scholarly journals Reflexive-Value Approach to Pedagogical Support of Self-Development of Adolescents: The Formation of Adaptive Coping Strategies

2020 ◽  
pp. 16-26
Author(s):  
Irina V. Ivanova
Keyword(s):  
Coping Strategies ◽  
Methodological Approach ◽  
Educational Environment ◽  
Value Orientations ◽  
Necessary Condition ◽  
Personal Resources ◽  
Adaptive Coping ◽  
Moral Value ◽  
Self Development ◽  
The Way

The article presents the idea of a reflexive-value approach as a new methodological approach in pedagogy, focused on pedagogical support of self-development of adolescents through the formation of their readiness for existential design as creating a project of their own life based on a conscious independent choice, and its implementation in the existing conditions. An important factor in selfdevelopment is overcoming, which forms adaptive coping strategies, the presence of which will allow the adolescent not to be afraid of the difficulties arising on the way to achieving the goal, as well as to build up personal resources, which are a necessary condition for adaptation and self-expression in a constantly changing world. Particular attention is paid to the organization of such an educational environment in which pedagogical work is purposefully carried out, aimed at the formation of moral value orientations as a vector that sets the direction of personality self-development and the formation of appropriate coping strategies.

scholarly journals Pedagogical support of adolescents’ self- development in additional education

2021 ◽  
Vol 1 (118) ◽  
pp. 37-47
Author(s):  
Mikhail I. Rozhkov ◽  
◽  
Irina V. Ivanova ◽  
Keyword(s):  
Development Project ◽  
Value Orientations ◽  
Educational Process ◽  
Children And Youth ◽  
Moral Value ◽  
Problem Situations ◽  
Self Development ◽  
Existential Choice ◽  
Additional Education ◽  
The City

Following the methodology of existential pedagogy, we believe that a person's upbringing should proceed, first of all, from his understanding of freedom, a desire to become what he represents himself, therefore, the most important component of the process of upbringing a free person is the pedagogical support of his self-development. The article reveals the pedagogical possibilities of additional education for children in the formation of a self-developing personality of a child, shows the conditions for creating a subject-oriented educational environment, which consists in ensuring the possibility of developing and implementing an interesting self-development project for students, eventfulness of the educational process, ensuring the formation of a need for self-development through the creation of problem situations associated with the need to overcome, purposeful and systematic use in the educational process of methods and techniques aimed at the formation of moral value orientations. The conditions are disclosed on the example of describing some aspects of the educational activities of the Galaktika Children's and Youth Center for Space Education in the city of Kaluga, the Constellation Center for the Development of Children and Youth Creativity in the city of Kaluga and the Regional Ecological and Biological Center of Students. The article proposes the author's methodology «My ideal», aimed at studying the image of «I-ideal» adolescents aged 11 to 14 years, developed in the context of a reflexive-value approach to pedagogical support of self-development of adolescents in additional education. The article presents the results of an empirical study of the experience of pedagogical support for self-development of adolescents in the system of additional education (on the example of the city of Kaluga), which showed that educational practices of the development of value-semantic and reflexive-regulatory spheres of a teenager's personality have been accumulated in institutions today. Along with this, it is necessary to systematically and technologically approach the implementation of pedagogical support for self-development of adolescents in additional education, aimed at forming the readiness of pupils for existential choice, independent creation and responsible implementation of the project of their own life.

Beliefs About Self-Compassion: Implications for Coping and Self-Improvement

2020 ◽  
pp. 014616722096530
Author(s):  
Christina Chwyl ◽  
Patricia Chen ◽  
Jamil Zaki
Keyword(s):  
Coping Strategies ◽  
Event Study ◽  
Real World ◽  
Adaptive Coping ◽  
Emotional Challenges ◽  
Self Compassion ◽  
Negative Beliefs ◽  
Key Barrier ◽  
Difficult Times ◽  
The Way

Self-compassion—treating oneself with care and understanding during difficult times—promotes adaptive coping and self-improvement. Nonetheless, many people are not self-compassionate. We examined a key barrier people face to treating themselves self-compassionately: their negative beliefs about self-compassion (i.e., that it leads to complacency, indulgence, or irresponsibility). Across three studies, the more people held these negative beliefs, the less self-compassionately they reported responding to a real-world event (Study 2) and hypothetical emotional challenges (Studies 1 and 3). Self-compassionate responding, in turn, predicted adaptive coping strategies and intentions for self-improvement. Experimentally inducing people to hold positive, as opposed to negative, beliefs about self-compassion predicted self-compassionate responding 5 to 7 days later (Study 3). By recognizing and targeting peoples’ beliefs, our findings highlight the importance of reducing such beliefs that are barriers to practicing self-compassion, as a means to improve the way people respond to difficult times.

