scholarly journals Creation and Support of the State of Psychological Safety of Pupils of Cadet Classes

2016 ◽  
Vol 8 (4) ◽  
pp. 91-101 ◽  
Author(s):  
I.A. Baeva ◽  
L.I. Shahova
Keyword(s):  
Psychological Safety ◽  
Well Being ◽  
Educational Environment ◽  
The State ◽  
Educational Process ◽  
Sign Test ◽  
Control Group ◽  
Subjective Well Being ◽  
Chi Square ◽  
Program Support

The author's approach to the support of psychological safety in the educational process. As cadet classes make high demands to the capabilities and resources of the child, the task of tracking these educational programs in terms of psychological safety of children is particularly relevant. The study tested the assumption that the program support the state of psychological safety, implementing a risk-resource approach and aimed at updating / generation components of psychological safety (satisfaction, protection, reference, subjective well-being of the child in the Cadet educational environment, activity), will be effective when accompanied by cadet training programs. Testing of the developed program was carried out with students of third cadet classes (53 people in the experimental group and 26 in the control group). components and criteria of psychological safety of the younger schoolboy were determined on the basis of theoretical analysis. The methods of interrogation (questioning), testing, projective method examined the children, parents and teachers in the cadet classes to identify the initial and final levels of psychological safety of younger students. Statistical analysis were used cluster and discriminant analysis, chi-square test for contingency tables, sign test G. The article describes the features of the program, aimed at the formation and maintenance of psychological safety of younger pupils, pupils of cadet classes. The efficiency of it on all the selected criteria with a level of significance of not more than p <0,005. Ideas forming program can be used in the practice of psychological work in schools, as well as for further research of psychological safety of children in the educational environment of schools of different types and species.

scholarly journals Interdisciplinary approach to the problem of health-saving information and educational environment: a view from Russia

2018 ◽  
Vol 55 ◽  
pp. 03012 ◽  
Author(s):  
Iskandar Mukhametzyanov ◽  
Alexandr Morozov ◽  
Anna Arinushkina
Keyword(s):  
Interdisciplinary Approach ◽  
Well Being ◽  
Educational Environment ◽  
The State ◽  
Educational Process ◽  
Modern Education ◽  
The Russian Federation ◽  
The Government ◽  
State Registration ◽  
Health And Well Being

The article examines the phenomenon of the information and educational environment through the prism of medical and psychological aspects of its health-saving component, which is one of the most pressing issues in the system of modern education, requiring the closest attention of scientists and practitioners, scrupulous study and adoption of adequate measures; special attention is paid to the technologies of personality-oriented learning, taking into account the needs of the trainee’s personality in the context of the informatization of education and based on health and rehabilitation work with them with the aim of improving the health and well-being of the subjects of the educational process. The work was carried out within the framework of the State task for the Program of Fundamental Scientific Research of the State Academies of Sciences for 2013-2020 (in the part of RAO) (approved by the Decree of the Government of the Russian Federation of December 3, 2012 No. 2237-r) on the theme: “Development of the Informatization of Education in the Context information security of the person “(state registration (№ 14.07.00.20.01.04).

scholarly journals AN ATTITUDE OF STUDENTS IN SPECIALIZED AND SECONDARY SCHOOLS TO THE EDUCATIONAL ENVIRONMENT AND THEIR PSYCHOLOGICAL WELL-BEING

2020 ◽  
Vol 14 (3) ◽  
pp. 500-515
Author(s):  
E. B. Laktionova ◽  
◽  
A. V. Orlova ◽  
I. V. Kondakova ◽  
A. S. Tuzova ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Secondary Schools ◽  
Psychological Safety ◽  
Well Being ◽  
Educational Environment ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Specialized Schools

Introduction. The paper presents the results of a comparative analysis of the educational environment at specialized and secondary schools in the assessments made by students, and indices of their psychological well-being. Materials and Methods. The study relied on the methods of “The scale of psychological well-being” (С. Riff, as adapted by N. N. Lepeshinsky), “The scale of subjective well-being” (A. Perrudet-Badoux, G. Mendelssohn and J. Chiche, as adapted by M. V. Sokolova), and “Psychological safety of the school’s educational environment” (I. A. Baeva). Results. Students of specialized schools have a higher level of psychological well-being. They are characterized by a desire to grow and develop, and openness to a new experience. They are aware of the realization of their potential, have a developed system of personal criteria, and are independent of the opinions of others. Conclusion. The findings have shown that the educational environment of specialized schools is rated higher by students in most of the studied indices compared to secondary schools. Keywords: psychological well-being, educational environment, giftedness, specialized schools.

scholarly journals Personality Resources of Adolescents in the Educational Environment

