scholarly journals THE PROBLEM OF BULLING IN THE MODERN EDUCATIONAL ENVIRONMENT AND THE WAYS OF ITS OVERCOMING

2019 ◽  
pp. 110-114
Author(s):  
Liudmyla Sorochuk
Keyword(s):  
School Psychologists ◽  
Negative Impact ◽  
Psychological Adaptation ◽  
Young Person ◽  
Educational Environment ◽  
Educational Process ◽  
Psychological Climate ◽  
School Age Children ◽  
Joint Work ◽  
Conflict Situations

The problem of the emergence of bullying in the educational area among school-age children is investigated, since in recent years in Ukraine the bullying (baiting) has often been referred to as a negative phenomenon. A brief analysis of modern scientific investigations on the problems of bullying in the educational environment is done, which shows the necessity of a detailed and systematic study on this problem. Bulling is seen as a conflict and widespread phenomenon in children's groups, which can cause a negative impact on formation of personality, difficulties in socio-psychological adaptation, complexity and uncertainty of a young person in choice of next career. It has been noted that numerous facts of child abuse have caused attention to this phenomenon and implementation of specific steps at the state level to counteract and prevent this problem. It is emphasized that the presence of bullying in the educational environment has a negative impact not only on the victim of persecution, but also on the perpetrators (abusers, observers) as well as on parents and teachers. Emphasis is placed on the necessity of coordinated work of educational institutions, school psychologists, social educators, lawyers, parents to overcome bullying, which, respectively can reduce the manifestation of this negative phenomenon and greatly improve the resolution of conflict situations. Finding peaceful ways to resolve conflict situations, upbringing of friendly relationships between children and assimilate moral values leads to a healthy psychological climate in the children's groups, educate the respect and mutual assistance among coevals. There are a number of methodological recommendations for organizing the educational process, conducting cultural events, leisure, extracurricular work, outdoor activities, which help to prevent such a negative phenomenon of our reality. It is concluded that the joint work of relevant state institutions, educators, lawyers, psychologists, parents, media representatives, using different methods of influence on the individuals, may provide conditions for resolution of conflicts and overcoming bullying among children and school youth.

scholarly journals ФОРМУВАННЯ ПОЗИТИВНОГО ПСИХОЛОГІЧНОГО КЛІМАТУ В ПЕДАГОГІЧНОМУ КОЛЕКТИВІ СУЧАСНОГО ЗАГАЛЬНООСВІТНЬОГО НАВЧАЛЬНОГО ЗАКЛАДУ В УМОВАХ ОСВІТНІХ ЗМІН

2020 ◽  
pp. 214-224
Author(s):  
Лариса Мафтин ◽  
◽  
Аліна Предик ◽  
Світлана Романюк
Keyword(s):  
Primary Schools ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Management Style ◽  
Psychological Climate ◽  
Teaching Staff ◽  
Continuous Growth ◽  
Stage Of Development ◽  
Theoretical Approaches

The article is devoted to the study of the problem of forming a positive psychological climate in the pedagogical staff of a modern education institution in the context of educational reforms. On the basis of the analysis of the basic theoretical approaches to the content of the concept of “psychological climate”, a general characteristic of the concept of the psychological climate of the teaching staff is generalized; the structure and factors of favorable psychological climate in the pedagogical staff of the modern comprehensive education institution are considered; the ways of increasing the process of forming a favorable psychological climate of the pedagogical team in terms of educational innovations are outlined. The authors emphasize that development of a new system of education and upbringing in primary schools in accordance with the requirements of New Ukrainian school puts forward new, increased requirements for society, education managers, parents, students and teachers, who must care for the continuous growth of their professional, pedagogical skills, creating a new educational environment. The positive psychological climate in the teaching staff is determined by the features of a particular stage of development of society, economic factors, management style, the specifics of interaction between teachers in the school team, the relationship between teachers and students. The driving force that can effectively implement an educational reform is the professional and mobile personality of the teacher. His/her ability to adapt to the changes taking place in the educational sphere is of great importance; to modernize his/her activity according to the requirements of the New Ukrainian school: to introduce innovative teaching technologies, active methods of pedagogical interaction, to build the educational process on humanistic principles. Therefore, the modern educational environment should be as psychologically comfortable as possible. After all, self-realization and improving one’s professional level is possible under the condition of a favorable, positive, healthy psychological microclimate in the team.

