scholarly journals Fundamental approach to building a holistic concept of security psychology at Sochi state university

2020 ◽  
Author(s):  
Svetlana Teslya ◽  
Keyword(s):  
Basic Concept ◽  
Psychological Research ◽  
Psychological Status ◽  
Diagnostic Tools ◽  
Security Model ◽  
State University ◽  
Psychological Model ◽  
Security Issues ◽  
The Social ◽  
Holistic Concept

Relevance of the problem: the need to develop a new field of knowledge-security psychology, which could rely on the basic philosophical and psychological concept of security, methodologically, theoretically and practically able to provide a new field of knowledge integrative character. The purpose of the research: development of security psychology as a direction of fundamental socio-philosophical and psychological research. Hypothesis: it is possible to substantiate the psychological status of the concepts of "danger" and "security", which will give grounds to talk about their interdependence and as an experience-living; the "subjectivity model", "psychological model of subjectivity of a social subject", and "psychological model of security", which have never appeared before, can be introduced into the scientific plan of consideration, and set as the Central theme for the entire basic concept of security. Discussion of the results is divided into three blocks: (1) Deepening the methodological foundations of security psychology as a direction of socio-psychological research: approaches, principles, methods; (2) Formation of the conceptual framework of security psychology as a new field of knowledge; (3) Major problems that have been put forward and justified throughout the research. Conclusions: based on axiological, cultur-antropological, contextual, subjective, and synergetic approaches, a theoretical scheme of security psychology and its basic concept is constructed; seventeen key concepts were developed, with the help of which a thematic correction was made concerning the security issues and the formalization of security psychology; the diagnostic tools are developed that allow to conclude about the state of psychological security model of the social subject; a method of self-diagnosis of the ratio of their resources with the resources of significant others has been developed; a frame analysis of local variable functions of 4 subjectivity codes is presented; a model for diagnosing the content of the psychological model of subjectivity at the stage of acquiring a specific professional identity is presented; a resource concept of security and its empirical application to the problem of professional burnout is developed.

zy prawda nas wyzwoli? Przełamywanie oporu psychologicznego w przyjmowaniu wiedzy o Zagładzie

2014 ◽  
pp. 803-822
Author(s):  
Marta Witkowska ◽  
Piotr Forecki
Keyword(s):  
Psychological Research ◽  
Public Knowledge ◽  
Social Psychological ◽  
Holocaust Education ◽  
Positive Group ◽  
Nazi Occupation ◽  
The Social ◽  
The Holocaust ◽  
Survey Results ◽  
Social Psychological Research

The introduction of the programs on Holocaust education in Poland and a broader debate on the transgressions of Poles against the Jews have not led to desired improvement in public knowledge on these historical events. A comparison of survey results from the last two decades (Bilewicz, Winiewski, Radzik, 2012) illustrates mounting ignorance: the number of Poles who acknowledge that the highest number of victims of the Nazi occupation period was Jewish systematically decreases, while the number of those who think that the highest number of victims of the wartime period was ethnically Polish, increases. Insights from the social psychological research allow to explain the psychological foundations of this resistance to acknowledge the facts about the Holocaust, and indicate the need for positive group identity as a crucial factor preventing people from recognizing such a threatening historical information. In this paper we will provide knowledge about the ways to overcome this resistance-through-denial. Implementation of such measures could allow people to accept responsibility for the misdeeds committed by their ancestors.

THE ISSUES OF NATIONAL SECURITY AND NUCLEAR DISARMAMENT IN THE WORK OF THE WORLD RUSSIAN PEOPLE'S COUNCIL IN THE 1990-S.

2020 ◽  
Vol 9 (3) ◽  
pp. 111-119
Author(s):  
Yu.Yu. IERUSALIMSKY ◽  
◽  
A.B. RUDAKOV ◽  
Keyword(s):  
National Security ◽  
Armed Forces ◽  
Nuclear Disarmament ◽  
Russian Orthodox Church ◽  
Security Issues ◽  
New Concepts ◽  
The Social ◽  
The World ◽  
Nuclear Component ◽  
The One

The article is devoted to the study of such an important aspect of the activities of the World Russian People's Council (until 1995 it was called the World Russian Council) in the 90-s of the 20-th century as a discussion of national security issues and nuclear disarmament. At that time, a number of political and public figures actively called for the nuclear disarmament of Russia. Founded in 1993, the World Russian Council called for the Russian Federation to maintain a reasonable balance between reducing the arms race and fighting for the resumption of detente in international relations, on the one hand, and maintaining a powerful nuclear component of the armed forces of the country, on the other. The resolutions of the World Russian Council and the World Russian People's Council on the problems of the new concepts formation of foreign policy and national security of Russia in the context of NATO's eastward movement are analyzed in the article. It also shows the relationship between the provisions of the WRNS on security and nuclear weapons issues with Chapter VIII of the «Fundamentals of the Social Concept of the Russian Orthodox Church».

Geluidhinder: decibels of onrechtvaardige procedures?

