондента:  
Юрій Б. МЕЛЬНИК, [email protected]  
Анотація  
Вступ: Психологи мають володіти широким арсеналом  
сучасних ефективних методів психологічної практики. Все більш  
затребуваними стають психологічні трансформаційні ігри, які мають  
великий потенціал щодо розв’язання широкого кола проблем,  
пов’язаних з психічним здоров’ям клієнтів.  
Мета дослідження: Дослідити ефективність авторської  
методики психологічної трансформаційної гри “My Dao” за  
діагностикою ціннісних орієнтацій Шварца.  
Методи: Учасниками дослідження були 134 особи, серед них 75  
чоловіків та 59 жінок віком 17-35 років. Контрольну групу склали 126  
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9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
особи, серед них 69 чоловіків та 57 жінок віком 18-30 років. За  
допомогою модуля SPSS Statistics здійснювались розрахунки значень  
для досліджуваної  
і
контрольної груп. Отримані результати  
доводять статистичну значимість (р<0.05).  
Результати: Найбільша значущість впливу авторської гри на  
учасників спостерігається на рівні нормативних ідеалів: традиції,  
конформності, безпеки, гедонізму та універсалізму. Це свідчить про  
певну зміну їх у бік збільшення гармонії і стабільності, а також  
зменшення смиренності, прийняття своєї долі. На рівні індивідуальних  
пріоритетів спостерігається збільшення гедонізму, влади та  
стимуляції, що вказує на зростання ролі задоволення, успішності,  
амбітності, прагнення до новизни та глибоких переживань. Отримані  
високі показники універсалізму, гедонізму, самостійності та  
конформності вказують на зростання розуміння, терпимості,  
насолоди життям, самоконтролю, самоврядування, самодисципліни  
та ввічливості в учасників гри.  
Висновки:  
Використання  
в
психологічній  
практиці  
трансформаційної гри “My Dao” є ефективним психотерапевтичним  
методом, який впливає на ціннісні орієнтації учасників, зміну  
самооцінки і мотивації, розкриття їхніх особистісних ресурсів для  
вирішення проблем і подальшого розвитку. Ця методика є достатньо  
універсальною за віковою категорією учасників і за можливістю  
вирішення психологічних проблем.  
Ключові слова:  
психологічна трансформаційна гра, ціннісні орієнтації, мотивація,  
діагностика, інструментарій, психологічні проблеми.  
Важливо не те, чого Ви досягли у своєму  
житті або що залишили після себе –  
важливо, як Ви жили (Yu. B. Melnyk).  
Вступ:  
Із розповсюдженням пандемії COVID-19 у багатьох країнах  
запроваджене  
соціальне  
дистанціювання,  
що  
впливає  
на  
психоемоційний стан населення та сприяє проявам девіантної  
поведінки, невротичним розладам тощо. Все це підвищує попит на  
психологічну допомогу та актуалізує психопрофілактичні та  
психогігієнічні заходи серед різних верств населення (Melnyk, Stadnik,  
& Pypenko, 2020).  
Серед широкого кола психологічних підходів, а також методів,  
які  
в
них використовуються, розглянемо один  
з
найбільш  
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DOI: 10.26697/9786177089147.2021  
універсальних, на нашу думку  
–
метод психологічної гри.  
Психологічна гра, на відміну від “розважальної гри” або “освітньої  
гри”, що зосереджені переважно на відпочинку або навчанні  
(інтелектуальному розвитку), здійснює вплив на всі сфери  
життєдіяльності особистості: мотиваційну, когнітивну, афективну,  
канативну, ціннісну, а також сприяє покращенню психічного здоров’я  
особистості в цілому (Melnyk, 2004).  
Останнім часом серед психологів та психотерапевтів все більш  
затребуваними є психологічні трансформаційні ігри, оскільки вони як  
прямо, так і опосередковано вирішують широке коло проблем,  
пов’язаних з психічним здоров’ям їхніх клієнтів. Зокрема розвивають  
пізнавальну активність, емоційний інтелект, соматичне усвідомлення  
та архетипічну інтеграцію, ціннісні орієнтації, чим сприяють  
психологічно значущим особистим трансформаціям.  
Отже, для психолога ігрова форма діяльності є універсальною і  
привабливою, вона моделює проживання важких ситуацій та їх  
розв’язання. Тому  
в
сучасній психологічній практиці активно  
використовуються трансформаційні ігри.  
Мета  
методики  
дослідження.  
психологічної  
Дослідити  
трансформаційної  
ефективність  
гри  
авторської  
“My Dao”  
Ю. Мельника, А. Стадніка за методикою діагностики ціннісних  
орієнтацій Ш. Шварца.  
Методи:  
У
дослідженні використано інструментарій психологічної  
трансформаційної гри “My Dao” (Melnyk & Stadnik, 2018b). Методика  
діагностики ціннісних орієнтацій Ш. Шварца (адаптація  
В. Карандашева) (Karandashev, 2004) використовувалась для перевірки  
ефективності впливу розробленої методики психологічної  
трансформаційної гри “My Dao” на учасників дослідження.  
В дослідженні взяли участь 134 особи, серед них 75 чоловіків  
(55.97%) та 59 жінок (44.03%) віком 17-35 років. Контрольну групу  
склали 126 особи, серед них 69 чоловіків (54.76%) та 57 жінок  
(45.24%) віком 18-30 років.  
Використовувались методи математичної статистики – критерій  
Пірсона (χ2). За допомогою модуля SPSS Statistics здійснювались  
розрахунки середніх значень цінностей особистості досліджуваної і  
контрольної груп. Отримані результати доводять статистичну  
значимість (р<0.05).  
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DOI: 10.26697/9786177089147.2021  
Результати:  
Одним з ефективних методів у роботі психолога є психологічна  
гра. При цьому за формою та змістом вона, як правило, зрозуміла і  
цікава широким колам населення будь-якого рівня підготовки. Завдяки  
цим  
особливостям  
психологічна  
гра  
може  
бути  
сучасним,  
технологічним і універсальним інструментом психологічної допомоги.  
Гра є універсальним феноменом людського буття, властивим  
всім без винятку людським співтовариствам. В аналізі феномена гри  
сучасна наука спирається на історично сформовані підходи в теорії гри  
попередніх епох, кожна з яких характеризується власними поглядами  
на її сутність (Guzik, 2012).  
Найбільший внесок в сучасне наукове розуміння і тлумачення  
феномена гри внесли Berne (1964/2016); Fink (2016); Huizinga  
(1938/2016).  
Людська культура виникає і розгортається в грі. Культура  
виникає у формі гри, спочатку вона розігрується і тим самим  
закріплюється в житті суспільства, передається від покоління до  
покоління (Huizinga (1938/2016).  
Гра – це комплекс прихованих транзакцій, що повторюються і  
характеризуються чітко визначеним психологічним виразом. Під час  
прихованої транзакції учасник найчастіше прикидається, оскільки  
створює видимість, що робить щось одне, а в дійсності робить зовсім  
інше. У загальному плані ігри є нескінченним і динамічним елементом  
несвідомого плану або сценарію життя кожної людини (Berne,  
1964/2016).  
Fink (2016) називає гру п’ятим з основних феноменів людського  
існування, останнім в ієрархічному сенсі, менш значним і вагомим, ніж  
смерть, праця, панування та любов. Для нього гра настільки ж  
відвічна, як і ці феномени. Вона охоплює все людське життя до самої  
підстави, опановує нею і істотним чином визначає буттєвий склад  
людини, а також спосіб розуміння буття людиною. Вона пронизує інші  
основні  
феномени  
людського  
існування,  
будучи  
нерозривно  
переплетеною і скріпленою з ними.  
На певному етапі розвитку суспільства ігрові практики все  
більш явно проявляються в неігрових контекстах, а ігрова логіка  
починає цілеспрямовано використовуватися для вирішення певних  
завдань, зокрема ділових, управлінських та навчальних. В сучасній  
науці ці процеси описуються терміном “іграїзація” або “гейміфікація”  
(Frissen et al., 2015).  
Nicholson (2015) пропонує модель “значущої гейміфікації –  
RECIPE” для трансформативного довгострокового впливу на  
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DOI: 10.26697/9786177089147.2021  
поведінку клієнтів, засновану на внутрішній мотивації. В рамках  
сформованої системи суспільних відносин гра виступає одним з  
механізмів передачі культурних традицій від одного покоління до  
іншого (Nicholson, 2015). Багато дитячих ігор, в ході яких відбувається  
соціалізація дитини, є імітацію самих різних дій, здійснюваних  
людьми в реально-життєвих ситуаціях. Гра може бути імітацією  
конфлікту. Переживши конфлікт в ігровій формі, людина виявляється  
підготовленою до дій у разі його реального розгортання.  
За сучасними поглядами гра – це відображення реальності,  
моделювання проживання важких ситуацій. А ділова гра виступає як  
засіб і метод підготовки і адаптації до трудової діяльності, соціальних  
контактів в професійних ситуаціях.  
Сучасною формою роботи психолога є трансформаційна гра  
(Faerman, 2020). Ігрова технологія використовується як універсальний  
і привабливий вид діяльності і пізнання, форма і методика навчання.  
Ігрова діяльність виконує такі основні функції (Cherevko, 2006):  
розважальну (надання задоволення, пробудження інтересу, надихання  
до подальшої діяльності); комунікативну (навчання міжособистісному  
спілкуванню,  
самореалізації (це полігон практичної діяльності); терапевтичну  
(подолання різних труднощів, що виникають інших видах  
засвоєння  
соціально-культурних  
цінностей);  
в
життєдіяльності); діагностичну (виявлення відхилень від нормативної  
поведінки, самопізнання в процесі гри); коригувальну (внесення  
позитивних змін в структуру особистісних якостей); соціалізаційну  
(включення в систему суспільних відносин, засвоєння норм людського  
співіснування).  
З’ясовано,  
мотивувальний  
що  
потенціал  
трансформаційні  
ігри  
мають  
1977).  
потужний  
Дієвість  
(Heckhausen,  
трансформаційної гри забезпечується “ефектом Зейгарника” (ефект  
незавершеної дії та ефект очікування), який може викликати відчуття  
наближення успіху в досягненні мети. Крім того, за рахунок умов гри  
опір учасників послаблюється, і активується внутрішня мотивація за  
рахунок ефектів поля (Lewin, n.d.).  
Перевагою трансформаційних ігор є те, що вони захоплюють,  
підвищують рівень групового збудження, поряд з так званою ігровою  
відповідальністю, підвищують реактивність у ситуації гри (Myers,  
2009).  
Отже, дослідження наукової літератури дозволило нам зробити  
висновки, що для роботи психолога ігрова форма діяльності має  
переваги, тому що вона:  
- допомагає у встановленні контакту з клієнтом;  
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DOI: 10.26697/9786177089147.2021  
- сприяє зняттю бар’єрів спілкування;  
- безпосередньо працює з підсвідомим;  
- дозволяє усвідомити, відчути  
хвилюючі проблеми;  
і
вербалізувати актуальні,  
- здійснює пошук несподіваних рішень, поглядів та відкриттів;  
- виробляє нові варіанти подолання проблем.  
Для клієнта психологічна гра важлива, тому що це:  
- метод навчання, який дозволяє краще розуміти себе і свої  
цінності, розібратися в своїх проблемах;  
- допомога в досягненні важливої життєвої або професійної  
мети;  
- спосіб зміцнення взаємин з оточенням (рідними, близькими,  
колегами тощо);  
- можливість  
розібратися  
у
міжоособистісних  
та  
внутрішньооособистісних конфліктах;  
- шлях тренування психофізіологічної та психосоматичної  
діяльності, вироблення нових навичок;  
- спосіб контакту з підсвідомим та порозуміння причин своїх  
життєвих перешкод;  
- можливість релаксації, приємного проведення часу та  
альтернативного відпочинку в ігровому форматі.  
В
сучасній психології існує декілька теорій періодизації  
психічного розвитку людини в онтогенезі. Кожна з цих теорій є  
цінною та знаходить своє певне відображення в теоретичних засадах  
розробленої методики “My Dao”.  
На кожному етапі більш актуальними стають ти чи інші  
цінності особистості. Вони впливають на життєву спрямованість,  
професійну та сімейну орієнтацію, професійне зростання та інші  
мотиви, що формують особистість (Melnyk, 2017; Melnyk & Stadnik,  
2018a).  
Зміст  
та  
особливості  
використання  
психологічної  
трансформаційної гри “My Dao” або “Мій шлях” (далі – “My Dao”)  
розкрито (Melnyk & Stadnik, 2018b).  
Стисло розглянемо основні методологічні, теоретичні та  
методичні положення цієї методики.  
Методологія  
“My  
Dao”  
є
складним  
переплетінням  
психологічних підходів, теорій та технік, серед яких:  
- психоаналітичний підхід до аналізу особистості гравця через  
дослідження психологічних механізмів “Ego”-захисту та використання  
психоаналітичних технік;  
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- аналітичний підхід до аналізу комплексів та несвідомого через  
обрання та інтерпретації вибору ігрових фігур гравцями;  
- трансактний аналіз (структурний аналіз, трансактний аналіз,  
аналіз гри, аналіз сценарію) до дослідження взаємодії гравців у  
спілкуванні, що супроводжується представленням їх позицій;  
- гештальт підхід до інтерпретацій та обговорення карток-  
картин та карток-стимулів, які здійснюють учасники в процесі гри;  
- індивідуальний підхід до аналізу життєвих цілей та стилю  
життя на різних вікових етапах (ігрових зонах) у гравців;  
- діяльнісний та тілесно-орієнтований підхід до аналізу  
поведінки та невербальних дій гравців, які вони здійснюють під час  
грі.  
