scholarly journals Characteristics of professional adaptation of correctional school teachers

2020 ◽  
Vol 11 (2) ◽  
pp. 101-108
Author(s):  
Nataliia V. Kosina ◽  
Anna V. Radkevich
Keyword(s):  
Mental Health Problems ◽  
Organizational Factors ◽  
Psychological Adaptation ◽  
Adaptive Strategy ◽  
Professional Activity ◽  
Physical And Mental Health ◽  
School Teachers ◽  
Factors Affecting ◽  
Psychological Techniques ◽  
High Level

Training and education of children with physical and mental health problems makes a number of requirements for teachers working in various correctional medical institutions. These specialists must have a high level of adaptive characteristics allowing combining up-to-date pedagogical methodology with individual approach, taking into account the current state of the child. As a result of applying complex experimental psychological techniques we managed to identify specific features of correctional teachers adaptive characteristics (when comparing with public school teachers), namely: low level of activity and optimism, insufficient adaptive strategy to cope with stress characterizing maladaptive personality types. There were also a lot of negative organizational factors affecting the process and result of professional activity: a lot of work, unauthorized persons at the lessons, interaction problems with parents, insufficiency of pupils independent work, need for individual explanation, lack of real results in teachers activity. Teachers working in correctional schools and having an average level of social and psychological adaptation give a lower evaluation of various aspects in professional activity. They have a pronounced value of psychological and physiological professional maladjustment shown in somatic, emotional and social spheres as well as motivation decrease in their professional activity. Correctional school teachers have a high degree of professional burnout and their emotional exhaustion and depersonalization are more pronounced.

scholarly journals Socio-Psychological Personality Adaptation and Strategies of Coping-Behavior of School Teachers in the Process of Professional Socialization

2013 ◽  
Vol 2 (1) ◽  
pp. 30-34
Author(s):  
I. V. Malyshev ◽  
Keyword(s):  
General Education ◽  
Professional Socialization ◽  
Coping Behavior ◽  
Psychological Adaptation ◽  
Psychological Services ◽  
Professional Activity ◽  
School Teachers ◽  
Coping With Stress ◽  
Education School ◽  
High Level

The article presents the data of the empiric research of strategies of coping-behavior of general education school teachers. The research is made from the sample of Saratov region general education school teachers (n = 50; in the age of 21–55 years old). The use of different methods such as the method of diagnosis of socio-psychological adaptation of C. Rogers and R. Diamond, questionnaire of coping-behavior in stress situations of S. Norman, D. F. Endler, D. A. James and M. I. Parker (adapted by T.A. Kryukova), method of comparative analysis in complex makes it possible to identify significant differences in preferred strategies of copingbehavior in stress situations according to the level of teacher’s personality adaptation. It views that in the sample of teachers with the high level of adaptation a pattern of strategies of coping-behavior “problem solving – avoidance – emotions” is dominant. The author shows the data that certifies that the level of personality adaptation plays a very important role while choosing strategies of copingbehavior at different stages of professional socialization of teacher’s personality. The applied aspect of the problem being investigated can be realized in consulting practice of psychological services of general education schools as well as in development of training and correctional-development programs with an aim to form personaleffective strategies of coping with stress situations that happen in professional activity of a teacher.

scholarly journals The Real Picture of Professional Multidimensionality

2017 ◽  
Vol 6 (5) ◽  
pp. 349
Author(s):  
Farit G. Yalalov ◽  
Gennady A. Bordovsky ◽  
Dennis V. Kouznetsov
Keyword(s):  
Elementary School Teachers ◽  
Experimental Studies ◽  
Professional Activity ◽  
Simultaneous Solution ◽  
School Teachers ◽  
Russian State ◽  
State Pedagogical ◽  
Real Picture ◽  
High Level ◽  
Empirical Experiment

<p>Professional multidimensionality is ability of a specialist to correlate the directions, approaches (integrity) and/or to combine performance of several functions (multifunctionality), to conjoin the simultaneous solution of several tasks (multitasking). The empirical research on identification of a real picture of professional multidimensionality of specialists in three fields of activity was performed by research associates group of the Nizhnekamsk office of UNESCO department at A.I. Herzen Russian State Pedagogical University under the leadership of the authors of this article. In their professional activity specialists most often apply such basic multidimensional competences as multifunctionality, multitasking and integrity. Empirical experiment covered 180 representatives of different spheres of professional activity. On the basis of experimental studies we received the following results. Rather high level of professional multidimensionality is shown by research associates – 27,9% of them possess multifunctionality, 23,3% – multitasking, 18,6% – integrity, 13,8% – the combined multidimensional competences. Among elementary school teachers professional multidimensionality is demonstrated thus: 21,1 % of them show multifunctionality, 24,7% – multitasking, 15,3% – integrity, 7.2% – the combined multidimensional competences. Professional multidimensionality among drivers of buses is demonstrated thus: 15,4 % of them possess multifunctionality, 13,5% – multitasking. Drivers of buses show absence of integrity and the combined multidimensional competences.</p>

scholarly journals Formation of Correctional Competence of Teachers on the Basis of Neuropedagogy