2007 ◽  
Vol 20 (4) ◽  
Author(s):  
Eveline Maris ◽  
Pieter Jan Stallen ◽  
Herman Steensma ◽  
Riël Vermunt
Keyword(s):  
Laboratory Experiments ◽  
Noise Exposure ◽  
Justice Theory ◽  
Psychological Model ◽  
Aviation Noise ◽  
Noise Annoyance ◽  
The Social ◽  
Management Procedures ◽  
Sound Management

Noise Annoyance: Decibels or Unfair Procedures? The contribution of social (in)justice theory to the explanation of noise annoyance Noise Annoyance: Decibels or Unfair Procedures? The contribution of social (in)justice theory to the explanation of noise annoyance E. Maris, P.J.M. Stallen, H. Steensma & R. Vermunt, Gedrag & Organisatie, volume 20, November 2007, nr. 4, pp. 445-460 Noise annoyance is determined by acoustical (e.g., loudness, pitch) and nonacoustical variables (e.g., sensitivity, attitudes towards the source). What is the role of social nonacoustical variables (e.g., the sound management)? Three laboratory experiments (N1 = 90, N2 = 117, N3 = 76 subjects) investigating the effects of fair (i.e., 'voice'), neutral, and 'unfair' (i.e., inconsistent procedure) sound management procedures on annoyance with fifteen minutes of 50 or 70 dB A(Leq.) aircraft sound, are evaluated. Results from each experiment show that systematic differences in procedural fairness yield systematic differences in annoyance. The combined results suggest that: 1) a psychological model of noise annoyance needs to consider the social aspects of noise exposure, 2) the operation of social nonacoustical determinants depends on the perceived harmfulness of the exposure situation, arising either from the situation's acoustics or from its social implications, and 3) aviation noise policies should pay due attention to the fairness of their procedures.

Criteria and Indicators of the Level of Formation in Intellectually Gifted Adolescents of the Culture of Social Interaction

2021 ◽  
pp. 38-43
Author(s):  
V. Emel'yanenko
Keyword(s):  
Social Interaction ◽  
Theoretical Analysis ◽  
Educational Environment ◽  
Diagnostic Tools ◽  
Gifted Children ◽  
Criteria And Indicators ◽  
The Social ◽  
Intellectually Gifted ◽  
Mental Abilities ◽  
Gifted Adolescents

Currently, one of the urgent problems of the education system is the search for effective methods of pedagogical support for the social development of intellectually gifted children and adolescents. The article contains the results of theoretical analysis and empirical research aimed at identifying the characteristics and level of formation of the culture of social interaction in intellectually gifted adolescents, considered as the main result of their social education in the educational environment of the school. The author reveals the essence of the culture of social interaction as a pedagogical phenomenon, develops diagnostic tools for its study and determines the level of its formation in 196 adolescents with outstanding mental abilities studying in grades 7-9 of secondary schools.

Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale

2017 ◽  
Vol 37 (3) ◽  
pp. 307-319 ◽  
Author(s):  
Christopher James Anthony ◽  
James Clyde DiPerna
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Rating Scale ◽  
Teacher Rating ◽  
Psychological Research ◽  
Teacher Rating Scale ◽  
The Social ◽  
Validity Measures ◽  
Initial Support ◽  
Social Skills Improvement System

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

Cognition in a Social Context: A Social-Interactionist Approach to Emergent Phenomena

2018 ◽  
Vol 27 (5) ◽  
pp. 369-377 ◽  
Author(s):  
Madalina Vlasceanu ◽  
Karalyn Enz ◽  
Alin Coman
Keyword(s):  
Social Sciences ◽  
Social Context ◽  
Large Scale ◽  
Psychological Research ◽  
Fundamental Characteristic ◽  
Collective Memories ◽  
Emergent Phenomena ◽  
The Social ◽  
Social Interactionist ◽  
Interactionist Approach

The formation of collective memories, emotions, and beliefs is a fundamental characteristic of human communities. These emergent outcomes are thought to be the result of a dynamical system of communicative interactions among individuals. But despite recent psychological research on collective phenomena, no programmatic framework to explore the processes involved in their formation exists. Here, we propose a social-interactionist approach that bridges cognitive and social psychology to illuminate how microlevel cognitive phenomena give rise to large-scale social outcomes. It involves first establishing the boundary conditions of cognitive phenomena, then investigating how cognition is influenced by the social context in which it is manifested, and finally studying how dyadic-level influences propagate in social networks. This approach has the potential to (a) illuminate the large-scale consequences of well-established cognitive phenomena, (b) lead to interdisciplinary dialogues between psychology and the other social sciences, and (c) be more relevant for public policy than existing approaches.