Серед багатьох методологічних підходів та теорій, на які ми  
спирались у розробці “My Dao”, особливо слід виокремити теорію  
діяльнісної періодизації. Відповідно до цієї теорії психологи  
традиційно  
виокремлюють  
періоди  
дитинства,  
підліткового,  
юнацького віку.  
У розробленій нами методиці ми умовно поділили гру на три  
етапи:  
1) дитинство, де провідним видом діяльності є гра;  
2) підлітковий та юнацький вік, де провідним видом діяльності є  
навчання;  
3) період зрілості та похилого віку, де провідним видом  
діяльності є професійна діяльність.  
Важливими є вихідні положення та ключові принципи методики  
“My Dao”:  
- принцип нейтральності;  
- принцип рівної позиції;  
- принцип єдності рішення і дії.  
Мета “My Dao”: дослідження самооцінки та мотивації  
учасників, розкриття їх особистісних ресурсів для вирішення проблем і  
подальшого розвитку.  
Цільова група “My Dao”: розрахована на клієнтів з досить  
широким віковим діапазоном – від молоді (з 17 років) до людей  
похилого віку, а також широким спектром глибинних особистісних  
проблем учасників. Може використовуватися для осіб у неклінічній та  
клінічній психотерапії.  
Інструментарій “My Dao”:  
1) 12 фігурок, тварини-символи;  
2) 108 карток-картин;  
3) 36 карток-стимулів;  
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4) ігровий кубик;  
5) ігрове поле.  
Хід гри “My Dao” поділяється на три етапи: підготовчий,  
основний, заключний.  
Підготовчий етап. Ведучий проводить інструктаж учасників,  
знайомить їх з правилами гри, метою гри, проводить жеребкування  
тощо.  
Основний етап. Гравці по черзі кидають кубик, роблять хід на  
певну кількість пунктів. Беруть з певного стовпчика картку-картину та  
описують свої асоціації, котрі викликає у них ця картка, а також  
відповідають на питання ведучого і учасників, якщо такі є. Після  
відповіді гравці беруть картку-мотиватор та відповідають на питання  
ведучого.  
Учасники проходять через всі три сектори: спочатку жовтий  
(гра), потім зелений (навчання) та червоний (праця). Вони роблять  
наступні ходи, при цьому описують асоціації отриманих карток-картин  
та отриманих/обраних карток-мотиваторів.  
Заключний етап. Підбиття підсумків учасниками та ведучім.  
Учасники аналізують свої життєві здобутки, асоціюючи їх  
накопиченими за гру картками.  
з
Для перевірки ефективності трансформаційної психологічної  
гри “My Dao” нами застосована методика діагностики ціннісних  
орієнтацій  
Ш. Шварца  
(адаптація  
В. Карандашева),  
що  
використовується для дослідження динаміки зміни цінностей у групах  
і особистості у зв’язку з її життєвими проблемами (Karandashev, 2004).  
В основі опитувальника лежить теорія, згідно якої всі цінності  
поділяються  
на  
суспільні  
(культурно-ціннісні  
орієнтації)  
та  
індивідуальні. Респонденту пропонувалося оцінити ступінь важливості  
кожної цінності як домінуючого принципу його життя у балах. Чим  
вищий бал, тим важливішою для нього є ця цінність.  
Наведемо коротке визначення типів ціннісних орієнтацій  
відповідно до їхньої центральної мети за Ш. Шварцем:  
- влада – соціальний статус, домінування над людьми  
ресурсами;  
- досягнення – особистий успіх в відповідно до соціальних  
стандартів;  
і
- гедонізм – насолода або чуттєве задоволення;  
- стимуляція – хвилювання і новизна;  
- самостійність – самостійність думки і дії;  
- універсалізм – розуміння, терпимість і захист благополуччя  
всіх людей та природи;  
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- доброта – збереження і підвищення добробуту близьких  
людей;  
- традиція – повага і відповідальність за культурні, релігійні  
звичаї та ідеї;  
- конформність – стримування дій та мотивів, які можуть  
зашкодити іншим і не відповідають соціальним очікуванням;  
- безпека – безпека, стабільність суспільства, відносин та самого  
себе.  
Для дослідження ми обрали групу, яку складали клієнти до та  
після проходження психологічної трансформаційної гри “My Dao” –  
134 особи, серед них 75 чоловіків (55.97%) та 59 жінок (44.03%) віком  
17-35 років (учні старших класів, студенти, працівники). Контрольна  
група була в кількості 126 осіб, серед них 69 чоловіків (54.76%) та 57  
жінок (45.24%) віком 18-30 років (переважно студенти вишів).  
Внаслідок вивчення особливостей цінностей за методикою  
Ш. Шварца виявлено середні показники цінностей у балах між  
досліджуваною (до і після гри) і контрольною групами.  
Найбільш вираженими  
в
досліджуваній групі на рівні  
нормативних ідеалів особистості до гри є цінності доброти, гедонізму  
та комфортності. Ці показники характеризують особистість, для якої  
важливою є лояльність, поблажливість, задоволення, насолода життям,  
слухняність, самодисципліна, ввічливість, повага до батьків і старших.  
Після проходження гри ці показники знизились. В той же час, потрібно  
відзначити найбільш суттєву динаміку деяких показників в процесі  
гри. Відбулося збільшення показників безпеки з 4.4 до 5.8 балів  
(р<0.05), що говорить про зростання ролі гармонії та стабільності.  
Також помітно зменшення ролі традиції  
з
6.2 до 5.3 балів,  
універсалізму з 6.6 до 5.9 балів та гедонізму з 6.9 до 6.2 балів (р<0.05),  
що говорить про знецінення смиренності, прийняття своєї долі після  
участі в грі.  
Для контрольної групи найбільш суттєвими бали такі цінності:  
доброта, конформність та самостійність, що відповідає таким якостям,  
як чесність, відповідальність, дружба, самодисципліна, ввічливість,  
самоконтроль і самоврядування.  
На індивідуальному рівні в досліджуваній групі в процесі гри  
спостерігається збільшення гедонізму, влади та стимуляції, що  
свідчить про те, що для них збільшилась роль задоволення, успішності,  
амбітності, прагнення до новизни та глибоких переживань.  
В той же час високі показники після гри універсалізму,  
гедонізму, самостійності та конформності свідчать про зростання  
розуміння,  
терпимості,  
насолоди  
життям,  
самоконтролю,  
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самоврядування, самодисципліни та ввічливості. Індивідуальний  
рівень особистості контрольної групи теж характеризується високими  
показниками самостійності та універсалізму.  
Отже, найбільша значущість впливу розробленої психологічної  
трансформаційної гри “My Dao” на клієнта за методикою діагностики  
ціннісних орієнтацій Ш. Шварца спостерігається на рівні нормативних  
ідеалів (безпека, традиція, гедонізм та універсалізм), що свідчить про  
певну зміну їх у бік збільшення гармонії і стабільності, зменшення  
смиренності, прийняття своєї долі, задоволення, насолоди життям,  
розуміння  
і
терпимості. На рівні індивідуальних пріоритетів  
спостерігається збільшення гедонізму, влади та стимуляції.  
Таким чином, для психолога трансформаційна гра приваблива  
тому, що вона допомагає у встановленні контакту, безпосередньо  
працює з підсвідомим, дозволяє усвідомити, відчути і вербалізувати  
актуальні, хвилюючі проблеми та виробляє нові варіанти їх вирішення.  
В той же час для клієнта психологічна гра важлива тому, що дозволяє  
краще розуміти себе і свої цінності, розібратися в своїх проблемах,  
допомагає у досягненні важливої життєвої або професійної мети,  
зміцнює взаємини з оточенням, є методом релаксації, приємного  
проведення часу та альтернативного відпочинку.  
Висновки:  
Розроблена психологічна трансформаційна гра “My Dao”  
спрямована на зміну самооцінки і мотивації учасників, розкриття їхніх  
особистісних ресурсів для вирішення проблем і подальшого розвитку.  
Ця методика є достатньо універсальною за віковою категорією  
учасників і за можливістю вирішення психологічних проблем.  
Найбільша значущість впливу розробленої психологічної  
трансформаційної гри “My Dao” на клієнта за методикою діагностики  
ціннісних орієнтацій Ш. Шварца спостерігається на рівні нормативних  
ідеалів, таких як традиція, конформність, безпека, гедонізм та  
універсалізм, що свідчить про певну зміну їх у бік збільшення гармонії  
і стабільності, а також зменшення смиренності, прийняття своєї долі.  
На рівні індивідуальних пріоритетів спостерігається збільшення  
гедонізму, влади та стимуляції, що свідчить про зростання ролі  
задоволення, успішності, амбітності, прагнення до новизни та  
глибоких переживань. В той же час високі показники після гри  
універсалізму, гедонізму, самостійності та конформності вказують на  
зростання розуміння, терпимості, насолоди життям, самоконтролю,  
самоврядування,  
індивідуальний  
самодисципліни  
та  
ввічливості.  
контрольної  
Тоді  
як  
рівень  
особистості  
групи  
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DOI: 10.26697/9786177089147.2021  
характеризується  
самостійності та універсалізму.  
Перспективними  
переважно  
відносно  
високими  
показниками  
психологічної  
є
дослідження  
трансформаційної гри “My Dao” серед осіб похилого віку та учасників  
з різними психологічними проблемами, а також її апробація в  
клінічній психотерапії.  
Conflicts of interests:  
The authors declare that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
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Melnyk, Yu. B. (2004). Osoblyvosti formuvannia kultury zdorovia: model  
kultury zdorovia osobystosti uchnia [Features of the formation of a  
health culture: a model of the health culture of the learner’s  
personality]. Pedagogics, Psychology, Medicalbiological Problems  
of Physical Training and Sports, 11, 37–46. [in Ukraininan]  
https://www.sportpedagogy.org.ua/html/Pedagogy/Pdf2004/PD-  
2004-11.pdf#page=38  
Melnyk, Yu., & Stadnik, A. (2018a). Mental health of a personality:  
Diagnostics and prevention of mental disorders. International  
Journal  
of  
Education  
and  
Science,  
1(3-4),  
50.  
https://doi.org/10.26697/ijes.2018.3-4.37  
Melnyk, Yu., & Stadnik, A. (2018b). Psykholohichna transformatsiina hra  
“My Dao” [Psychological transformation game “My Dao”].  
KRPOCH.  
https://doi.org/10.26697/ari.krpoch/melnyk.stadnik.1.2018  
Melnyk, Yu. B., Stadnik, A. V., & Pypenko, I. S. (2020). Resistance to  
post-traumatic stress reactions of vulnerable groups engaged in  
pandemic liquidation. International Journal of Science Annals, 3(1),  
35–44 https://doi.org/10.26697/ijsa.2020.1.5  
Melnyk, Yu. (2017). Study of trends of students’ demand for the formation  
of competences by higher educational institutions. Science and  
Education, 5, 128–134. https://doi.org/10.24195/2414-4665-2017-5-  
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Companies.  
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Nicholson, S. (2015). A RECIPE for meaningful gamification. In T. Reiners  
& L. C. Wood (Eds.), Gamification in Education and Business  
(pp. 1-20). Springer. https://doi.org/10.1007/978-3-319-10208-5_1  
Information about the authors:  
Melnyk Yuriy Borysovych – https://orcid.org/0000-0002-8527-4638;  
Doctor of Philosophy in Pedagogy, Associate Professor; Founder and  
Chairman of the Board, Kharkiv Regional Public Organization “Culture of  
Health” (KRPOCH); Director, Scientific Research Institute KRPOCH,  
Kharkiv, Ukraine.  
Research interests: education, psychology, psychological technology,  
culture of health.  
Stadnik Anatoliy Volodymyrovych – https://orcid.org/0000-0002-1472-  
4224; Doctor of Philosophy in Medicine, Associate Professor, Kharkiv  
National University of Internal Affairs; Director, Social-Psychological  
Center KRPOCH, Kharkiv, Ukraine.  
Research interests: education, psychology, medicine, psychiatry.  
Cite this article as:  
Melnyk, Yu. B., & Stadnik, A. V. (2021). Psykholohichna transformatsiina  
hra “My Dao” yak efektyvnyi metod roboty psykholoha [Psychological  
transformation game “My Dao” as an effective method of psychologist  
practice]. In Yu. B. Melnyk, & L. M. Georgieva (Eds.), Current Issues of  
Education and Science. 9th International Conference, CIES-2021, Riga,  
Latvia  
proceedings  
–
Kharkiv, Ukraine, November 10–13, 2021, Conference  
(pp. 52–65). KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.07 [in Ukrainian]  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
65  
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DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
PSYCHOLOGY  
DOI: https://doi.org/10.26697/9786177089147.2021.08  
Social Emotional Learning During COVID-19  
Hakan USAKLI1  
1 Sinop University, Turkey  
Corresponding Author Details  
Hakan USAKLI, [email protected]  
Received: 30.09.2021; Accepted: 28.10.2021; Published: 17.12.2021  
Brief Summary  
Background: Due to the COVID-19 pandemic people are jailed in  
their homes. Students are getting their formal education via online. Youths  
are forbidden to go outside, and they are unable to meet their meets.  
Perhaps cognitive development could be conduct with internet, but what  
about the emotional development. Could kids play with their friends with  
the help of computers. Socialization process occurs first in family then in  
schools and play gardens. The most negative effect occurred during  
COVID-19 perhaps the socialization of kids.  