scholarly journals Social-Psychological Aspects of Professional Learning Motivation

2016 ◽  
Vol 8 (4) ◽  
pp. 50-61
Author(s):  
D.O. Markov
Keyword(s):  
Achievement Motivation ◽  
Professional Learning ◽  
Psychological Adaptation ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Structural Components ◽  
Social Psychological ◽  
Psychological Features ◽  
Educational Professional

The article contains a theoretical review of both Russian (T.O. Gordeeva A.G. Bugrimenko, O.A. Tchadenkova etc.) and foreign (R. Rayan, and E. Dasy, A. Elliot and H. Makgregor, etc) approaches, classifications and researches of motivation of educational-professional activity, and special attention is paid to the socially-psychological features of this motivation: external conditionality of structural components, including achievement motivation, the mechanism of its formation in changing conditions of social environment, as well as nature of correlation of socially-psychological features of personality, in particular, processes of its socially-psychological adaptation, with characteristics of its motivational sphere. The article considers researches of external educational environment, (M. Bokarts, etc.) and inner personality settings (К. Dvak, А. Bandura) on becoming and development of motivation training are considered. Also there are researches of dynamics of motivation of educational-professional activity on various phases of educational process are described.

scholarly journals TO THE PROBLEM OF PSYCHOLOGICAL ADAPTATION OF THE STUDENTS WITH DISABILITIES TO STUDY AT THE HIGHER EDUCATIONAL ESTABLISHMENT

2019 ◽  
Keyword(s):  
Students With Disabilities ◽  
Learning Process ◽  
Negative Impact ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Teaching Staff ◽  
Spatial Component ◽  
Higher Educational ◽  
Main Components ◽  
The University

Nowadays the model for adaption complex in students with disabilities for studying in higher educational establishments is being developed and implemented that supposes the following main components: 1) physical adaptation to the space of institution (spatial component); 2) inclusion in the educational process (educational component); 3) adaptation to the environment of course-mates and faculty staff (socio-psychological component). In comparison with spatial component, educational and socio-psychological components are not well-developed. Scientists define the following factors of successful professional adaptation of the students with disabilities: basic level of preparation for study at university; correspondence of skills and experience with the volume and level of knowledge of academic activity; aspiration to acquire the chosen profession and to work in the given field; interest to the subjects of the general and special cycle; acquisition of skills to work independently; availability of tutors’ institution; professional and pedagogical expertise of teaching staff; psychological monitoring of teaching process and etc. Students with disabilities face the specific difficulties in the process of interaction with course-mates. These difficulties are connected with the course-mates not always being able to perceive and accept such people adequately. While showing sympathy, patience and understanding to these students, notionally healthy students are not eager to consider them as their friends and spend free time with them. On the other hand, the difficulties in interaction with course-mates and teachers for the students with disabilities resulted from their communicative skills – adequate self-expression in the process of communication, tendency to establish tight contacts, orientation to the compromise and cooperation. The process of adaptation of the students with disabilities to study at higher educational establishments is a complex and specific process. The specifics of the considered process is due to negative impact of student’s disability on it. Therefore, the process of adaptation to study at the university occur in two ways: adaptation to the outer conditions of the learning process and by way of displaying activity with the aim of overcoming own disability. Despite the described ways of students with disabilities adaptation to the learning process at higher educational establishments are closely connected, that is the second way that is considered to be the most successful one.

scholarly journals Myopia-causing social and hygienic factors in urban schoolchildren