2021 ◽  
Vol 12 (3) ◽  
pp. 236-254
Author(s):  
Oksana Hnoievska ◽  
Inna Babii ◽  
Iryna Kalynovska ◽  
Anna Cherednyk ◽  
Alona Nikitenko ◽  
...  
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Optimal Combination ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Neural Connections ◽  
Cognitive Component ◽  
Pedagogical Competence ◽  
High Level

Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.

The phenomenon of psychological adaptation to the professional activities of doctors

2017 ◽  
Vol 41 (S1) ◽  
pp. S690-S690
Author(s):  
A. Kozhyna ◽  
V. Mykhaylov ◽  
V. Viyun
Keyword(s):  
Interpersonal Relationships ◽  
Professional Training ◽  
Psychological Adaptation ◽  
Psychological State ◽  
Professional Activity ◽  
Medical Work ◽  
Professional Activities ◽  
Rehabilitation Programs ◽  
Competing Interest ◽  
High Level

Disorders of adaptation of young doctors and students to their the professional activities.The study was designed to develop a system of psychological adjustment and psychoprophylactic support during professional training based on a systematic approach to the study of the mechanisms of formation of psychological adaptation to the professional activities of doctors.It was conducted comprehensive examination of 405 interns and of 615 last year's students of medical universities in Ukraine. 211 interns had adaptation disorders. The data demonstrated individual and personal, social and psychological factors, mechanisms and conditions of psychological adaptation to medical work.The necessary components of psychological readiness for independent productive activities on the basis of high value professional identity, a positive attitude to the profession, perception of the patient as a personality in a certain psychological state, choice of interpersonal relationships and the use of ethical and deontological knowledge and skills at different stages of treatment process.The results showed that females have a higher level of disorders of adaptation to professional activity, compared with males. High level of disadaptation, which requires using of emergency measures was founded at 9.2% of men and 12.5% women; moderate level of desadaptation, which requires mandatory intervention of psychologists, conducting rehabilitation programs - 10.3% men, 14.0% women; mild level of desadaptation, in which the useful work of advisory experts - 36.2% and 42.1% respectively.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Decisions to Appeal, Decisions to Approve: Requalification for SSI by Former DA&A Beneficiaries

2003 ◽  
Vol 30 (1-2) ◽  
pp. 147-168 ◽  
Author(s):  
Richard Scott ◽  
Jim Baumohl
Keyword(s):  
Mental Health Problems ◽  
Economic Status ◽  
Physical And Mental Health ◽  
Institutional Integration ◽  
Multivariate Statistical ◽  
Factors Affecting ◽  
Disability Determination ◽  
The Social ◽  
Using Data ◽  
Status Level

Recipients of Supplemental Security Income (SSI) Drug Addiction and Alcoholism (DA&A) benefits had the opportunity to appeal their termination during the six months prior to the end of the DA&A program in January 1997. In this study, we examined factors that affected transition from the DA&A program to continuing SSI benefits based on other qualifying impairments. We treated requalification for SSI as the outcome of two processes: a beneficiary's submission of a request for reconsideration and the Social Security Administration's (SSA) Disability Determination Senvices’ efforts to document a qualifying impairment, culminating in a decision to approve or to deny the appeal. We developed two multivariate statistical models. The first specified factors that predict beneficiaries’ submission of appeals and the second articulated factors affecting the SSA's disposition. We tested the models using data from nine metropolitan areas in the states of Washington, Oregon, California, Illinois and Michigan. We found that the likelihood of appeal submission increased with the severity of physical and mental health problems, social support, institutional integration and employment status. The SSA's disposition was predicted by a beneficiary's frequency of alcohol consumption, economic status, level of institutional integration, functional capacity for daily living, and the metropolitan area in which he or she resided.

scholarly journals STRESSORS IN TEACHER’S WORK

2019 ◽  
Vol 28 (6) ◽  
pp. 29-34
Author(s):  
Lijana Navickienė ◽  
Eglė Stasiūnaitienė ◽  
Ilona Kupčikienė ◽  
Donatas Misiūnas
Keyword(s):  
Negative Impact ◽  
Emotional Health ◽  
Work Organization ◽  
Organizational Factors ◽  
Social Consequences ◽  
Professional Activity ◽  
Turnover Rates ◽  
High Turnover ◽  
Work Related ◽  
High Level