The aim of the study: To analyze those children books related with  
social emotional learning.  
Methods: Qualitative research method was used in this study.  
Related documents were examined. There are 17 children’s books that are  
known in child literature given in terms of writer, name, publication year,  
total pages, and summary.  
Results: In this paper the usefulness of bibliotherapy argued. Some  
kid books which are highly effective social emotional learning skills for kids  
are introduced. Those books are selected from Kind Curriculum developed  
by Healthy Minds Association.  
Conclusions: Those introduced books highly recommended for  
parents can be read aloof to children during COVID-19 in home setting.  
Those books also as part of social emotional learning curriculum subject it  
can be useful for pre-garden and early elementary years students’ teacher.  
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Teachers also utilize these books in their face-to-face lessons or online  
courses.  
Keywords:  
pre-garden students, early elementary students, social emotional learning,  
kid books, socialization.  
Background:  
COVID-19, which started in China and spread all over the world in a  
short time, like a nightmare, affected all people negatively. Hundreds of  
people have been dying and thousands of people also have been suffering  
this illness in most miserable health conditions. More than one-year people  
are jailed in their homes. Students cannot go to the school, so all  
instructions conducted via internet.  
Basically, socialization is a general term for the many ways and  
processes by which children come to be able to function as members of  
their social community. It is in part a process of learning and in part a  
process of being taught, but modern views of socialization also stress the  
active role of children in making sense of their social world and  
constructing their own ways of being part of their social group (The Open  
University, 2019). Socialization is strongly connected to developmental  
psychology. Humans need social experiences to learn their culture and to  
survive (Macionis & Gerber, 2011).  
Social and emotional learning (SEL) is the process through which  
children and adults acquire and effectively apply the knowledge, attitudes,  
and skills necessary to understand and manage emotions, set, and achieve  
positive goals, feel, and show empathy for others, establish, and maintain  
positive relationships, and make responsible decisions (CASEL, 2021).  
SEL is a methodology that helps students of all ages to better  
comprehend their emotions, to feel those emotions fully, and demonstrate  
empathy for others. These learned behaviors are then used to help students  
make positive, responsible decisions; create frameworks to achieve their  
goals, and build positive relationships with others.  
SEL process which children:  
- develop awareness and management of their emotions;  
- set and achieve important personal and academic goals;  
- use social awareness skills and interpersonal skills to establish and  
maintain positive relationships;  
- demonstrate decision-making and responsible behaviors to achieve  
success in school and life (Parrikakou & Weissberg, 2007, p. 50).  
The five social emotional learning competencies:  
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Self-awareness – To recognize your emotions and how they impact  
your behavior, acknowledging your strengths and weaknesses to better gain  
confidence in your abilities (Recognizing our emotions and values and  
being able to realistically assess our strengths and limitations).  
Self-management – To take control and ownership of your thoughts,  
emotions, and actions in various situations, as well as setting and working  
toward goals (Being able to set and achieve goals and handing our emotions  
so that they facilitate rather than interfere with the task at hand).  
Social awareness – The ability to put yourself in the shoes of another  
person who may be from a different background or culture from the one you  
grew up with. To act with empathy and in an ethical manner within your  
home, school, and community (Showing understanding and empathy for the  
thoughts and feelings of others).  
Relationship skills – The ability to build and maintain healthy  
relationships with people from a diverse range of backgrounds. This  
competency focuses on listening to and being able to communicate with  
others, peacefully resolving conflict, and knowing when to ask for or offer  
help (Establishing and maintaining health relationships, working effectively  
in groups, and dealing constructively with conflict).  
Making responsible decisions – Choosing how to act or respond to a  
situation based on learned behaviors such as ethics, safety, weighing  
consequences and the well-being of others, as well as yourself (Making  
ethical, constructive choices about personal and social behavior).  
A responsive classroom is an evidence-based method to teaching and  
training that concentrates on retaining academics, actual community, active  
administration, and developmental consciousness. Expert construction,  
books, and supplies help elementary and middle school teachers to design  
secure, cheery, and pleasant classrooms and school centers where students  
acquire great social and scholastic abilities, and each student can succeed.  
Connor (2020) connected a search on bring SEL to life for young  
students through picture books. She summarizes the results of this research  
like this:  
Beginning elementary pupils are presently starting to discover the  
social and emotional skills that will lead them within life and approximately  
every cooperation can be an occasion to exercise. In extension to presenting  
specific preparation in social and emotional learning (SEL), scholars can  
strengthen these teachings within entertainment, interactive projects that  
approach the five core SEL competencies of collaboration, assertiveness,  
responsibility, empathy, and self-control (CARES).  
Nearly like SEL are communication abilities, which kids at this stage  
are also quickly expanding. The conversation trades they receive within  
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communication arts are how they will display their social and emotional  
learning to society. Essence children’s publications can be an excellent way  
to strengthen SEL within a current communication techniques curriculum  
(see, for example, Harper, 2016; Moore, 2018; Plucker, 2019).  
The aim of the study. To analyze those children books related with  
social emotional learning. Social emotional learning is very important  
process which only gain in family and school. These COVID-19 time  
children must stay at their home. So, there should be immediate cure for  
how kids could gain emotional capacity.  
Methods:  
Qualitative research relies on data obtained by the researcher from  
first-hand observation, interviews, questionnaires, focus groups, participant-  
observation, recordings made in natural settings, documents, and artifacts.  
The data are generally nonnumerical. Qualitative methods include  
ethnography, grounded theory, discourse analysis, and interpretative  
phenomenological analysis (Creswell & Guetterman, 2021). Document  
analysis is a form of qualitative research in which documents are interpreted  
by the researcher to give voice and meaning around an assessment topic  
(Bowen, 2009).  
Results:  
17 kid books investigated in this study.  
“All of Me! A Book of Thanks”. This book written by Molly Bang  
and published by Blu Sky in 2009. There are 40 pages in the book. A young  
child who is thankful for the world around him/her.  
“What’s My Job?” This book written by Lyn Calder and illustrated  
by Paul and Alice Sharp in 2000 and published by Scholastic. The book is  
32 pages. The author gives some clues about vocations and asks to kid to  
find out the job.  
“I’m the best”. This book written and illustrated by Lucy Cousins  
and published by Walker Books Ltd. In 2010. The book is 32 pages. “I win!  
I’m the best!” Dog boasts. He can run faster than Mole, dig better than  
Goose, swim faster than Donkey, and he’s much bigger than Ladybug.  
“In My World”. This book written by Lois Ehlert and published by  
HMH Books for Young Readers in 2002. The book is 36 pages. Creeping  
bugs and wiggling worms, splashing rain and glittering stars – nobody  
notices the details of the world around them more than children and artists.  
“Hey, Little Ant”. This book written by Phillip Hoose and Hannah  
Hoose and illustrated by Debbie Tilley. The book published by Trcyle Press  
in 1998 and 32 pages. What would you do if the ant you were about to step  
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on looked up and started talking? Would you stop and listen? What if your  
friends saw you hesitate?  
“Dogger”. This book written by Shirley Huges. It was first published  
in 1977. In 1993 published by Harper Trophy. The book is containing 32  
pages. An enduring classic about how a little boy’s stuffed dog is lost and  
found again.  
“Can You Say Peace?” This book written by Karen Katz. Published  
by Henry Holt and Co. in 2006. The book is 32 pages. International Peace  
Day is September 21. On this day and every day throughout the year,  
children all over the world wish for peace.  
“Moody Cow Learns Compassion”. This book written by Kerry Lee  
Maclean. The book published by Wisdom Publications in 2012. There are  
32 pages in the book. This delightful sequel to Moody Cow Meditates  
reintroduces us to Peter (aka Moody Cow) and meet his mischievous “boys-  
will-be-boys” friend Bully.  
“When Sophie Gets Angry – Really, Rally Angry”. This book  
written by Molly Bang and published by Blue Sky Press in 1999. There are  
32 pages in the book. Everybody gets angry sometimes. For children, anger  
can be very upsetting. Parents, teachers, and children can talk about it.  
“Garcias/Thanks”. This book written by Pat Mora and illustrated by  
John Parra. 32 pages of the book published by Lee & Low Books in 2005.  
A young multiracial boy celebrates family, friendship, and fun by telling  
about some of the everyday things for which he is thankful.  
“How Kind!” This book written by Mary Murphy. Published by  
Candlewick Press in 2004. The book is 24 pages. He gives Pig an  
unexpected present. “How kind!” says Pig. Pig is so touched, in fact, that he  
decides to do something kind too. So, Pig gives Rabbit a gift. “How kind!”  
says Rabbit, who does something kind for…  
“Sumi’s First Day of School Ever”. This book written by Soyung  
Pak and illustrated by Joung Un Kim. The book published by Viking Books  
for Young Readers in 2003 and contains 32 pages. The first day of school  
can be lonely and scary, especially when you don't speak the same language  
as everyone else.  
“Down the Road”. This book written by Alice Schertle and  
illustrated by E. B. Lewis. The book published by HMH Books for Young  
Readers in 1995 contains 40 pages. Mama and Papa agree that eggs for  
breakfast would be nice, but they’re too busy to go to the store.  
“The Listening Walk”. This book written by Paul Showers and  
illustrated by Aliki. The book first published by Harper Collins in 1961.  
There are 32 pages in the book. Put on your socks and shoes – and don’t  
forget your ears! We’re going on a listening walk.  
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“Somewhere Today: A Book of Peace”. This book written by  
Shelley Moore Thomas. It published by Albert Whitman Company in 1998.  
The book is 24 pages long. Somewhere in the world each day, people just  
like you are acting in kind, peaceful, loving ways.  
“Quick as a Cricket”. This book written by Audrey Wood and  
illustrated by Don Wood. Child’s Play International published in 2001 this  
book. There are 32 pages in the book. A celebration of a child’s growing  
self-awareness, and a prime example of how books can contribute to this.  
“A Quite Place”. This book written by Douglas Wood and illustrated  
by Dan Andreasen. The publisher of the book is Simon & Schuster Books  
for Young Readers and published in 2014. There are 32 pages in the book.  
A place that’s far away from the hustle and bustle of everyday life. Figure 1  
illustrates kids’ books related with social emotional learning.  
Figure 1  
Kids’ Books Related with Social Emotional Learning  
Conclusions:  
The introductory article to this special edition of School Psychology  
International, “Using Children’s Literature to Strengthen Social and  
Emotional Learning,” describes the need for a broader base of support for  
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children’s mental health needs. Both nationally and internationally, the  
limited number of mental health professionals demands alternative options  
for the delivery of mental health services. Schools are recommended as one  
proposed venue for providing these services to children and youth. From the  
mental health perspective of both prevention and intervention, bibliotherapy  
is proposed not just as a professional’s therapeutic tool, but also as a  
layman’s resource to address students’ basic social emotional needs. We  
offer resources from a website that includes basic bibliotherapy lesson  
plans, posters, activities, and video clips – all centered on the five  
foundational competencies identified by the Collaborative for Academic,  
Social, and Emotional Learning (CASEL). This website is geared to  
educators and mental health professionals who work with elementary school  
children, ages 5–11 (Heath et al., 2017).  
For children this means that socialization experiences will be  
directed at developing different kinds of social knowledge and self-  
regulation abilities in different social and cultural settings. A challenge for  
social development researchers is to expand the scope of their studies to  
examine the array of settings around the world in where children spend their  
time in which they develop and practice novel social behaviors.  
Social emotional learning is very important for kids. Due to the  
COVID-19 pandemic times students must stay at their home. Parents should  
be bear in mind that they can teach emotional aspects of social life to their  
siblings. Like in Connor (2020) study this manuscript offset some kid books  
for social emotional learning for the use of parents. Those books selected  
from Center of Health Minds – University of Wisconsin-Madison (2017).  
There are 17 kid books available for social emotional learning.  
Conflicts of interests:  
The author declares that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
References  
Bowen, G. A. (2009). Document analysis as a qualitative research method.  
Qualitative  
Research  
Journal,  
9(2),  
27–40.  
https://doi.org/10.3316/QRJ0902027  
CASEL. (2021). Fundamentals of SEL. https://casel.org/overview-sel/  
Center of Healthy Minds – University of Wisconsin-Madison. (2017). A  
mindfulness-based  
kindness  
curriculum  
for  
preschoolers.  
https://centerhealthyminds.org/join-the-movement/sign-up-to-  
receive-the-kindness-curriculum  
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Connor, R. (2020). Bring SEL to life for young students through picture  
books.  
Literacy  
and  
SEL.  
https://www.crslearn.org/publication/feburary-2020-literacy-and-  
sel/bring-sel-to-life-for-young-students-through-picture-books/  
Creswell, J., & Guetterman, T. (2019). Educational research: Planning,  
conducting, and evaluating quantitative and qualitative research  
(6th ed.). Pearson.  
Harper, L. J. (2016). Preschool through primary grades: Using picture books  
to promote social-emotional literacy. YC Young Children, 71(3),  
80–86. https://www.jstor.org/stable/ycyoungchildren.71.3.80  
Heath, M. A., Smith, K. & Young, E. L. (2017). Using children’s literature  
to strengthen social and emotional learning. School Psychology  
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McHale, S., Dariotis, J., & Kauh, T. (2003). Social development and social  
relationships in middle childhood. In T. Millon, M. Lerner, &  
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Inc. https://doi.org/10.1002/0471264385.wei0610  
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enhance children’s social, emotional, and academic learning. In  
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Emotionally Intelligent. Praeger.  
