The measurement of the experimental effect was done by Wilcockson’s criterion.
This criterion is used for non-parametric data. The received results were divided into
three grades: low, medium, and high. Statistical data analysis was done with the help
of a program SPSS (Statistical Package for the Social Science) version 19.00.
At the beginning of the initial stage of psychological training of students-
volunteers to work in the court the questionnaire was asked to be filled out directed on
motive research for participation in the project.
The question ‘Why did you decide to participate in the project?’ the following
answers from the students-volunteers were provided: the chance to help people; the
chance to contribute to the society; to gain practical experience; interested in the
project; promising project for the country; a chance to prove yourself worthy; for
communication experience with people; develop interpersonal communication skills.
Most often students-volunteers indicated that it’s a great opportunity to help people
and country and at the same tie to develop communication skills. To be able to help
others is one of the main demands of the volunteers (Shagurova, Efremova,
Bochkovskaya, Denisenko, Tarasov, Nekrasova, Potutkovac, 2016).
To our opinion, it can be concluded that students who showed the desire to work
as volunteers are more oriented on social values meaning values directed on doing
something beneficial for the country and people. Also the values of education and
professional self-realization are prevalent in the students-volunteers.
The questionnaire question ‘What are your expectations from the project?’ the
following answers of the students-volunteers were mentioned: striving for a real
implementation of the project; development of the professional skills in working with
witnesses; the desire to improve the level of providing testimonies and to improve legal
proceedings in Ukraine; open yourself to the world and get new acquaintances. Get
new acquaintances was indicated by almost 70% of project participants.
The students-volunteers were offered the question regarding their strengths and
weaknesses. The question about the strengths the students often indicated the following
qualities: stress-resilience, responsibility, patience, ability to finish the task, striving
for achievement, generosity, strong social skills, intelligence, and open-mindedness.
They would indicate people- helping skills less often.
The question ‘In your opinion what qualities do you have which can hinder the
effective activity in the project?’ students answered less descriptive than when they
were describing their own strengths. In some questionnaires this question was left in
blank. The most common answers were: lack of confidence, inability to control
emotions, inability to make decisions under stressful situation, overdependence on
people, and fear.
Certain clusters were distinguished from the questionnaire questions which were
included in the psychological training of the students to work with the witnesses in the
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