Social Media-Specific Epistemological Beliefs: A Scale Development Study

2019 ◽  
Vol 58 (2) ◽  
pp. 478-501 ◽  
Author(s):  
Ismail Celik
Keyword(s):  
Social Media ◽  
Preservice Teachers ◽  
Construct Validity ◽  
Epistemological Beliefs ◽  
Face Validity ◽  
State University ◽  
Critical Approach ◽  
Validity Analysis ◽  
The Social ◽  
Media Environments

Social media users should have a critical approach and look at any of knowledge in social media environments through a rational lens outside of their personal beliefs. In the era of posttruth, the rational lens concerns the epistemological beliefs that are about questioning the source of knowledge and perceive knowledge with criticism. The purpose of this study was to develop the social media-specific epistemological beliefs scale. The dimensions for the scale to be developed in the study were determined on the basis of a theoretical structure earlier proposed in the literature. The development of the social media-specific epistemological beliefs scale consisted of five stages: creating item pool, content and face validity analysis, construct validity analysis, reliability analysis, and language validity analysis. The study group created to analyze the construct validity of the scale consists of 432 preservice teachers who are studying in the education faculty of a large state university in Turkey. As a result of exploratory and confirmatory factor analysis, the social media-specific epistemological beliefs scale was found to be composed of 15 items as a five-point Likert-type, which was fallen under three factors. Findings on the social media-specific epistemological beliefs scale showed that the scale was valid and reliable.

scholarly journals Conceptual and Institutional Framework for Professional Identification of Psychologists-Rehabilitologists (from the Example of Development of Master's Programme in “Psychological Rehabilitation In The Social Field” Course)

2019 ◽  
Vol 9 (3) ◽  
pp. 1-17 ◽  
Author(s):  
A.M. Shcherbakova
Keyword(s):  
Training Programs ◽  
Main Task ◽  
State University ◽  
Master's Program ◽  
Professional Identification ◽  
Social Sphere ◽  
Social Rehabilitation ◽  
Qualified Personnel ◽  
The Social ◽  
Moscow State University

The article describes the experience of the Moscow State University of Psychology and Education in the development and implementation of training programs for masters competent in the field of psychological rehabilitation. A model of the activity of a psychologist-rehabilitologs is proposed, the main task of which is the involvement of a rehabilitant in solving the problems of his life, as a result of which he becomes an actor of his own activity. The original master's program “Psychological rehabilitation in the social sphere” is presented, aimed at training qualified personnel to work in the field of restoring mental health and effective social behavior of children and adults of vulnerable categories, including people with disabilities, developed in accordance with the updated regulatory framework and the requirements of the professional standard of a specialist in social rehabilitation.

scholarly journals THE FUTURE OF PSYCHOLOGY IS IMPORTANT NOT TO EXPECT, BUT TO DO To the 90th anniversary of the birth of Evgeny Aleksandrovich Kl

2021 ◽  
pp. 29-40
Author(s):  
Anna B. Leonova ◽  
Olga G. Noskova
Keyword(s):  
State University ◽  
Social Significance ◽  
New Words ◽  
Progressive Development ◽  
The People ◽  
The Social ◽  
Introductory Note ◽  
90Th Anniversary ◽  
Main Ideas ◽  
Moscow State University

Relevance. June 11, 2020 marked the 90th anniversary of Evgeny Klimov (11.06.1930–31.05.2014) birth, Doctor of Psychology, Academician of the Russian Academy of Education, President of the Russian Academy of Education (1994– 2003), Dean of the Faculty of Psychology Lomonosov Moscow State University. Goal. The introductory note is dedicated to the 90th anniversary of the birth of E.A. Klimov (1930–2014). Fragments of memoirs about the personality of the scientist by his students and colleagues are presented. The contours of his scientific contribution to the development of Russian psychology, his activities as a science organizer and teacher are outlined. Results. The authors prepared for publication the scientist’s manuscript, his speech to the participants of the student conference at Moscow University in 2002. In the text of E.A. Klimov presented the main ideas for the successful professional development of young psychologists, among them: the idea of the social significance of the profession; focus on business, and not on your career; assistance in improving the psychological culture of the people; the desire to separate new scientific knowledge from the redesignation of traditional knowledge with new words; development of methods of empirical research, including methods of analysis of unique cases; the conditions for the progressive development of psychology are indicated;

scholarly journals Evaluation of the project making culture of the students learning the social engineering technics

2016 ◽  
Vol 6 (4) ◽  
pp. 209-223
Keyword(s):  
Social Engineering ◽  
State University ◽  
Self Evaluation ◽  
Legal Psychology ◽  
The Social ◽  
Wide Range ◽  
Development Evaluation ◽  
University Course ◽  
The University ◽  
Moscow State University

During the university course the future legal psychologists have to master a wide range of professional competencies, among them are those that can be classified as management, with an emphasis on project making competencies and their relationship with the project making professional culture. The article presents the results of students' self-evaluation competencies. This research was a part of the monitoring of learning outcomes in a number of disciplines in the Faculty of Legal Psychology, Moscow State University of Psychology and Education. The author raises the problem of defining the concepts of "project culture" and "psychological culture of project making", which still do not have a clear definition inspite of the intensive development of the socio-cultural, innovative and other forms of project making. For legal psychologists project making culture involves the acquisition of psychologically correct approaches to the development, evaluation, promotion and institutionalization of the ideas, so they can provide the solution of professional problems.

Sign in / Sign up

Export Citation Format

Share Document