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minute guide. OpenLearn. https://www.open.edu/openlearn/body-  
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studies/childhood/what-socialisation  
Information about the author:  
Usakli Hakan  
–
https://orcid.org/0000-0003-4307-2226; Doctor of  
Pedagogical Sciences, Full Time Professor, Faculty of Education, Sinop  
University, Sinop, Turkey.  
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Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Research interests: psychology, education, psychodrama, guidance and  
counseling.  
Cite this article as:  
Usakli, H. (2021). Social emotional learning during COVID-19.  
In Yu. B. Melnyk, & L. M. Georgieva (Eds.), Current Issues of Education  
and Science. 9th International Conference, CIES-2021, Riga, Latvia –  
Kharkiv, Ukraine, November 10–13, 2021, Conference proceedings (pp.  
66–74). KRPOCH. https://doi.org/10.26697/9786177089147.2021.08  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
74  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
HEALTH CARE SCIENCE  
DOI: https://doi.org/10.26697/9786177089147.2021.09  
Biliary Decompression in Patients with Obstructive Jaundice  
Valeriy V. BOYKO1,2 , Yuriy V. AVDOSYEV1  
,
Anastasiia L. SOCHNIEVA2 , Denys O. YEVTUSHENKO2  
,
Dmytro V. MINUKHIN2 , Oleksandr M. SHEVCHENKO2  
1 State Institution “V. T. Zaitsev Institute of General and Urgent Surgery  
of the National Academy of Medical Sciences of Ukraine”, Ukraine  
2 Kharkiv National Medical University, Ukraine  
Corresponding Author Details  
Denys O. YEVTUSHENKO, [email protected]  
Received: 14.09.2021; Accepted: 17.10.2021; Published: 17.12.2021  
Brief Summary  
Background: Benign and malignant diseases of bile ducts usually  
cause mechanical jaundice.  
The aim of the study: To determine the optimal duration of  
percutaneous transhepatic biliary drainage (PTBD) depending on the  
duration of mechanical jaundice and the initial level of total bilirubin in the  
serum.  
Methods: This paper presents the experience of using PTBD in 88  
patients with benign and malignant diseases of bile ducts complicated by  
mechanical jaundice, who were hospitalized at the State Institution  
“V. T. Zaitsev Institute of General and Urgent Surgery of the National  
Academy of Medical Sciences of Ukraine” from 2011 to 2017 years.  
Patients were divided into three groups. The first group consisted of 15  
(17.1%) patients with benign diseases of the biliary tract. The second group  
consisted of 11 (12.5%) patients with resectable cholangiocarcinomas. The  
third group – 62 (70.4%) patients with unresectable cholangiocarcinomas.  
Results: For patients of group 1, the process is somewhat slower,  
but the end result is also quite strongly influenced by the initial level of total  
bilirubin. The duration of biliary decompression in this category of patients  
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DOI: 10.26697/9786177089147.2021  
averages 10-12 days. For patients in group 2, biliary decompression  
requires at least 12 days, but the result is not significantly affected by the  
initial level of total bilirubin and the duration of obstructive jaundice.  
Conclusions: Using the Poisson process, or more precisely the  
quasi-Poisson distribution, it was possible to determine the optimal  
duration of biliary decompression by using PTBD depending on the  
duration of obstructive jaundice and the initial level of total serum  
bilirubin.  
Keywords:  
bile duct diseases, obstructive jaundice, biliary decompression,  
percutaneous transhepatic biliary drainage, Poisson process.  
Background:  
Benign and malignant diseases of bile ducts usually cause  
mechanical jaundice (Renknimitr et al., 2013). The latest one should be  
eliminated in cases where the patient subsequently requires reconstructive  
surgery and in cases where biliary decompression is the only stage of  
treatment, especially in patients with high anesthesia risk and severe  
comorbidities (Moole et al., 2013; Oussoultzoglou & Jaeck, 2008).  
Difficulties in performing biliary decompression occur in patients with  
proximal bile duct block and in some cases with distal block. Percutaneous  
transhepatic methods of biliary decompression allow you to perform  
drainage of the bile ducts antegradely. However, there is no consensus on  
the duration of biliary drainage (Galperin et al., 2011; Momunova, 2011;  
Paik et al., 2014).  
The aim of the study. To determine the optimal duration of  
percutaneous transhepatic biliary drainage (PTBD) depending on the  
duration of mechanical jaundice and the initial level of total bilirubin in the  
serum.  
Methods:  
This paper presents the experience of using PTBD in 88 patients  
with benign and malignant diseases of bile ducts complicated by mechanical  
jaundice, who were hospitalized at the State Institution “V. T. Zaitsev  
Institute of General and Urgent Surgery of the National Academy of  
Medical Sciences of Ukraine” from 2011 to 2017 years.  
Patients were divided into three groups. The first (1) group consisted  
of 15 (17.1%) patients with benign diseases of the biliary tract. The causes  
of mechanical jaundice in patients of group 1 were choledocholithiasis in 6  
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DOI: 10.26697/9786177089147.2021  
(6.8%), strictures of the biliary tract in 2 (2.3%) and strictures of  
biliodigestive anastomoses in 7 (8.0%). The second (2) group consisted of  
11 (12.5%) patients with resectable cholangiocarcinomas. The third (3)  
group – 62 (70.4%) patients with unresectable cholangiocarcinomas.  
The level of total bilirubin when there ranged from 26.2 to 824  
μmol/l. The median level of total bilirubin was 252 μmol/l. The average  
deviation was 15.6 μmol/l, the standard deviation was 169 μmol/l.  
The duration of cholestasis was determined according to the  
Simonov’s classification (Smirnov, 1974) – acute in 38 (43.2%), prolonged  
acute – 11 (12.5%), chronic – 39 (44.3%).  
Patients were divided in terms of total bilirubin serum: <150 μmol/l  
– 14 (15.9%) [150-250) μmol/l – 20 (22.7%) [250-400) μmol/l – 28 (31.8%)  
and more> = 400 μmol/l – 26 (29.6%) patients.  
The optimal duration of decompression of the biliary tract by PTBD  
was determined using the Poisson process, and more precisely – the  
distribution of quasi-Poison, which reflects the process of reducing total  
bilirubin level in time (Ponarin et al., 2013; Shitikov & Mastickij, 2017;  
Warner, 2015).  
Statistical processing of digital data was performed on a personal  
computer using Excel 2010, SPSS and free software for statistical  
calculations R (Kabacoff, 2011).  
Results:  
For patients with benign bile duct disease complicated by obstructive  
jaundice (1 group) who underwent antegrade endobiliary interventions as  
biliary decompression, total bilirubin decreased in time as follows: the  
average value of total bilirubin before biliary decompression was 267.9  
μmol/l, after treatment – 139 μmol/l. The arithmetic mean of the difference  
is 128.7 μmol/l (p = 0.001). Direct bilirubin decreased from 182.84 μmol/l  
to 87.55 μmol/l and the arithmetic mean difference is 95.3 μmol/l (p =  
0.001). But the rate of decrease in total and direct bilirubin is not linear,  
because on the first day in most cases the level of bilirubin decreases  
significantly, and then the process slows down.  
In this case, the rate of decrease depends on the duration of  
obstructive jaundice: the rate is higher if obstructive jaundice is acute, while  
obstructive jaundice is prolonged acute - the rate of decrease in bilirubin is  
lower, as well as the initial level of total bilirubin: at the level of bilirubin  
[250-400) μmol/l rate of decrease greater than at its level <150 μmol/l.  
Therefore, to determine the dependence of the value of total bilirubin after  
biliary decompression on the number of days, the duration of obstructive  
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DOI: 10.26697/9786177089147.2021  
jaundice and the initial level of total bilirubin used a nonlinear and  
logarithmic function.  
On average, patients in group 1 with chronic obstructive jaundice  
with a total bilirubin level <150 μmol/l, the final level is 25.4 μmol/l. Every  
day the total bilirubin will decrease by 10% compared to the previous one.  
That is, the reduction of total bilirubin to this value, if at the beginning it  
was <150 μmol/l, occurs in about 14 days.  
If the patient’s total bilirubin level is (150-250) μmol/l in chronic  
obstructive jaundice, the final total bilirubin will be 38.13 μmol/l for the  
same period as for patients with a level of <150 μmol/l. If the level of total  
bilirubin in patients is (250-400) μmol/l, the average value at the end of the  
same period after PTBD will be 63.55 μmol/l, and at its level> = 400 μmol/l  
– 101.68 μmol/l.  
For patients with acute obstructive jaundice, total bilirubin after  
PTBD is slightly higher than for patients with its level <150 μmol/l (26.18  
μmol/l), while for patients with acute obstructive jaundice is slightly lower  
(16.12 μmol/l). But in principle, the rate of decline depending on the  
duration of the obstructive jaundice does not differ. The process of reducing  
direct bilirubin is the same as the total. Thus, based on the analysis, the  
duration of biliary decompression was calculated, which is optimal for  
patients with benign bile duct diseases complicated by obstructive jaundice  
using PTBD (group 1). For such patients, the average duration of biliary  
decompression is 10-12 days, because regardless of the initial level of total  
bilirubin, the latter is reduced by an average of 10% per day.  
Total bilirubin in patients of group 2, with resectable  
cholangiocarcinomas, during biliary decompression, decreased in time as  
follows: the average value of total bilirubin before treatment was 243  
μmol/l, after treatment – 78.56 μmol/l. The arithmetic mean of the  
difference is 164.26 μmol/l and the difference are significant at the level (p  
= 0.001). Direct bilirubin decreased from 172.76 μmol/l to 44.22 μmol/l and  
the arithmetic mean difference is 128.55 μmol/l (p = 0.001).  
If a patient has chronic obstructive jaundice with a total bilirubin  
level of [150-250) μmol/l, his figure will be 59.95 μmol/l for the same  
period (12 days) as for patients with a bilirubin level <150 μmol/l. If  
patients have a total bilirubin level (250-400) μmol/l, the average value after  
drainage will be 99.9 μmol/l, and for patients with a bilirubin level greater  
than> = 400 μmol/l – 159.9 μmol/l for the same period. Therefore, the latter  
requires more days for drainage.  
For patients with acute obstructive jaundice, the total bilirubin after  
PTBD is slightly higher than for patients with bilirubin up to 150 μmol/l  
(8.76 μmol/l), for patients with prolonged acute obstructive jaundice is  
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DOI: 10.26697/9786177089147.2021  
twice as high (16.03 μmol/l), The rate of decline for obstructive jaundice  
depending on its duration does not differ significantly. Therefore, when  
performing biliary decompression, the total bilirubin levels for each patient  
should be individually monitored. The process of reducing direct bilirubin is  
the same as the total, but its reduction is somewhat faster, but it is  
determined that the effect of the duration of obstructive jaundice and the  
initial level of total bilirubin is insignificant.  
In patients of group 3, total bilirubin decreased in time as follows:  
the average value of total bilirubin before treatment was 324.17 μmol/l,  
after treatment – 240.42 μmol/l. The arithmetic mean of the difference is  
83.75 μmol/l and the difference are significant at the level (p = 0.001).  
Direct bilirubin decreased from 219.45 μmol/l to 161.76 μmol/l and the  
arithmetic mean difference is 62.67 μmol/l (p = 0.001).  
On average, patients in group 3 with chronic obstructive jaundice  
with a total bilirubin level <150 μmol/l, the final level is 19.03 μmol/l.  
Every day the bilirubin level will be lower by 13-14% than in the previous  
one. That is, the reduction of total bilirubin to this value, if at the beginning  
its level was <150 μmol/l occurs in about 12 days.  
If a patient has chronic obstructive jaundice with a total bilirubin  
level of [150-250) μmol/l, the final total bilirubin level will be 28.56 μmol/l  
for the same period as for patients with a level of <150 μmol/l. If the level  
of total bilirubin in patients is (250-400) μmol/l, the average value at the  
end of cholangiodrainage will be 47.58 μmol/l, and when its level is more>  
= 400 μmol/l – 76.13 μmol/l per 12 days. That is, patients with higher  
bilirubin levels need more days to achieve lower bilirubin levels.  
For patients with acute obstructive jaundice, total bilirubin after  
PTBD is slightly lower than for patients with <150 μmol/l (17.92 μmol/l),  
as well as for patients with prolonged acute obstructive jaundice (18.66  
μmol/l). But in principle, the rate of decline depending on the duration of  
the obstructive jaundice does not differ. The process of reducing direct  
bilirubin is the same as the total.  
Thus, based on the analysis, the duration of biliary decompression  
was calculated to reduce the level of total bilirubin, which is optimal for  
patients with unresectable cholangiocarcinomas by using PTBD (3 group).  
For such patients, the average duration of biliary decompression is 7 days,  
because regardless of on average, its indicators decrease by 13-14% per  
day. Thus, we can conclude that the fastest process of reducing the level of  
total bilirubin occurs in patients of the 3rd group. For such patients, an  
average of 8 days is enough to reduce total bilirubin to the required level,  
but the duration of biliary decompression significantly depends on its initial  
level per day, its indicators decrease.  
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DOI: 10.26697/9786177089147.2021  
For patients of group 1, the process is somewhat slower, but the end  
result is also quite strongly influenced by the initial level of total bilirubin.  
The duration of biliary decompression in this category of patients averages  
10-12 days.  
For patients in group 2, biliary decompression requires at least 12  
days, but the result is not significantly affected by the initial level of total  
bilirubin and the duration of obstructive jaundice. These patients require  
constant monitoring of direct bilirubin.  
Conclusions:  
Using the Poisson process, or more precisely the quasi-Poisson  
distribution, it was possible to determine the optimal duration of biliary  
decompression by using PTBD depending on the duration of obstructive  
jaundice and the initial level of total serum bilirubin.  