2020 ◽  
Vol 10 (5) ◽  
pp. 35-41 ◽  
Author(s):  
Irina N. Gorbachevskaya ◽  
Vasiliy I. Orel ◽  
Vladimir V. Brzheskiy ◽  
Regina V. Ershova
Keyword(s):  
Video Game ◽  
Negative Impact ◽  
Well Being ◽  
Educational Process ◽  
School Age Children ◽  
First Year ◽  
Frequent Use ◽  
Electronic Storage ◽  
Close Range ◽  
Video Game Consoles

Myopia in schoolchildren is a serious problem. The frequency of its detection in the lower grades of the school is 68%, and by the end of school at least 2530%. In special school this indicator reaches 50%, which is associated with more intense and longer visual loads, prolonged work at the computer and more frequent use of other electronic storage media. The genesis and progression of myopia is largely due to the intensive educational process in which schoolchildren are involved already from the first year of study, as well as to the corresponding violations of the hygiene of their visual work at close range. The article presents the results of a retrospective analysis of case histories of 53 school-age children living in St. Petersburg. The role of socio-hygienic factors related to the schoolchildrens connected their family life (including material well-being) and the availability of modern technical means (computers, video game consoles, mobile phones, etc.) was studied. An analysis of external factors (deficient physical activity of the child, change of the daily regimen, later visit of the childs parents by an ophthalmologist), which have a negative impact on the development and progression of myopia in schoolchildren, was also relevant. Based on the results of the study, recommendations were developed for the observation and correction of myopia in schoolchildren.

PEDAGOGICAL FEATURES OF PREVENTION OF INTERPERSONAL CONFLICTS ARISING IN THE EDUCATIONAL ENVIRONMENT OF STUDENTS

2020 ◽  
pp. 93-96
Author(s):  
Валерий Александрович Казначеев
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Special Role ◽  
Educational Organizations ◽  
Educational Work ◽  
Interpersonal Conflicts ◽  
Conflict Situations ◽  
Higher Educational

Статья посвящена изучению роли преподавательской деятельности в профилактике возникновения межличностных конфликтов в образовательной среде студентов средне-специальных и высших образовательных организаций России. В частности, рассматривается морально-психологическая составляющая обучающегося как фактор, провоцирующий возникновение межличностных конфликтов, а также вопросы, раскрывающие особенности конфликтных ситуаций среди обучающихся в целях развития умения у них регулировать конфликты в дальнейшем процессе обучения. В статье рассматривается особая роль возраста студента, поскольку именно в этом возрастном периоде формируется чувство идентичности и умение самостоятельно решать собственные взрослые задачи. Определены предпосылки возникновения межличностных конфликтов в образовательной среде студентов. В частности, отмечено, что постоянное соперничество и иные эмоциональные столкновения приводят к нарушению личностной гармонии студента и способствуют возникновению различных социальных отклонений в среде обучающихся. В заключение рассмотрены факторы, положительно влияющие на профилактику конфликтных ситуаций среди студентов образовательных организаций, а также представлен комплекс организационно-педагогических условий профилактики межличностных конфликтов в профессионально-образовательной среде средне-специальных и высших учебных заведений России. Отмечено, что минимизации конфликтных ситуаций способствуют хорошо организованные воспитательная работа и учебный процесс, утверждение и поддержание дисциплины, активная позиция преподавателей и воспитателей в трудных ситуациях взаимодействия обучающихся. The article is devoted to the study of the role of teaching in the prevention of interpersonal conflicts in the educational environment of students of secondary special and higher educational organizations in Russia. In particular, the moral and psychological component of the student is considered as a factor that provokes the emergence of interpersonal conflicts, as well as issues that reveal the features of conflict situations among students in order to develop their ability to regulate conflicts in the future learning process. The article considers the special role of the student's age, since it is in this age period that a sense of identity and the ability to independently solve their own adult tasks are formed. The prerequisites for the emergence of interpersonal conflicts in the educational environment of students are determined. In particular, it is noted that constant rivalry and other emotional clashes lead to a violation of the student's personal harmony and contribute to the emergence of various social deviations among students. In conclusion, the factors that positively affect the prevention of conflict situations among students of educational organizations are considered, and a set of organizational and pedagogical conditions for the prevention of interpersonal conflicts in the professional and educational environment of secondary and higher educational institutions of Russia is developed. It is noted that the minimization of conflict situations is facilitated by well-organized educational work and the educational process, the approval and maintenance of discipline, the active position of teachers and educators in difficult situations of interaction between students.