Teachers are among the professions which face the highest level of work-related stress. High level of stress has a negative impact on the teacher’s physical and emotional health, leads to exhaustion, burnout, dissatisfaction with work, and high turnover rates. It is therefore important to reveal the main sources and risks of stress in the teacher’s work. Psychoso­cial risks are related to the negative psychological, physical and social consequences resulting from ina­dequate work organization and management at the workplace: too high work requirements and / or short deadlines for fulfilling tasks; conflicting requirements and unclear employee roles; poor use of staff skills and insufficient employees involvement in decision-making on their work; scarse management and co-workers support and poor relationships with collea­gues, students and their parents. A quantitative study conducted in five countries re­vealed that most teachers experience a high level of stress in their professional activity. Many stressors in professional activity relate to the uncertainty and excessive workload of teachers’ functions and roles. The most common organizational factors that cause stress include working conditions, low salary, noisy environment, number of students in the classroom, and external factors such as educational reforms and social status in society. The least stressors iden­tified in the teachers’ professional activity relate to relationships and support in the work environment. The study was conducted in the framework of the international project “Preventing Stress in the Tea­ching Profession-Stress Free Teachers”, No. 2016- 3715 / 001-001.

scholarly journals MODERN SYSTEM OF MEDICAL AND PSYCHOLOGICAL SUPPORT OF INTERNS AT THE STAGE OF POSTGRADUATE EDUCATION

2017 ◽  
Vol 4 (3) ◽  
pp. 139-141
Author(s):  
V.V. Vyun
Keyword(s):  
Psychological Factors ◽  
Postgraduate Education ◽  
Psychological Adaptation ◽  
Psychological Support ◽  
Moderate Level ◽  
Professional Activity ◽  
Formation Mechanisms ◽  
Modern System ◽  
Medical Interns ◽  
High Level

Vyun V.The study deals with the assessment of individual-personal and socio-psychological factors, mechanisms and conditions for psychological adaptation of interns for professional activity. The authors distinguished objective and subjective criteria of the interns’ adaptation efficiency to professional activity. A high level of maladaptation was detected in 9.2% of male and 12.5% of female interns; severe level of maladaptation in 10.3% of male and 14.0% of female interns; a moderate level of maladaptation in 36.2% and 42.1%, respectively. According to the findings medical interns were found to have such clinical and psychological manifestations of adaptation disorders as asthenic (25.5%), hyperesthetic (21.6%), depressive (16.2%), psychosomatic (14.2%), astheno-apathic (11.4%), addictive (11.1%) types of maladaptive reactions. The findings were used to elaborate a system of medical and psychological support for physicians at the stage of postgraduate education with a differentiated use of a set of psychotherapeutic methods and psychoeducation, reflecting formation mechanisms of the disorders of adaptation to the professional activity of doctors.Keywords: psychological adaptation, professional activity, maladjustment, psychotherapy, psychoeducation. СУЧАСНА СИСТЕМА МЕДИКО-ПСИХОЛОГІЧНОЇ ПІДТРИМКИ ЛІКАРІВ НА ЕТАПІ ПІСЛЯДИПЛОМНОЇ ОСВІТИВ’юн В.В.У роботі виділені індивідуально-особистісні та соціально-психологічні чинники, механізми формування психологічної адаптації лікаря інтерна до професіональному діяльності. Виділені об'єктивні та суб'єктивні критерії ефективності адаптації лікарів-інтернів до професійної діяльності. Високий рівень дезадаптації виявлено у 9,2% чоловіків і 12,5% жінок; виражений рівень дезадаптації - 10,3% чоловіків, 14,0% жінок; помірний рівень дезадаптації - 36,2% и 42,1% відповідно. Описано специфіку клінічних та психологічних проявів порушень адаптації у лікарів інтернів. Виділено астенічний (25,5 %), гіперестезичний (21,6 %), депресивний (16,2 %), психосоматичний (14,2 %), апатичний (11,4 %), аддиктивний (11,1 %) типи дезадаптивних реакцій. На основі отриманих даних, що відображають механізми формування розладів адаптації до професійної діяльності у лікарів розроблена система медико-психологічної підтримки лікарів на етапі післядипломної освіти з диференційованим використанням комплексу психотерапевтичних методів та психоосвіти.Ключові слова: Психологічна адаптація, професійна діяльність, дезадаптація, психотерапія, психоосвіта. СОВРЕМЕННАЯ СИСТЕМА МЕДИКО-ПСИХОЛОГИЧЕСКОЙ ПОДДЕРЖКИ ВРАЧЕЙ НА ЭТАПЕ ПОСЛЕДИПЛОМНОГО ОБРАЗОВАНИЯ Вьюн В.В.В работе выделены индивидуально-личностные и социально-психологические факторы, механизмы и условия психологической адаптации врача к профессиональной деятельности.Выделенные объективные и субъективные критерии эффективности адаптации врачей-интернов к профессиональной деятельности. Высокий уровень дезадаптации обнаружено в 9,2% мужчин и 12,5% женщин; выраженный уровень дезадаптации - 10,3% мужчин, 14,0% женщин; умеренный уровень дезадаптации - 36,2% и 42,1% соответственно.Описана специфика клинических и психологических проявлений нарушений адаптации у врачей интернов. Выделены астенический (25,5%), гиперестезичний (21,6%), тревожно-депрессивный (16,2%), психосоматический (14,2%), астено-апатичный (11,4%), аддиктивный (11,1%) типы дезадаптивных реакций.На основе полученных данных, отражающих механизмы формирования расстройств адаптации к профессиональной деятельности у врачей разработана система медико-психологической поддержки врачей на этапе последипломного образования с дифференцированным использованием комплекса психотерапевтических методов и психообразования.Ключевые слова: Психологическая адаптация, профессиональная деятельность, дезадаптация, психотерапия, психообразование.