Conflicts of interests:  
The authors declare that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
References  
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Information about the authors:  
Boyko Valeriy Volodymyrovych – https://orcid.org/0000-0002-3455-  
9705; Doctor of Medical Sciences, MD, Professor, Head of the Department  
of Surgery No. 1, Kharkiv National Medical University; Director, State  
Institution “V. T. Zaitsev Institute of General and Urgent Surgery of the  
National Academy of Medical Sciences of Ukraine”, Kharkiv, Ukraine.  
Research interests: surgery, education, medical sciences.  
81  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Avdosyev Yuriy Vladimirovich – https://orcid.org/0000-0002-2677-4464;  
Doctor of Medical Sciences, MD, Professor, Head of the Department of  
Interventional Radiology, State Institution “V. T. Zaitsev Institute of  
General and Urgent Surgery of the National Academy of Medical Sciences  
of Ukraine”, Kharkiv, Ukraine.  
Research interests: surgery, education, medical sciences.  
Sochnieva Anastasiia Lvovna – https://orcid.org/0000-0003-0106-5247;  
Doctor of Philosophy in Medicine, Assistant Professor of the Department of  
Surgery No. 1, Kharkiv National Medical University, Kharkiv, Ukraine.  
Research interests: surgery, education, medical sciences.  
Yevtushenko Denys Oleksandrovych – https://orcid.org/0000-0003-1941-  
7183; Doctor of Medical Sciences, MD, Professor, Professor of the  
Department of Surgery No. 1, Kharkiv National Medical University,  
Kharkiv, Ukraine. Research interests: surgery, education, medical sciences.  
Minukhin Dmytro Valeriiovych – https://orcid.org/0000-0003-3371-1178;  
Doctor of Philosophy in Medicine, Associate Professor, Associate Professor  
of the Department of Surgery No. 1, Kharkiv National Medical University,  
Kharkiv, Ukraine. Research interests: surgery, education, medical sciences.  
Shevchenko Oleksandr Mykolaiovych – https://orcid.org/0000-0002-  
1176-1687; Doctor of Philosophy in Medicine, Assistant Professor of the  
Department of Surgery No. 1, Kharkiv National Medical University,  
Kharkiv, Ukraine. Research interests: surgery, education, medical sciences.  
Cite this article as:  
Boyko, V. V., Avdosyev, Yu. V, Sochnieva, A. L., Yevtushenko, D. O.,  
Minukhin, D. V., & Shevchenko, O. M. (2021). Biliary decompression in  
patients with obstructive jaundice. In Yu. B. Melnyk, & L. M. Georgieva  
(Eds.), Current Issues of Education and Science. 9th International  
Conference, CIES-2021, Riga, Latvia – Kharkiv, Ukraine, November 10–13,  
2021,  
Conference  
proceedings  
(pp.  
75–82).  
KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.09  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
82  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
HEALTH CARE SCIENCE  
DOI: https://doi.org/10.26697/9786177089147.2021.10  
Modern Endobronchial Methods in the Treatment  
of Chronic Lung Abscesses  
Anton A. SERENKO1 , Vasiliy G. HROMA1,2  
,
Dmytro V. MINUKHIN2 , Denys O. YEVTUSHENKO2  
1 State Institution “V. T. Zaitsev Institute of General and Urgent Surgery  
of the National Academy of Medical Sciences of Ukraine”, Ukraine  
2 Kharkiv National Medical University, Ukraine  
Corresponding Author Details  
Denys O. YEVTUSHENKO, [email protected]  
Received: 29.08.2021; Accepted: 21.09.2021; Published: 27.12.2021  
Brief Summary  
Background: The problem of treatment of chronic lung abscesses  
remains incomplete despite the achievements of modern medical science.  
There is a clear trend towards the spread of the number of patients with this  
pathology. One of the ways to improve the results of treatment of patients  
with chronic lung abscesses is to find new ways to treat this disease, in  
particular with the help of endobronchial methods of rehabilitation and  
correction of the activity of oxidative-antioxidant systems of the body.  
The aim of the study: To investigate the effectiveness of  
endobronchial methods in the treatment of chronic lung abscesses using  
various drug compositions.  
Methods: Examination and treatment of 98 patients with chronic  
lung abscesses was performed on the basis of the Department of Thoracic  
and Abdominal Surgery of State Institution “V. T. Zaitsev Institute of  
General and Urgent Surgery of the National Academy of Medical Sciences  
of Ukraine”. Patients were divided into two groups: main and comparative.  
Patients of the main group together with anti-inflammatory drugs were  
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DOI: 10.26697/9786177089147.2021  
systemically and locally prescribed liposomal drug. Standard methods were  
used in patients of the comparative group.  
Results: The effectiveness of endobronchial methods of treatment of  
chronic abscesses has been proven by positive dynamics of ultrasound  
diagnostics at an earlier date than in the case of standard treatments. Based  
on the analysis of laboratory parameters, a significant positive effect of the  
applied method on reducing the level of endogenous intoxication was  
established.  
Conclusions: The obtained data demonstrate significantly higher  
efficiency of the proposed method of endobronchial treatment of patients  
with chronic lung abscesses, including a combination of drainage and  
rehabilitation of the destruction cavity with anti-inflammatory therapy and  
its advantage over standard treatment regimens, accompanied by faster  
statistically significant regression endogenous intoxication.  
Keywords:  
chronic lung abscess, endobronchial treatments, endobronchial methods,  
patient, therapy.  
Сучасні ендобронхіальні методи  
в лікуванні хронічних абсцесів легень  
Антон А. СЕРЕНКО1 , Василь Г. ГРОМА1,2  
,
Дмитро В. МІНУХІН2 , Денис О. ЄВТУШЕНКО2  
1 ДУ “Інститут загальної та невідкладної хірургії ім. В. Т. Зайцева  
НАМН України”, Україна  
2 Харківський національний медичний університет, Україна  
Деталі Автора-Кореспондента:  
Денис О. Євтушенко, [email protected]  
Анотація  
Вступ: Незважаючи на досягнення сучасної медичної науки,  
проблема лікування хронічних абсцесів легень залишається не до кінця  
вирішеною. Спостерігається чітка тенденція до поширення кількості  
хворих з цією патологією. Одним із шляхів поліпшення результатів  
лікування хворих з хронічними абсцесами легень є пошук нових способів  
лікування цього захворювання, зокрема за допомогою ендобронхіальних  
методів санації та корекції активності оксидантно-антиоксидантної  
систем організму.  
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DOI: 10.26697/9786177089147.2021  
Мета дослідження: Дослідити ефективність застосування  
ендобронхіальних методів у лікуванні хронічних абсцесів легень з  
використанням різних лікарських композицій.  
Методи: На базі відділення торако-абдомінальної хірургії ДУ  
“Інститут загальної та невідкладної хірургії ім. В. Т. Зайцева НАМН  
України” проведено обстеження та лікування 98 хворих з хронічними  
абсцесами легенів. Хворих розподілили на дві групи: основну та  
порівняльну. Хворим основної групи разом із протизапальними  
препаратами системно та місцево призначали ліпосомальний  
препарат. У хворих порівняльної групи застосовували cтандартні  
методи.  
Результати:  
лікування хронічних абсцесів доведена позитивною ультразвуковою  
динамікою більш ранні строки, ніж разі застосування  
Ефективність  
ендобронхіальних  
методів  
в
у
стандартних методів лікування. На підставі аналізу лабораторних  
показників встановлено суттєвий позитивний вплив застосованої  
методики на зниження рівня показників ендогенної інтоксикації.  
Висновки: Отримані дані демонструють вірогідно більш  
високу ефективність запропонованого методу ендобронхіального  
лікування хворих на хронічні абсцеси легень, що включає комбінацію  
дренування та санації порожнини деструкції з протизапальною  
терапією та його перевагу перед стандартними схемами лікування,  
що супроводжувалося більш швидким статистично достовірним  
регресом патологічного процесу та суттєвим зниженням рівня  
ендогенної інтоксикації.  
Ключові слова:  
хронічний абсцес легені, ендобронхіальне лікування, ендобронхіальні  
методи, пацієнт, терапія.  
Вступ:  
Незважаючи на стрімкий розвиток медичної науки, проблема  
лікування хронічних абсцесів легень залишається не до кінця  
вирішеною. Спостерігається чітка тенденція до поширення кількості  
хворих на цю патологію (Boiko et al., 2007; Kotiv et al., 2009; Nicolini et  
al., 2014).  
Довготривала наявність гнійного процесу в легенях збільшує  
можливість виникнення тяжких та небезпечних для життя ускладнень  
(кровотеч, септикопіємій та ін.), розвитку незворотних змін серцево-  
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судинної системи, системи дихання та внутрішніх органів (Boiko et al.,  
2007; Marra et al., 2015; Nicolini et al., 2014).  
На всіх етапах лікування адекватне дренування порожнини  
деструкції залишається одним із основних умов для одужання хворого  
або як етап передопераційної підготовки (Boiko et al., 2007; Safonov &  
Shahov, 2015; Shoikhet et al., 2014). З точки зору фізіології системи  
дихання найбільш оптимальними методами дренування являються  
ендобронхіальні (бронхоскопічні) (Boiko et al., 2007; Cascone et al.,  
2020; Shoikhet et al., 2014). Перевагами ендобронхіальних методик  
лікування являються: малоінвазивність, збереження кашльового  
рефлексу, можливість проведення програмних санацій порожнини  
деструкції та дренуючих бронхів (Boiko et al., 2007; Cascone et al.,  
2020; Shoikhet et al., 2014; Unterman et al., 2017).  
Одним із шляхів поліпшення результатів лікування хворих з  
хронічними абсцесами легень являється пошук нових способів  
лікування цього захворювання, зокрема за допомогою застосування  
різних лікарських комбінацій та корекції активності оксидантно-  
антиоксидантної систем організму (Boiko et al., 2007; Boiko et al.,  
2015).  
Частіше за все для динамічного контролю репаративних  
процесів у легеневій тканині використовуються променеві методи  
діагностики такі як рентгенографія та комп’ютерна томографія (КТ).  
На відміну від традиційних методів, ультразвукове дослідження (УЗД)  
необґрунтовано використовується досить рідко в торакальній хірургії  
та пульмонології. Хоча УЗД дозволяє отримувати таке саме двомірне  
зображення, як і КТ (Kotiv et al., 2009; Safonov & Shahov, 2015).  
Усі вище перелічені факти і послужили поштовхом для нашого  
дослідження.  
Мета дослідження. Дослідити ефективність застосування  
ендобронхіальних методів у лікуванні хронічних абсцесів легень з  
використанням різних лікарських композицій.  
Методи:  
На базі відділення торако-абдомінальної хірургії ДУ “Інститут  
загальної та невідкладної хірургії ім. В. Т. Зайцева НАМН України”  
обстежено та проліковано 98 хворих з хронічними абсцесами легень.  
Усі хворі були розподілені на 2 групи. Першу групу (порівняння)  
склали 48 хворих, яким крім консервативного лікування, що включало  
протизапальну,  
антибактеріальну  
і
дезінтоксикаційну терапію,  
здійснювалися традиційні підходи до ендобронхіальної санації  
вогнища гнійно-запального процесу. Другу групу (основну) склали 50  
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хворих, яким виконували ендоскопічне дренування абсцесу за власною  
методикою  
рентгеноконтрастних катетерів з подальшою санацією порожнини  
деструкції. Хворим основної групи разом протизапальними  
під  
візуальним  
контролем  
з
використанням  
з
препаратами призначали ліпосомальний препарат “Ліпін”: системно  
(внутришньовенно у дозі 10 мг/кг ваги тіла) та місцево (інгаляційно,  
ендобронхіальні заливки та введення до порожнини деструкції у  
суміші з протизапальними препаратами).  
Для оцінки ефективності лікування застосовували лабораторні  
та інструментальні методи дослідження. Серед лабораторних методів  
особливу увагу приділяли показникам ендогенної інтоксикації та  
перекисного окислення ліпідів (ПОЛ). Одними із найважливіших  
показників цих процесів є рівень таких продуктів, як молекули  
середньої маси (МСМ), малоновий диальдегід (МДА), дієнові  
коньюгати (ДК), супероксиддисмутаза (СОД). Також вивчався  
показник лейкоцитарного індексу інтоксикації (ЛІІ). Порівняння  
проводили використовуючи критерій Стьюдента. З метою виявлення  
статистично достовірних даних у пацієнтів основної групи та групи  
порівняння ми використовували початкові (на момент госпіталізації)  
та проміжкові (на 10 добу лікування) значення вищевказаних  
параметрів. Інструментальний контроль ефективності лікування  
проводили за допомогою рентгенологічних методів дослідження  
(рентгенографія,  
дослідження  
комп’ютерна  
(УЗД). Перевагу  
томографія)  
та  
ультразвукового  
ультразвуковому  
віддавали  
дослідженню, як методу з найменшим шкідливим навантаженням на  
організм хворого. Ультразвуковими критеріями ефективності  
лікування вважали зменшення розмірів порожнини (позитивна  
ультразвукова динаміка) та появу ознак облітерації порожнини.  
Частота контрольних досліджень – 1 раз у три доби.  
Ендобронхіальні лікувально-діагностичні методи виконували в  
умовах місцевої анестезії апаратом фірми Olympus BF TYPE 1T 180.  
Після проведення евакуації гнійного відокремлюємого та визначення  
дренуючого  
бронху  
нами,  
під  
рентгенологічним  
контролем,  
проводилась катетеризація устя дренуючого бронху або порожнини  
хронічного абсцесу поліхлорвініловим катетером.  