scholarly journals Schoolchildren’s Health Preservation Habitus: From the Family Model to the National One

REGIONOLOGY ◽  
2021 ◽  
Vol 29 (4) ◽  
pp. 886-901
Author(s):  
Guzel N. Ershova
Keyword(s):  
General Education ◽  
Life Support ◽  
Negative Impact ◽  
Food Preferences ◽  
Well Being ◽  
Educational Process ◽  
School Age Children ◽  
Daily Routine ◽  
The Family ◽  
The Republic

Introduction. The family forms the habitus of the child's health-preserving behavior: the presence or absence of bad habits, involvement in sports, food preferences, and the attitude to disease prevention. The article, based on the conducted research, identifies the dependence of various parameters of the health of school-age children on the socio-biological well-being of the family, its lifestyle, life support conditions that contribute to the implementation of family health-preserving practices. Materials and Methods. The research materials used were the data from a survey conducted in 2019 by the Center for Family and Demography Center of Tatarstan Academy of Sciences among parents of students of lyceums, grammar schools, and general education schools, including those with in-depth study of specific subjects (city of Kazan, Arsk and Chistopol municipal districts of the Republic of Tatarstan). The total population of parents of students was 433,706 people, the selection was 325 people. The value, social activity, and generation approaches within the sociological discourse on health issues are aimed at identifying the social determinants of various parameters of adolescent health and their health preservation habitus. Results. The study has identified a number of factors that determine the lifestyle of modern schoolchildren and have a negative impact on their health in the context of significant academic loads, intensification of the educational process, and involvement in intense extra-curricular activities: non-compliance with age regulations of the daily routine; low motor activity; unsatisfactory organization and deterioration of the quality of nutrition in the family; habitus of parents’ behavior, not focused on health preservation. Discussion and Conclusion. The conducted research provides scientific substantiation of and emphasizes the need for measures aimed at increasing physical activity and healthy nutrition of both younger and older schoolchildren in the context of the demographic crisis. Practical application of the conclusions drawn in this study involves formulation of proposals for improving the effectiveness of managerial decisions taken by ministries and departments of the Republic of Tatarstan.

scholarly journals On the issue of subject factors of conflictogenity in the field of higher education

2021 ◽  
Author(s):  
М.Н. Свинцова ◽  
Д.Ю. Кушнир
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Education System ◽  
Negative Impact ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Organizations ◽  
The Relationship

Актуальность статьи обусловлена возрастанием напряженности и конфликтогености образовательной среды в сфере современного высшего образования. Цель статьи заключается в определении факторов, повышающих уровень конфликтогенности в высшем образовании, обусловленных ролями и интересами субъектов образовательной среды и образовательного процесса в высшей школе. Авторами классифицированы группы факторов, выявлены причины их активизации, влияние колебаний психологической напряженности на отношения между субъектами образовательной среды, возможности регулирования их негативного воздействия на процесс обучения. Раскрыта сущность их возникновения, заключающаяся в расхождении интересов и ожиданий субъектов. Показана значимость регулирования факторов конфликтогенности для эффективного, комфортного и бесконфликтного функционирования образовательной среды. Статья предназначена для работников системы образования, руководителей образовательных организаций, преподавателей, исследователей. The relevance of the article is due to the increasing tension and conflict potential of the educational environment in the field of modern higher education. The purpose of the article is to determine the factors that increase the level of conflictogenity in higher education, conditioned by the roles and interests of the subjects of the educational environment and the educational process in higher education. The authors classified groups of factors, identified the reasons for their activation, the influence of fluctuations in psychological tension on the relationship between the subjects of the educational environment, the possibility of regulating their negative impact on the learning process. The essence of their origin is revealed, which consists in the divergence of interests and expectations of subjects. The importance of regulating factors of conflictogenity for the effective, comfortable and conflict-free functioning of the educational environment is shown. The article is intended for employees of the education system, heads of educational organizations, teachers, researchers.