2021 ◽  
Vol 25 (3) ◽  
pp. 482-497 ◽  
Author(s):  
Irina A. Baeva ◽  
Larisa A. Gayazova ◽  
Irina V. Kondakova
Keyword(s):  
Social Relations ◽  
Social Intelligence ◽  
Life Quality ◽  
Psychological Safety ◽  
Well Being ◽  
Educational Environment ◽  
The State ◽  
Value Orientations ◽  
Psychological Well Being ◽  
Sense Of Involvement

Introduction. The relevance of the study is determined by the importance of the category “psychological safety” for the support of the life quality of modern people, which is influenced in a complicated way by physical health, psychological well-being, value preferences, features of social relations and their relation to the characteristic features of the environment. The state of psychological safety is a significant factor ensuring the effectiveness of еducation, upbrining and development of the younger generation. However, the personal resources that contribute to the support of this state among adolescents and young people in the educational environment are more understudied. The purpose of the article is to determine the resources of adolescents, which are the predictors of the state of psychological safety. Materials and Methods. The method “Psychological safety of the educational environmentˮ developed by I.А. Baeva was used to study students’ level of psychological safety. The method of S. Schwartz was used to assess the personality’s value orientations, to assess the level of psychological well-being – were used Ryff Scales of Psychological Well-Being (RPWB), the level of loneliness – UCLA Loneliness Scale (D. Russell, M. Ferguson), the level of hopelessness – Hopelessness Scale, Beck et al., the level of social intelligence – Tromsø Social Intelligence Scale, the level of aggression – Buss-Perry Aggression Questionnaire, hardiness – Hardiness Survey (S. Maddi). The methods of mathematical statistics used in the research (descriptive statistics, correlation and regression analyzes) are implemented by means of the IBM SPSS Statistics 19 package. Results. It has been proven that the resources of adolescents’ psychological safety in the educational environment are: values, psychological well-being, social intelligence, hardiness and a low level of aggressiveness. The state of psychological safety is influenced by such manifestations as conformity and following traditions, a positive image of the future, the experience of community with other people, the ability to understand and predict other people’s feelings and behavior, a sense of involvement in life events. Discussion and Conclusion. The article is of interest for researchers of psychological safety problems in education, practical psychologists and specialists of the education system for the evidence of prevention programs and ensuring the safety of the educational environment and its participants.

scholarly journals SUBJECTIVE WELL-BEING OF TEACHERS IN KINDERGARTENS WITH VARIOUS TYPES OF EDUCATIONAL ENVIRONMENT

2021 ◽  
Vol 15 (3) ◽  
pp. 345-355
Author(s):  
E. A. Kedyarova ◽  
◽  
N. I. Chernetskaya ◽  
E. G. Shchukina ◽  
◽  
...  
Keyword(s):  
Empirical Study ◽  
Preschool Teachers ◽  
Psychological Safety ◽  
Well Being ◽  
Educational Environment ◽  
Expert Assessment ◽  
Subjective Well Being ◽  
Modern Education ◽  
Educational Environments ◽  
Positive Effect

Introduction. The subjective well-being of educators is one of the crucial indicators of psychological safety of an educational environment in a kindergarten, and so is the type of this environment itself. Therefore, identifying the features of the subjective well-being of educators working in various educational environments in a kindergarten is a relevant objective in terms of both the psychological safety of modern education and the direct psychological support of preschool teachers. Materials and methods. An empirical study involved 15 kindergartens in the cities of Chita and Irkutsk. Based on the expert assessment of the educational environment, according to the classifi cation by V. A. Yasvin and M. S. Mirimanova, the 15 kindergartens were divided into three groups of 5 kindergartens, each with a passive, active, and neutral educational environment. Data on subjective well-being were collected on a sample of 52 kindergarten teachers using the questionnaire by R. M. Shamionov and T. V. Beskova, including five indicators of subjective well-being and its generalized index. Research results. Findings revealed that an active educational environment in a kindergar ten has a positive effect on such indicators of subjective well-being of educators as emotional well-being, existential-activity well-being, and subjective well-being in general. A passive educational environment builds a higher level of social and normative well-being of educators but low values for all other subjective well-being indicators. Conclusion. The active educational environment of the kindergarten is much more favorable in terms of the psychological safety of educators. This fact allows us to consider an active educational environment to be one of the generalized conditions for the psychological safety of the educational environment in a kindergarten. The study of the psychological safety indicators for kindergarten pupils, given the type of educational environment and the subjective well-being of teachers, is the nearest prospect of this study.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

scholarly journals Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

2021 ◽  
Vol 18 (7) ◽  
pp. 3689
Author(s):  
Tzofnat Zadok-Gurman ◽  
Ronit Jakobovich ◽  
Eti Dvash ◽  
Keren Zafrani ◽  
Benjamin Rolnik ◽  
...  
Keyword(s):  
Stress Reduction ◽  
Controlled Trial ◽  
Intervention Group ◽  
Well Being ◽  
Stressful Events ◽  
Control Group ◽  
Subjective Well Being ◽  
Intention To Treat ◽  
School Year ◽  
Blended Intervention

Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher’s well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers’ well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic.

scholarly journals AB0177 ANXIETY-DEPRESSIVE SPECTRUM IN PATIENTS WITH RHEUMATOID ARTHRITIS AND ANKYLOSING SPONDILITIS

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1114.2-1114
Author(s):  
M. Letaeva ◽  
M. Koroleva ◽  
J. Averkieva ◽  
O. Malyshenko ◽  
T. Raskina
Keyword(s):  
Rheumatoid Arthritis ◽  
Depressive Disorders ◽  
Depression Scale ◽  
Well Being ◽  
Depressive Syndrome ◽  
Depression Screening ◽  
Anxiety And Depression ◽  
Control Group ◽  
Subjective Well Being ◽  
Anxiety Depression

Objectives:to assess the frequency of occurrence of the anxiety-depressive spectrum in patients with rheumatoid arthritis and ankylosing spondylitis.Methods:A survey was conducted of 44 patients aged from 21 to 57 years (average age - 42.3 ± 6.7 years), who were treated at GAUZ KO OKGVV. All patients had a verified diagnosis of RA and AS according to the ACR criteria and received treatment with basic drugs. The control group consisted of 40 people comparable in age and sex, without concomitant pathology of RA and AS.The depression screening card, the subjective well-being scale, and the hospital anxiety and depression scale (HADS) were used to assess and detect anxiety-depressive syndrome. The assessment of the condition is carried out over the last 2 weeks, which corresponds to the temporary diagnostic criterion for depression.The Depression Screening Scale is a 35-item self-questionnaire that assesses 7 categories of signs: sleep and appetite disorders, anxiety, emotional instability, cognitive impairment, loss of self, guilt, and suicidal tendencies. A total score of 65 and above indicates a high likelihood of depression.The Subjective Well-Being Scale is a psychodiagnostic screening tool for measuring the emotional component of subjective well-being or emotional comfort.Hospital Anxiety and Depression Scale Zigmond A.S., Snaith R.P. was developed for the primary detection of depression and anxiety in a general medical practice. The HADS scale consists of 14 statements with 4 possible answers and includes two parts: anxiety and depression. The sum of points of 8 or more is regarded as “subclinically expressed anxiety / depression”, 11 or more points - “clinically expressed anxiety / depression”.Results:According to the results of the depression screening questionnaire, 34 (77.3%) patients with RA and AS showed signs of depression, while in the control group only 6 (15%) patients tested positive for the presence of depressive disorders. According to the data obtained when assessing the scale of well-being in the main group, 26 (59.1%) patients showed signs of emotional discomfort (the indicator was 80% or more), in the control group - in 6 (15%). Using the hospital scale of anxiety and depression HADS, anxiety-depressive syndrome was detected in 36 (81.8%) patients with RA and AS: 16 (44.4%) patients had anxiety, 20 (55.6%) - depression, of them, subclinically expressed anxiety and depression were observed in 10 (27.7%) and 12 (33.3%) people, respectively. Anxiety-depressive syndrome in the control group, according to the HADS questionnaire, was detected only in 8 (20%) patients, of whom 4 (10%) patients had subclinical anxiety and 4 (10%) had signs of depression. No clinically pronounced anxiety and depression were registered in the control group.Conclusion:In most patients with rheumatoid arthritis and ankylosing spondylitis, anxiety-depressive disorders have been identified, which can directly affect both the course of the disease itself and the development of various complications. Timely diagnosis of mental disorders and close cooperation of rheumatologists, psychiatrists and psychologists in the selection of adequate therapy can improve the course and prognosis of the disease.Disclosure of Interests:None declared

Studying Subjective Well-Being during a Quarantine

2021 ◽  
Author(s):  
Samuel Browning ◽  
E. Scott Geller
Keyword(s):  
Positive Psychology ◽  
Mood State ◽  
Well Being ◽  
Potential Effect ◽  
Mood States ◽  
Control Group ◽  
Subjective Well Being ◽  
Psychology Class ◽  
Significant Difference ◽  
The Impact

To investigate the impact of writing a gratitude letter on particular mood states, we asked students in two university classes (a research class and a positive psychology class) to complete a 15-item mood assessment survey (MAS) twice a day (once in the morning and once at night). The research students who signed up for one or two pass/fail field-study credits in a research class also completed the MAS twice a day, but they did not write the weekly gratitude letter that was expected from the students in the positive psychology class. Each mood state was averaged per each day for the participants in each group and compared between the Gratitude Group and the Control Group. No group difference occurred for some mood states like “incompetent,” but for the “unmotivated” mood state, a significant difference was found. To investigate the potential effect of weekday, we compared the average mood rating between groups for each day of the week. For the mood state of “unmotivated”, a remarkable dip occurred on Wednesday for the Gratitude group, but not for the Control group. These results indicated that writing a gratitude letter increased the benefactor’s motivation, especially on the day when it was accomplished.

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