Результати:  
У
процесі лікування хворих досліджуваних груп нами  
здійснювався динамічний контроль ефективності лікування.  
При аналізі показників лабораторної ефективності  
комплексного лікування хворих на хронічні абсцеси легень із  
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застосуванням запропонованої суміші протизапальних препаратів  
(гідрокортизону та гатіфлоксацину) та ліпосомального препарату  
“Ліпін” чітко відстежується суттєвий вплив запропонованої лікарської  
суміші на зниження рівня показників ендогенної інтоксикації та  
продуктів перекисного окислення ліпідів.  
Так, у хворих основної групи відмічене достовірне зниження  
рівня МСМ з 0.630.05 до 0.320.01 у.о., тоді як у хворих групи  
порівняння рівень МСМ знизився з 0.640.06 до 0.560.04 у.о., що у  
1.75 рази більше (р<0.05). При порівнянні рівня показників ПОЛ – ДК  
та МДА видно, що рівень ДК у хворих основної групи знизився з  
187.56.7 до 114.35.2 ммоль/л, що у 1.4 рази менше (р<0.05) ніж  
динаміка зниження рівня ДК у хворих групи порівняння (з 184.45.9  
до 162.75.3 ммоль/л); рівень МДА знизився у хворих основної групи з  
20.50.84 до 9.780.25 ммоль/л, що у 1.6 рази менше (р<0.05) ніж  
динаміка рівню МДА у хворих групи порівняння (з 19.80.96 до  
15.20,85 ммоль/л). При оцінюванні активності антиоксидантної  
системи було з’ясовано, що рівень СОД у хворих основної групи, під  
впливом запропонованого лікування, підвищився  
з
17.63.4 до  
46.32.6 од/г Hb, тоді як у хворих групи порівняння з 17.73.2 до  
32.33.9 од/г Hb, що у 1.4 рази менше (р<0.05). При порівнянні рівня  
ЛІІ, який обчислювался за формулою Кальф-Каліфа, у групах  
дослідження нами було з’ясовано, що у хворих основної групи на 10  
добу лікування ЛІІ склав 1.490.62, що у 3.7 рази менше (р<0.05) ніж  
на той же час у хворих групи порівняння (5.581.23).  
Так як інструментальний контроль ефективності лікування  
проводили переважно за допомогою УЗД, нами були введені наступні  
ультразвукові (УЗ) критерії оцінки: 1) зменшення розмірів порожнини;  
2) терміни очищення порожнини хронічного абсцесу; 3) ознаки  
часткової облітерації порожнини абсцесу – поява відкладень фібрину  
на стінках порожнини. Більша ефективність лікування відмічена у  
хворих основної групи, що проявилося в прискоренні очищення  
порожнини абсцесу – 7.85±0.34 діб, що раніше на 2.3 доби (р<0.05) ніж  
у групі порівняння; прискоренні позитивної ультразвукової динаміки –  
8.9±0.59 діб, що раніше на 2.9 доби (р<0.05) ніж у групі порівняння.  
Терміни часткової облітерації порожнини скоротилися в середньому  
на 3 доби: з 15.1±0.6 діб у хворих групи порівняння до 11.9±0.78 діб у  
хворих основної групи.  
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DOI: 10.26697/9786177089147.2021  
Висновки:  
1. Отримані дані демонструють вірогідно більш високу  
ефективність запропонованого методу ендобронхіального лікування  
хворих на хронічні абсцеси легень, що включає комбінацію  
дренування та санації порожнини деструкції з протизапальною  
терапією та його перевагу перед стандартними схемами лікування, що  
супроводжувалося більш швидким статистично достовірним регресом  
патологічного процесу та суттєвим зниженням рівня ендогенної  
інтоксикації.  
2. Стандартні методи променевої діагностики при хронічних  
абсцесах  
легень  
необхідно  
більш  
широко  
доповнювати  
ультразвуковим дослідженням, особливо  
з
метою динамічного  
спостереження під час лікувального процесу, що дозволяє значно  
знизити променеве навантаження на хворих.  
Conflicts of interests:  
The authors declare that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
References  
Boiko, V. V., Florikyan, A. K., & Avdosyev, Yu. V. (2007). Gnojnye  
zabolevanija legkih i plevry [Purulent diseases of the lungs and  
pleura]. Prapor. [in Russian]  
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ultrasound, CT for assessing reparative processes after lung  
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Information about the authors:  
Serenko Anton Andriiovych – https://orcid.org/0000-0002-6410-4509;  
Graduate Student, Department of Surgery of the Thoracic Cavity, State  
Institution “V. T. Zaitsev Institute of General and Urgent Surgery of the  
National Academy of Medical Sciences of Ukraine”, Kharkiv, Ukraine.  
Research interests: surgery, medical sciences.  
Hroma Vasiliy Grigorovich – https://orcid.org/0000-0003-1886-3181;  
Doctor of Medical Sciences, MD, Professor, Professor of the Department of  
Surgery No. 1, Kharkiv National Medical University; Head of the  
Department of Operative Endoscopy, State Institution “V. T. Zaitsev  
90  
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DOI: 10.26697/9786177089147.2021  
Institute of General and Urgent Surgery of the National Academy of  
Medical Sciences of Ukraine”, Kharkiv, Ukraine.  
Research interests: surgery, education, medical sciences.  
Minukhin Dmytro Valeriiovych – https://orcid.org/0000-0003-3371-1178;  
Doctor of Philosophy in Medicine, Associate Professor, Associate Professor  
of the Department of Surgery No. 1, Kharkiv National Medical University,  
Research interests: surgery, education, medical sciences.  
Yevtushenko Denys Oleksandrovych – https://orcid.org/0000-0003-1941-  
7183; Doctor of Medical Sciences, MD, Professor, Professor of the  
Department of Surgery No. 1, Kharkiv National Medical University,  
Research interests: surgery, education, medical sciences.  
Cite this article as:  
Serenko, A. A., Hroma, V. G., Minukhin, D. V., & Yevtushenko, D. O.  
(2021). Suchasni endobronkhialni metody v likuvanni khronichnykh  
abstsesiv lehen [Modern endobronchial methods in the treatment of chronic  
lung abscesses]. In Yu. B. Melnyk, & L. M. Georgieva (Eds.), Current  
Issues of Education and Science. 9th International Conference, CIES-2021,  
Riga, Latvia – Kharkiv, Ukraine, November 10–13, 2021, Conference  
proceedings  
(pp.  
83–91).  
KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.10 [in Ukrainian]  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
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DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
HEALTH CARE SCIENCE  
DOI: https://doi.org/10.26697/9786177089147.2021.11  
Comparison of the Intensity of Pain in Patients with Acute  
Cholecystitis with Different Types of Surgical Accesses  
Polina O. HORDIIENKO1 , Anastasiia L. SOCHNIEVA1  
1 Kharkiv National Medical University, Ukraine  
Corresponding Author Details  
Polina O. HORDIIENKO, [email protected]  
Received: 01.10.2021; Accepted: 29.10.2021; Published: 17.12.2021  
Brief Summary  
Background: Topicality is related to the widespread prevalence of  
acute cholecystitis as one of the surgical pathologies. There are 3 types of  
surgical access for cholecystectomy: laparotomy, laparoscopic and mini-  
laparotomy in the right hypochondrium. At the postoperative period,  
patients complain of the pain that occurs at the site of the surgical wound.  
Intensity of pain depends on the type of surgery.  
The aim of the study: To analyze and compare the intensity of  
postoperative pain in different types of surgical accesses in patients with  
acute cholecystitis.  
Methods: The study was performed at the State Institution  
“V. T. Zaitsev Institute of General and Urgent Surgery of the National  
Academy of Medical Sciences of Ukraine” on the treatment of acute  
cholecystitis from 2019 to 2021. 30 case histories of patients with acute  
cholecystitis were analyzed. Patients were divided into 3 groups: Group I –  
24 (80.00%) patients underwent laparoscopic cholecystectomy, Group II –  
5 (16.67%) – with mini-access and Group III – 1 (3.33%) – laparotomy due  
to the pronounced adhesion process of the abdominal organs. The intensity  
of pain was assessed by using a Visual Analog scale.  
Results: According to the results of the assessment of pain intensity  
by Visual Analog scale: patients of Group I on the 2nd day after surgery  
noted pain at the level 50±8.75 mm, on the 5th day – 0 mm, patients of the II  
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Group on the 2nd day – 70±9.32 mm, on the 5th day – 20±5.88 mm. Group  
III on 2nd day – 90±8.85 mm, on 5th day – 40±2.87 mm.  
Conclusions: The use of laparoscopic access in the surgical  
treatment of acute cholecystitis improves the quality of life of patient in the  
postoperative period and reduces pain.  
Keywords:  
postoperative pain syndrome, laparoscopy, laparotomy, cholecystectomy,  
mini-laparotomy in the right hypochondrium.  
Background:  
An acute cholecystitis is one of the most common surgical diseases  
of the abdominal cavity. The most common cause of acute cholecystitis is  
the ingress of gallstones into the gall bladder’s cervix, which prevents the  
outflow of bile from the gall bladder, causing its stagnation, activation of  
inflammatory agents with the addition of bacterial agents, with further  
inflammation of the organ’s wall and its perforation (Hassler et al., 2021;  
Kim & Donahue, 2018; Warchałowski et al., 2020). In this case, perforation  
of gall bladder leads to the development of biliary peritonitis, which causes  
high mortality in most cases. Parasitic factors, congenital anomalies of the  
gallbladder and a pronounced adhesion of the abdominal organs also can  
cause acute cholecystitis (Kim & Donahue, 2018; Kim et al., 2020;  
Sanford, 2019).  
There are different options for surgical approaches for  
cholecystectomy. Cholecystectomy is performed by a laparotomy approach,  
which has lost its popularity today due to the appearance of postoperative  
complications (e. g., infectious complications from a surgical wound) in the  
recovery period, but it is performed when patient has contraindications for  
laparoscopy (Abelson et al., 2015; Bingener et al., 2015; Jones et al., 2021;  
Singh et al., 2020). There are also laparoscopic cholecystectomy and  
cholecystectomy performed in the way of a mini-laparotomy in the right  
hypochondrium (Del-Moral-Martínez et al., 2015; Jung et al., 2019; Qiu et  
al., 2019). Postoperative pain deteriorates the quality of life of patients,  
increases the duration of patients’ hospitalization and the duration of  
recovery period (Hassler et al., 2021; Kim & Donahue, 2018). So, pain  
needs to be minimized and eliminated with narcotic or non-narcotic  
analgesics as needed.  
The aim of the study. To compare the intensity of postoperative pain  
in different types of surgical approaches in patients with acute cholecystitis,  
with using a Visual-analog scale.  
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DOI: 10.26697/9786177089147.2021  
Methods:  
Patients were treated in the surgical departments of the State  
Institution “V. T. Zaitsev Institute of General and Urgent Surgery of the  
National Academy of Medical Sciences of Ukraine” with an acute  
cholecystitis from 2019 to 2021. The materials of the study were 30 case-  
histories of patients, that were hospitalized with acute cholecystitis. The  
diagnosis of acute cholecystitis was established on the basis of complaints,  
which included: pain in the right hypochondrium, dyspeptic complaints,  
such as nausea and vomiting, fever over 38° C, ultrasound examination of  
the gall bladder. According to the ultrasound examination of the gall  
bladder: an increasing size of gall bladder more than 80x40 mm, wall  
thickening - more than 3 mm and its double contour, the presence of stones  
in the cervix of gall bladder and a positive ultrasound symptom of Murphy  
were found.  
According to the type of surgery performed on patients, patients  
were divided into 3 groups: Group I – 24 (80.00%) patients underwent  
laparoscopic cholecystectomy, Group II – 5 (16.67%) patients underwent  
mini-access cholecystectomy and Group III – 1 (3.33%) included a patient  
who underwent cholecystectomy with laparotomy access. The indication for  
laparotomy was the presence of a pronounced adhesion process in the  
abdominal cavity.  
The intensity of pain in the postoperative period was assessed using  
the Visual Analog Pain Scale, which has a graduation from 0 to 100 mm, 0  
to 4 mm complies with the absence of pain, 5 to 44 mm is a weak pain, 45  
to 74 mm complies with the level of moderate pain, and 75 to 100 mm  
characterizes severe pain. Patients were asked to assess pain at the site of  
the surgical wound by questionnaire. The questionnaire included questions  
about the type of surgery performed and the determination of pain intensity  
on a Visual-analog scale. The survey was conducted on the 2nd day after  
surgery and on the 5th day of the postoperative period.  
Results:  
According to the results of the assessment of pain intensity on the  
Visual-analog scale, patients of group I on the 2nd day after surgery noted  
pain at the level of 50±8.75 mm, on the 5th day this group of patients noted  
pain intensity equal to 0 mm. Among patients of group II on the 2nd day the  
pain intensity was at the level of 70±9.32 mm, and on the 5th day –  
20±5.88 mm. Among patients of group III on the 2nd day the pain intensity  
was at the level of 90 mm, and on the 5th day – 40 mm.  
In most cases, non-narcotic analgesics were prescribed to patients of  
group I in the postoperative period: in 18 patients (83.33%), patients in  
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group II were prescribed both non-narcotic analgesics (in 4 patients –  
80.00%) and narcotic analgesics (in 1 patient – 20.00%). Patients in group  
III who underwent cholecystectomy by laparotomy were prescribed narcotic  
analgesics to eliminate pain, improve their recovery period and improve the  
quality of life in the postoperative period.  