scholarly journals Adaptive learning to enhance students understanding in learning technology experience

2020 ◽  
Vol 9 ◽  
pp. 32-42
Author(s):  
Nashmi Alrashedi
Keyword(s):  
Adaptive Learning ◽  
Educational Environment ◽  
Educational Process ◽  
Psychological Climate ◽  
Self Determination ◽  
Learning Technology ◽  
Present Stage ◽  
Stage Of Development ◽  
Technology Experience ◽  
The Creation

One of the difficult problems at the present stage of development of education is the creation of conditions for the full realization of the student's personality. As one of the ways to solve it, the creation of an adaptive educational process is considered, which is built taking into account the capabilities of students, focuses on meeting their diverse needs and interests, provides conditions for their life self-determination and self-realization, creates a favorable psychological climate for the pedagogical interaction of all subjects of the educational environment. Thus, the paper is based upon adaptive education technologies used to reflect the cooperation of subjects, dialogue, the solution of personally significant tasks, free testing of experience. 

scholarly journals Formation of psychological security of the educational environment (on the example of the school in the Altai Republic)

2020 ◽  
pp. 180-186
Author(s):  
L. Yu. Lizunova ◽  
I. A. Taskina
Keyword(s):  
Process Improvement ◽  
Rural Schools ◽  
School Environment ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Process ◽  
Psychological Climate ◽  
Altai Republic ◽  
Russian Education ◽  
Constructive Interaction

The article considers one of the topical and important issues of modern Russian education – formation of the psychological safety of the educational environment at school. The paper gives the modern interpretations of the definitions of «psychological safety» and «educational environment». The authors note that it is specially organized work that can promote constructive interaction between all subjects of the educational process, improvement of the psychological climate in the school environment, successful formation of psychological safety at school with a large or small number of pupils. In particular, the article presents the results of the study of the educational environment of one of the rural schools of the Altai Republic and also reviews the compiled and tested model of psychological and pedagogical conditions for formation of psychological safety, the directions of implementation of the developed model. In addition, the paper analyses the results of the effectiveness of this model.

scholarly journals Risk of conflict situations when organizing interaction of participants in the educational process in the digital educational environment

2020 ◽  
Vol 9 (3) ◽  
pp. 79-86
Author(s):  
M.E. Vayndorf-Sysoeva ◽  
E.V. Pankina
Keyword(s):  
Social Situation ◽  
Educational Environment ◽  
Educational Process ◽  
Electronic Information ◽  
Conflict Situations ◽  
Ict Competence ◽  
The Social ◽  
E Learning ◽  
Rapid Transition ◽  
Technical Features

The events of recent months related to the pandemic have contributed to a rapid transition to distance learning. Despite the existing research in the field of e-learning, the problem of conflicts that arise among participants in the educational process in the digital educational environment has not been sufficiently studied. The article discusses the main models of interaction between participants in the educational process in the digital educational environment, as well as their features. It is argued that personality characteristics, features of the social situation, the level of ICT competence of a teacher and a student can lead to conflict in the electronic information-educational environment. Communication features and technical features of the electronic information and educational environment itself can also provoke conflicts. Forecasting and taking these features into account when designing e-learning courses and organizing interaction can reduce the risk of conflict situations between participants in the learning process.

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