Socio-cultural, organizational factor and career development of female employees: A study on school teachers

2020 ◽  
Vol 4 (1) ◽  
pp. 140-152
Author(s):  
Sarita Maharjan
Keyword(s):  
Career Development ◽  
Negative Impact ◽  
Sampling Technique ◽  
Organizational Factors ◽  
School Teachers ◽  
Factors Affecting ◽  
Female Employees ◽  
Negative Impacts ◽  
Human Resource Developers ◽  
The Impact

The main objective of this study is to examine the impact of socio-cultural and organizational factors affecting the career development of female employees. With judgmental/ purposive sampling technique, only 142 respondents have been selected out of 150 questionnaires distributed to female school teachers. This study has tested reliability of questionnaires by using Cronbach alpha. Using multiple regression analysis, it has been found that both socio-cultural and organizational factors have negative impact on women career development. Hence, a conclusion can be drawn-out of the study that there are negative impacts of socio-cultural and organizational factors on women career development. Considering the outcomes, it can be claimed that the study could be useful for school management, trainers, and human resource developers to assist the career development of female school teachers.

scholarly journals Study of Peculiarities of Psychological Readiness for Professional Activity of Personalities in University Educational Space

2018 ◽  
Vol 9 (3) ◽  
Author(s):  
Evgenia Vorontsova
Keyword(s):  
Dynamic Structure ◽  
Psychological Adaptation ◽  
Structural Features ◽  
Professional Activity ◽  
Structural Elements ◽  
State Technical ◽  
Second Year ◽  
Technical University ◽  
High Level

The article deals with the issues of psychological readiness for personal professional activity; the concept, structural elements and understanding of the category of psychological readiness for professional activity in the activity-based, system, regulatory, dynamic psychological approaches. It presents a description of studying the features of psychological readiness for professional activity of the personality carried out on the basis of FSBI of HE Angarsk State Technical University. The study is built on the assumptions that the psychological readiness of the first and second year students has not been sufficiently formed and has dynamic and structural features of the components. The dynamic structure is a complex of characteristics: motivational, adaptive, cognitive and evaluative ones. The features of the psychological readiness for activity consist of availability of significant relations between the customary directionality and the evaluative component, the motivational component and the evaluative one, the high level of socio-psychological adaptation, developed practically in equal dozes by business-related and customary directionality.

scholarly journals Personal factors affecting medical professionalism: a qualitative study in Iran

2020 ◽  
Author(s):  
Fateme Alipour ◽  
Zahra Shahvari ◽  
Fariba Asghari ◽  
Shahram Samadi ◽  
Homayoun Amini
Keyword(s):  
Qualitative Study ◽  
Mental Health Problems ◽  
Medical Professionalism ◽  
Clinical Settings ◽  
Personal Factors ◽  
Physical And Mental Health ◽  
Medical Sciences ◽  
Group Discussions ◽  
Professional Behaviors ◽  
Factors Affecting

Professional behavior with patients and interactions with colleagues, the institution and professional bodies are influenced by many factors. The purpose of this manuscript is to clarify those personal factors affecting medical professionalism in clinical settings affiliated with Tehran University of Medical Sciences. For this purpose, a qualitative study was carried out. One hundred and eighty-two participants were recruited through purposive sampling of clinical staff, physicians, and medical students in Tehran. Data were collected through 22 focus group discussions, and conventional content analysis was used to analyze the data.  The results were reported in five categories to present the participants’ views. Categories were extracted from 103 codes and consisted of 1) people's belief in professionalism, 2) personality traits, 3) problems in family, 4) mental or physical health status, and 5) communication skills. The results showed that despite the facilitator roles of some personal factors, others act as barriers to professional behaviors. In order to control their impact, it is crucial to pay attention to them at the time of student/staff selection. Strengthening support systems in the organization is also essential for decreasing the effect of family problems or physical and mental health problems.

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