Conclusions:  
The intensity of pain in the postoperative period was the highest in  
patients of groups III and II on the 2nd day of assessment on the Visual-  
analog scale of pain. At the 5th day, patients who underwent laparoscopic  
access had a pain intensity of 0 mm, in contrast to group II patients, who  
had slight discomfort in the area of the surgical wound, and group III  
patients, who had severe pain that was almost equal to the pain that  
occurred in patients of group I for 2 days after surgery.  
Also, more than 80% of patients in groups II and III required the  
usage of narcotic analgesics to relieve postoperative pain, in contrast to  
patients in group I, who were prescribed non-narcotic analgesics in 80% of  
cases and narcotic in only 20% of cases.  
The usage of laparoscopic access in the surgical treatment of an  
acute cholecystitis improves the quality of life of the patient in the  
postoperative period, reduces pain and does not require the usage of  
narcotic analgesics to eliminate pain in the postoperative period.  
Acknowledgments:  
We would like to thank our scientific supervisor, Boyko Valeriy  
Volodymyrovich, Professor, Head of the Department of Surgery No. 1,  
Doctor of Medical Sciences, Academic of National Academy of Medical  
Sciences of Ukraine, Director of the State Institution “V. T. Zaitsev Institute  
of General and Urgent Surgery of the National Academy of Medical  
Sciences of Ukraine”, who guided us in doing this article. He provided us  
with invaluable and useful advices and helped us with practical part of this  
scientific-research work. Besides, we would like to thank all the teachers  
who helped us by giving us advice and providing the equipment which we  
needed. At last but not in the least, we would like to thank everyone who  
helped and motivated us to work on this article.  
Conflicts of interests:  
The authors declare that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
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DOI: 10.26697/9786177089147.2021  
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Bingener, J.,  
Thomsen, K. M.,  
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treatment plans after emergency department visit. The Journal of  
Surgical  
https://doi.org/10.1016/j.jss.2014.06.023  
Del-Moral-Martínez, M., Barrientos-Delgado, A.,  
Research,  
193(1),  
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cholecystitis. Revista Espanola de Enfermedades Digestivas – The  
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107(1),  
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Information about the authors:  
Hordiienko Polina Oleksiivna – https://orcid.org/0000-0002-6316-5625;  
Kharkiv National Medical University, Kharkiv, Ukraine.  
Research interests: abdominal surgery, operative gynecology.  
Sochnieva Anastasiia Lvovna – https://orcid.org/0000-0003-0106-5247;  
Doctor of Philosophy in Medicine, Assistant Professor of the Department of  
Surgery No. 1, Kharkiv National Medical University, Kharkiv, Ukraine.  
Research interests: abdominal surgery, cardiac surgery, thoracic surgery.  
Cite this article as:  
Hordiienko, P. O., & Sochnieva, A. L. (2021). Comparison of the intensity  
of pain in patients with acute cholecystitis with different types of surgical  
accesses. In Yu. B. Melnyk, & L. M. Georgieva (Eds.), Current Issues of  
Education and Science. 9th International Conference, CIES-2021, Riga,  
Latvia  
proceedings  
–
Kharkiv, Ukraine, November 10–13, 2021, Conference  
(pp. 92–97). KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.11  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
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9th Annual International Conference on Current Issues of Education and Science, 2021  
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DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
HEALTH CARE SCIENCE  
DOI: https://doi.org/10.26697/9786177089147.2021.12  
Study of the Phenopatotypes of Clinical Isolates  
of Dominant Species of Staphylococcus,  
Isolated from Patients with Atopic Dermatitis  
Svetlana K. DZHORAIEVA1 , Yuliia V. SHCHERBAKOVA1  
Irina V. ZUBAN1  
1 Institute of Dermatology and Venereology of the National Academy  
of Medical Sciences of Ukraine, Ukraine  
,
Corresponding Author Details  
Svetlana K. DZHORAIEVA, [email protected]  
Received: 23.09.2021; Accepted: 21.10.2021; Published: 17.12.2021  
Brief Summary  
Background: Atopic dermatitis (AD) occupy the main place among  
dermatoses, where the allergic component is leading in the onset and  
development of the disease. The most common complication of allergic  
dermatitis is the attachment of a secondary pyococcus infection, which is  
associated with a decrease in the antimicrobial resistance of skin surface.  
The aim of the study: To determine phenotypic features of  
staphylococci extracted from patients with allergic dermatitis to assess their  
pathogenic potential.  
Methods: The object of the study was staphylococcus isolates  
removed from affected and intact skin sections of patients with AD, as well  
as from representative skin sections of healthy individuals undergoing  
inpatient treatment at the Department of Dermatology of Institute of  
Dermatology and Venereology.  
Results: It’s established that the complex of phenotypic traits of the  
removed staphylococcus cultures indicates the presence in the pathogen of  
factors related to the resistance of the host protection mechanisms and  
determines the intensity of the alterative action of the infectant in relation to  
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DOI: 10.26697/9786177089147.2021  
the host organism, the phenotypic manifestation of the studied factors was  
higher in the staphylococcus isolates removed from the affected skin areas  
of patients with allergic dermatitis.  
Conclusions: The level and frequency of phenotypic expression of  
pathogenicity factors are more pronounced in microorganisms obtained  
from patients from affected and intact areas compared to controls, which  
confirms their pathogenetic role in the burden of the disease, which in turn  
can be used as an auxiliary differential diagnosis criterion.  
Keywords:  
clinical strains of staphylococci, atopic dermatitis, infectious complications,  
pathogenicity factors.  
Background:  
Atopic dermatitis occupies the main place among dermatoses, where  
the allergic component is leading in the onset and development of the  
disease (Belkaid & Segre, 2014; Kantor et al., 2016). The most common  
complication of allergic dermatitis is the attachment of a secondary  
pyococcus infection, which is associated with a decrease in the  
antimicrobial resistance of the skin surface (Grice et al., 2008; Nada et al.,  
2012; Rojo et al., 2014). In this case, the leading role is played by  
Staphylococcus aureus, which is seeded in 80-95% of patients diagnosed  
with AD. The clinical significance of the pathogen is determined by its  
ability to actively survive in the biotope, aided by a wide range of  
pathogenicity factors of this microorganism. Therapy of infectious lesions is  
complicated by the increasing resistance of the main pathogens of pyoderma  
– Staphylococcus aureus and Staphylococcus epidermidis – to widely used  
antibiotics (Kutasevych et al., 2019; Oh et al., 2014).  
The aim of the study. To determine the phenotypic features of  
staphylococci extracted from patients with allergic dermatitis to assess their  
pathogenic potential.  
Methods:  
The object of the study was staphylococcus isolates removed from  
affected and intact skin sections of patients with AE, as well as from  
representative skin sections of healthy individuals undergoing inpatient  
treatment at the Department of Dermatology of “Institute of Dermatology  
and Venereology of NAMS of Ukraine”. Biochemical identification and  
biological properties of staphylococci were determined using methods of  
classical bacteriology.  
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Results:  
According to the obtained results of microbiological studies, the  
presence of a direct (positive) correlation between the severity of the course  
of dermatosis and the level of microbial contamination of both the lesions  
and the intact skin areas of patients is proved. The highest rates of microbial  
colonization density of affected skin areas were found in groups of patients  
with severe AD (7.0±0.2 lg CFU/cm2). In patients with AD, a direct  
relationship was established between the severity of dermatosis and the  
frequency of S. aureus isolation from lesions and intact areas of the skin:  
46.7% and 38.5% for mild cases 59.4% and 45.2% for moderate cases,  
81.8% and 70.4% for severe cases. However, the frequency of  
S. epidermidis removal from the same groups of patients with AD had an  
inverse relationship: 20.0% and 30.8%, 15.6% and 19.4%, and 10.9% and  
16.7%, respectively. Analysis of the enzymatic activity of isolates of  
dominant species of Staphylococcus removed from the skin lesions of  
patients with allergodermatosеs, revealed that all strains of S. aureus  
displayed coagulase, lecithinase and hemolytic activity. The latter was also  
found in all S. haemolyticus strains and in 55.4% of S. epidermidis strains.  
The presence of lipolytic activity was determined in 74.7% of S. aureus  
strains, 82.7% of S. haemolyticus strains and 76.8% of S. epidermidis  
strains. Proteolytic activity, with corresponding manifestations of milk  
fermentation and gelatin dilution, was inherent in 95.3% and 82.9% of  
S. aureus strains, 49.3% and 24.0% of S. haemolyticus strains, as well as  
73.2% and 19.6% of S. epidermidis strains, respectively.  
According to the results of the study of adhesion-colonization  
potential of strains of staphylococci of different origin, it was found that the  
highest levels of the average adhesion index (AAI) and microbial adhesion  
index (MAI) were discovered in the group of strains removed from  
damaged skin areas of patients with allergic dermatosеs (p≤0.05). At the  
same time, their values reached: AAI (3.5±0.2) of bacteria/erythrocyte and  
MAI (4.2±0.3) of bacteria/erythrocyte, which is almost 1.5 times higher  
than in the group of isolated strains from intact skin areas (respectively:  
(2.4±0.2) and (2.8±0.2) bacteria/erythrocyte) and 3 times higher than the  
values of similar indicators/indices of the control group of strains isolated  
from healthy individuals (respectively: (1.1±0.2) and (1.5±0.4)  
bacteria/erythrocyte). In the study of anti-lysozyme activity (ALA) in  
strains of staphylococci isolated from patients with allergodermatosеs and  
from healthy individuals, it was found that 87.7% of the strains isolated  
from the affected skin areas of patients with a severe disease course, while  
in isolates from intact skin areas of theme-based patients and from healthy  
individuals the presence of ALA was found at the level of 48.8% and  
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17.6%, respectively (p≤0.05). In addition, it was found that the strains of  
Staphylococcus removed from the areas of the affected skin had the highest  
and absolute rates of ALA, which reached the strains of S. aureus  
(3.0±0.2) μg/ml, S. haemolyticus (2.2±0.1) μg/ml and S. epidermidis  
(1.3±0.1) μg/ml. According to the research of anti-interferon activity (AIA)  
of groups of Staphylococcus strains of different origin and species, it was  
found that 66.7% of Staphylococcus strains isolated from the affected skin  
areas of patients with allergodermatosеs, 58.1% was isolated from intact  
skin areas and only 35.3% of them was isolated from the skin of healthy  
persons (p≤0.05). The level of expression of this trait in S. aureus strains  
removed from any (both affected and intact) areas of patients’ skin was high  
and ranged from 2.0 to 2.3 IU.  
In determining the sensitivity of S. aureus strains removed from  
patients with allergodermatosеs to anti-bacterial drugs of different chemical  
groups (ABD strains, the highest (p≤0.05) sensitivity values were  
established for fusidic acid (90.8% and 92.3%, respectively) and  
oxazolidinones (92.1% and 93.7%, respectively), suggesting the latter for  
use as ABD at the initial stage of urgent treatment of severe forms of  
infectious-inflammatory  
complications  
to  
obtain  
the  
result  
of  
microbiological examination with determination of the actual antibiotic  
sensitivity of pathogens removed from locus morbi of patients with atopic  
dermatitis.  
Conclusions:  
Thus, the complex of phenotypic features of the removed  
staphylococcus cultures indicates the presence in the pathogen of factors  
associated with the resistance of host protection mechanisms, on the one  
hand, and high pathogenic potential, on the other, which promotes active  
colonization of both affected and intact areas of the skin, which provides the  
conditions for long-term persistence and determines the intensity of the  
alterative action of the infectious agent against the host organism.  
The severity of anti-lysozyme and anti-interferon activities in strains  
isolated from affected skin areas was significantly higher than in cultures  
isolated from intact skin areas both qualitatively and quantitatively. The  
definition of high and moderate values of these signs for S. aureus strains in  
lesions compared with healthy skin suggests a certain complicating role of  
this factor for the development of AD.  
The level and frequency of phenotypic expression of pathogenicity  
factors are more pronounced in microorganisms obtained from patients  
from affected and intact areas compared to controls, which confirms their  
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pathogenetic role in the burden of the disease, which in turn can be used as  
an auxiliary differential diagnosis criterion.  
Conflicts of interests:  
The authors declare that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
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Information about the authors:  
Dzhoraieva Svetlana Kariahdyivna – https://orcid.org/0000-0003-2486-  
5474; PhD, MD, Doctor of Medicine, Head of Laboratory and Experimental  
Department, Institute of Dermatology and Venereology of the National  
Academy of Medical Sciences of Ukraine, Kharkiv, Ukraine.  
Research interests: microbiology, dermatology and sexually transmitted  
infections, diagnostics, biosafety.  
Shcherbakova Yuliia Valeriivna – https://orcid.org/0000-0002-3682-  
7451; PhD, MD, Doctor of Medicine, Senior Researcher, Scientific  
Secretary, Institute of Dermatology and Venereology of the National  
Academy of Medical Sciences of Ukraine, Kharkiv, Ukraine.  
Research interests: dermatology and sexually transmitted infections.  
Zuban Irina Volodymurivna – https://orcid.org/0000-0003-1323-6509;  
Graduate Student, Institute of Dermatology and Venereology of the  
National Academy of Medical Sciences of Ukraine, Kharkiv, Ukraine.  
Research interests: dermatology and sexually transmitted infections.  
Cite this article as:  
Dzhoraieva, S. K., Shcherbakova, Yu. V., & Zuban, I. V. (2021). Study of  
the phenopatotypes of clinical isolates of dominant species of  
staphylococcus, isolated from patients with atopic dermatitis. In  
Yu. B. Melnyk, & L. M. Georgieva (Eds.), Current Issues of Education and  
Science. 9th International Conference, CIES-2021, Riga, Latvia – Kharkiv,  
Ukraine, November 10–13, 2021, Conference proceedings (pp. 98–103).  
KRPOCH. https://doi.org/10.26697/9786177089147.2021.12  
Copyright information:  
The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
103  
9th Annual International Conference on Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
DOI: 10.26697/9786177089147.2021  
Current Issues of Education and Science, 2021  
Conference proceedings. ISBN: 978-617-7089-14-7  
https://doi.org/10.26697/9786177089147.2021  
HEALTH CARE SCIENCE  
DOI: https://doi.org/10.26697/9786177089147.2021.13  
Medical Gloves and Their Importance for the Safety  
of Patients and Medical Personnel  
Tatiana V. IARMAK1  
1 Municipal Health Care Institution  
“Kharkiv Regional Medical College”, Ukraine  
Corresponding Author Details  
Tatiana V. IARMAK, [email protected]  
Received: 25.08.2021; Accepted: 30.09.2021; Published: 17.12.2021  
Brief Summary  
Background: As medical staff is in a constant contact with various  
negative factors such as biological, chemical, drugs, and disinfectants, the  
hands of medical staff require an additional protection barrier, which is the  
use of medical gloves. Hand hygiene of the medical staff in the modern  
prevention of nosocomial infections is one of the most important practices,  
but it is neglected oftentimes. In addition to hand washing and hand  
disinfection, medical gloves effectively protect patients and medical staff  
from potentially dangerous infectious agents.  
The aim of the study: To show and emphasize the importance of  
medical gloves for the safety of patients and medical personnel in  
prevention of the healthcare-associated infections.  
Methods: Due to the mounting rates of infectious diseases among the  
population during the execution of surgeries and invasive procedures  
(intravenous and intramuscular manipulations, endoscopic examinations,  
hemodialysis, plasmapheresis, etc.), the risk of contracting occupational  
diseases, as well as the cases of patients getting infected as the result of the  
medical care provision have significantly increased over the past decades.  
Results: It was examined the importance of medical gloves in the  
prevention of infections related to the provision of medical care, in  
particular nosocomial infections; described types, kinds and characteristics  
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DOI: 10.26697/9786177089147.2021  
of medical gloves, their barrier properties, studied the selection criteria, the  
necessity of use. The material presented is essential for the work of medical  
staff in the healthcare facilities, laboratories etc.  
Conclusions: Considering the fact that the selection of medical  
gloves is based on the risk assessment, the correct use of medical gloves is a  
bottom line for the safety and protection of patients and medical personnel  
from the health-associated infections.  
Keywords:  
medical gloves, hand hygiene, hands, prevention, healthcare-associated  
infections, medical personnel, patient.  
Background:  
One of the most pressing and vital problems in modern medicine for  
all the countries in the world is the problem of the healthcare associated  
infections (HAIs), in particular, nosocomial infections. A high mortality  
rate, socio-economic, moral damage are the reasons why HAIs pose one of  
the most serious threats to the health of the patient and the staff. To  
minimize the risks of nosocomial infections, it is necessary to use  
preventive measures. The use of medical gloves is an important preventive  
measure to combat the HAIs. Medical gloves create additional barrier and  
protect patients and the staff from contracting various infectious agents.  
Damaged and contaminated gloves create a higher risk of infection for both  
parties.  
There are no standards of the glove selection in any country in the  
world (Kampf, 2005). Medical gloves are classified according to the type of  
material, shape, texture, purpose and scope.  
Gloves are divided into diagnostic (examination); surgical – with an  
extended cuff; special purpose surgical gloves such as gynecological,  
orthopedic – extremely durable, ophthalmic – hypersensitive and other);  
protective, sterile, non-sterile.  
Each type of glove, in addition to its intended use, provides different  
levels of protection. Gloves are not only intended for medical purpose, but  
are also means of individual protection, depending on the purpose. Medical  
gloves should be of the correct size, fit snugly around the hand, maintain a  
high tactile sensitivity, but at the same time be durable and resistant to the  
risk of damage during surgical operations, manipulations and other medical  
procedures, which depends on the density (the frequency of the gloves  
puncture is from 4.6 to 82.5%) (Zueva, 2000); protect from biological  
agents, the influence of aggressive chemicals; be hypoallergenic; be airtight  
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DOI: 10.26697/9786177089147.2021  
(according to the European standard EN 455-1, AQL – “acceptable level of  
quality”, the hermeticity index should not exceed 1.5).  
The staff, whose work involves blood and other human biological  
liquids, falls into a category of higher risk and requires gloves as an  
essential part of the healthcare worker's clothing. Disposable medical gloves  
are used to protect the hands of medical personnel and create a protective  
barrier between the patient and medical personnel in performance of their  
professional duties.  
The aim of the study. To show and emphasize the importance of  
medical gloves for the safety of patients and medical personnel in  
prevention of the healthcare-associated infections.  
Methods:  
The Order of the Ministry of Health of Ukraine of 21.09.2010 No.  
798 approved methodological recommendations “On surgical and hygienic  
hand-washing of medical personnel”, where clause 5 regulates the use of  
medical gloves. The Order of the Ministry of Social Policy of Ukraine of  
29.11.2018 No. 1804 approved methodological recommendations ‘On  
minimum safety and health requirements for the use of personal protective  
equipment by the workers in their workplace’’. In May 2019, at the 72nd  
session of the World Health Assembly in Geneva, Ukrainian delegation  
took part in the discussion of patient safety in the provision of healthcare  
medical care. On September 4th, 2019, the Patient Safety Day was  
established in Ukraine by the decree of the President.  
Results:  
Nowadays there is a wide range of gloves. They are made of  
different materials (latex, nitrile, neoprene etc.), produced in different sizes  
(surgical: from 5-5.5 to 9-9.5; diagnostic – XS, S, M, L, XL), colors  
(colorless, light blue, blue, black, purple, pink and other- the color marks  
the material the glove is made of), shapes (universal-no difference for the  
right and left hand, anatomical – with differences for the right and left  
hand), packaging type (sterile gloves are individually packed one pair per  
package, and for double gloves – two in a package; non-sterile gloves are  
packed in a cardboard box from 50 to 100 pairs in one package or can be  
packed in a glove dispenser). They have specific characteristics for each  
type, etc.  
The technical characteristics of gloves are determined by the  
European standards: EN 455 – disposable medical gloves, EN 420 – defines  
the general requirements for the protective gloves – ergonomics, quality of  
the material, harmlessness, size, practicality, level of protection and other  
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characteristics. EN 374 – defines the level of protection against chemicals  
and microorganisms; EN 388 – defines the level of protection against  
mechanical damage. Each packaging has a pictogram that has numbers to  
indicate the level of protection. In recent years, the AVPP test – a dynamic  
test for resistance to blood-borne infections, has been carried out during a  
regular work shift. It is used to assess the barrier protection against viruses  
during flexion - extension, pressure, friction.  
Specific knowledge is required to make the right choice of a medical  
gloves (Bearman et al., 2014). Medical staff must understand and know  
about the importance and utter necessity of the safe working conditions: be  
familiar with the characteristics of various types and kinds of gloves,  
analyze the possible risks of infection in order to understand when and for  
what purpose (surgery, manipulation, procedure) they need to and can be  
used.  
The use of gloves is neither a substitute for a hand washing with  
soap and water, nor for a hygienic or surgical hand disinfection, but is an  
additional protective clothing accessory of the medical personnel outfit in  
prevention of HAIs.  
The use of medical gloves is obligatory in all the cases where there is  
a potential contact with blood, other biological liquids, mucous membranes  
or non-intact skin. Medical gloves should only be put on clean and  
completely dry hands. No glove material can guarantee 100% protection  
against all infectious agents or chemicals, so hands should be disinfected  
after removing gloves.  
The correct donning and doffing as well as the correct use  
(indications, suitability in size, integrity, wearing duration, etc.) prevents the  
contamination of the gloves and the hands of medical personnel. Gloves that  
were used must be disinfected. For this they are soaked in special containers  
(container for disinfection and pre-sterilization) with a disinfectant solution  
of a certain concentration and for a certain amount of time (according to the  
methodological recommendations of disinfectant). Afterwards, they are  
being rinsed, dried, and disposed of.  
The material (latex, nitrile, vinyl and others), which is used to make  
gloves and the conditions of their use (the procedure types, manipulations,  
duration, work with biological body fluids, various medicinal, chemical  
substances etc.) affect their barrier function.  
The glove characteristics, such as elasticity, degree of permeability,  
ease of donning, electrical conductivity, must be adapted for the  
peculiarities and specifics of the job of the healthcare workers. Latex is  
rightfully the number one material. Latex gloves are affordable, fit the hand  
properly, have high tactile sensitivity, tear strength, high resistance to  
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DOI: 10.26697/9786177089147.2021  
chemicals, but proteins and the powder contained in latex can cause various  
allergic reactions such as contact dermatitis, urticaria, Quincke’s edema,  
even up to anaphylactic shock. The replacement (since 1997) of the  
powdered latex gloves by the powdered-free ones resulted in a reduction of  
latex allergy.  
Nitrile gloves have become an alternative to the latex gloves. They  
are hypoallergenic, reliable, comfortable, highly resistant to tear, puncture,  
and cut, snugly fit the hand. These gloves are widely used in all medical  
fields.  
The tactile gloves, made of mixture of styrene, ethylene and  
butadiene as well as the vinyl or PVC gloves are hypoallergenic, low-  
elastic, anatomical in shape, resistant to chemicals and are frequently used  
for the examination of the patient.  
The materials used to manufacture modern medical gloves and the  
manufacturing technologies are constantly being improved. Lately, the  
synthetic gloves made of neoprene (chloroprene rubber) have become  
widely used. Due to their similarity of chemical structure with latex in  
elasticity and a high tactile sensitivity, they fit the hand snuggly, what  
allows to reduce the fatigue of the hands of medical personnel during  
surgical interventions, various manipulations.  
Neoprene gloves are extremely resistant to cytostatic, which makes  
them widely used in oncology. Suitable for a long-term use; resistant to  
potentially infected biological fluids (blood, semen, saliva, etc.), with  
aggressive chemicals, hypoallergenic.  
The invention of chainmail gloves, invented for the safety of surgery  
and manipulations with a high risk of infection, fostered the worldwide  
decline in mortality rates among doctors from such dangerous infections as  
HIV/AIDS, hepatitis B, C. The chainmail gloves are made of a material that  
is resistant to cuts and punctures due to a special barrier layer. The creation  
of the double medical gloves (the lower glove differs from the upper in  
color) with a puncture indication reduces the risk of blood-borne infections  
by surgeons of different profile (gynecologists, ophthalmologists,  
otolaryngologists, etc.), doubled the protection and allowed to detect  
damage – a contrasting spot formed in the puncture area signals that there is  
a perforation, making it possible to replace the glove in time (Tietjen, 2003;  
Zueva, 2000).  
Three-layer surgical gloves with an increased degree of protection  
have become an innovative breakthrough in medicine. Due to a micro-  
droplet disinfectant (a mixture of quaternary ammonium and biguanide-  
chlorhexidine digluconate) between the layers of the gloves, the risk of  
infection for medical personnel and patients has been reduced.  
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DOI: 10.26697/9786177089147.2021  
In the event of an accidental puncture or cut, the release of the  
disinfectant liquid at the injury site immediately provides protection. They  
are used in all types of surgical operations, but are especially appreciated in  
orthopedics and obstetrics.  
Conclusions:  
Medical gloves are a mandatory attribute of medical clothing. The  
use of medical gloves is a versatile preventive measure that considerably  
reduces the risk of healthcare-associated infections. Improvement of  
materials and manufacturing technologies can significantly improve the  
quality of medical gloves, expand the scope of their application and  
seriously raise the level of barrier protection against all kinds of infectious  
agents and chemicals.  
Conflicts of interests:  
The author declares that there is no conflict of interests.  
Source of support:  
This research did not receive any outside funding or support.  
References  
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in healthcare]. Zdorovia. https://www.twirpx.com/file/1293542/  
[in Russian]  
Laine, T., & Aarnio, P. (2004). Glove perforation in orthopaedic and trauma  
surgery. A comparison between single, double indicator gloving  
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Tanner, J., & Parkinson, H. (2002). Double gloving to reduce surgical  
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Information about the author:  
Iarmak Tatiana Viktorivna – https://orcid.org/0000-0001-5371-2958;  
Lecturer of the Department of Advanced Training of Junior Medical  
Specialists, Municipal Health Care Institution “Kharkiv Regional Medical  
College”, Kharkiv, Ukraine.  
Research interests: medicine, education, psychology, new technologies.  
Cite this article as:  
Iarmak, T. V. (2021). Medical gloves and their importance for the safety of  
patients and medical personnel. In Yu. B. Melnyk, & L. M. Georgieva  
(Eds.), Current Issues of Education and Science. 9th International  
Conference, CIES-2021, Riga, Latvia – Kharkiv, Ukraine, November 10–13,  
2021,  
Conference  
proceedings  
(pp.  
104–110).  
KRPOCH.  
https://doi.org/10.26697/9786177089147.2021.13  
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The published paper are licensed under a Creative Commons  
“Attribution” 4.0 Worldwide  
The electronic version of this article is complete. Full or partial  
reproduction of article is allowed, citing to the source, author(s) and  
DOI. An electronic copy of the Conference proceedings in open  
access is available via the KRPOCH Publishing website  
https://publisher.culturehealth.org  
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