scholarly journals The Training Program Promoting Students’ Self-Realization in the Integrated Educational Environment

2020 ◽  
pp. 45-51
Author(s):  
Olga Kuprieieva
Keyword(s):  
Coping Strategies ◽  
Training Program ◽  
Students With Disabilities ◽  
Time Perspective ◽  
Self Regulation ◽  
Well Being ◽  
Active Coping ◽  
Educational Environment ◽  
Psychological Hardiness ◽  
Self Development

The article presents the training program (for personality-oriented training) developing psychological qualities and personal resources of students’ self-realization in the integrated educational environment: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The study purpose was to reveal the content of the training program promoting students’ self-realization in the integrated educational environment and the features of its implementation. The correlation analysis was used to identify links among the components of self-realization of students with disabilities and their personal characteristics – self-attitudes, life values and meanings, basic beliefs, psychological hardiness, time perspective, used coping strategies. The comprehensive empirical study involved 325 students with disabilities and 225 students without disabilities studying in integrated university groups (Kyiv). The targets for psychological influence and meaningful parts of the proposed training promoting self-realization were identified. The training program was a personality-oriented training and included a set of psychological techniques and methods promoting continuous personal growth, activating psychological mechanisms of self-development, self-improvement, self-activation and self-realization of potential capabilities. The training program was developed on the principles of humanistic and positive psychology; the proactive conceptual model of disability; the resource-oriented approach used in psychological counselling and psychotherapy; the concept of self-determined behaviour. The purpose of the proposed training program was to promote students’ self-realization via development of their psychological qualities and personal resources: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The training program was based on self-realization components selected by us and consisted of three meaningfully related parts: «I and my inner world» (psychological resources of personal self-realization) including three modules; «I and the Other» (social resources of personal self-realization) with two modules; «I am in the World and Life» (instrumental resources maintaining life quality and psychological well-being) with two modules. Approbation of the program has showed its high efficiency. The analysed components of students’ self-realization – psychological hardiness, self-attitude, self-acceptance, meaningful life goals, active coping – showed their significant growth, and as a consequence, improved students’ psychological well-being.

scholarly journals SPIRITUAL AND MORAL VALUE ORIENTATIONS AS A GUARANTEE OF PERSONALLY SIGNIFICANT QUALITIES OF STUDENT YOUTH

2021 ◽  
pp. 16-30
Author(s):  
Iryna Kostyria ◽  
Larysa Filipenko
Keyword(s):  
Higher Education ◽  
Moral Education ◽  
Higher Education Institutions ◽  
Value Orientations ◽  
Educational Process ◽  
Moral Value ◽  
Self Development ◽  
Professional Self ◽  
Education Of Students

In the article it is studied out that the spiritual and moral value orientations education of students is becoming increasingly important. It is determined that the need to establish in education approaches that ensure a harmonious balance of moral and professional qualities of graduates of higher education institutions is emphasized in the strategic documents of education of Ukraine. The research emphasizes that the effectiveness of spiritual and moral education of future engineers is realized due to students' awareness of the essence of spiritual and moral value orientations, as well as stimulating the need for professional self–development of future professionals. The article describes the implementation of the author's special course “Spiritual and moral value orientations: ways of education” in the educational process of Kharkiv National Automobile and Road University.

scholarly journals THEORETICAL BASIS OF READINESS OF TEACHERS FOR PROFESSIONAL SELF-DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Hanna V. Tymoschuk ◽  
Keyword(s):  
Continuous Process ◽  
Self Regulation ◽  
Postgraduate Education ◽  
Value Orientations ◽  
Necessary Condition ◽  
Professional Activity ◽  
Specific System ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge

The article considers the theoretical aspects of self-development, presents generalized results on the characteristics of the concept of “professional self-development”, in particular, in order to identify trends in its scientific definitions, uses content analysis as a method of quantifying qualitative features of information. It is established that the greatest significance is inherent in the definition of “professional selfdevelopment” as a continuous process of objectification of essential forces (synthesis of intellect, feelings, willpower, value orientations, etc.) of the individual in professional activity that is creative and socially useful for self-realization in the chosen profession, achieving objectively high results in accordance with internal subjective norms and criteria. The readiness of a teacher for professional self-development is considered by the author as an integrative characteristic of personality which combines motivational-value, cognitive-intellectual and operational-activity determinants of continuous qualitative changes in professional activity which generally ensure significant career results in accordance with modern requirements. The basis for readiness of a teacher for professional self-development is regarded as a specific system of indices of the formation of attainments, skills and qualities necessary for further efficient self-development of a teacher. Based on the study and analysis of philosophical, psychological and pedagogical literature. the structure of the readiness of a teacher for professional self-development is determined. Motivational, cognitive-intellectual and activity components are specified. They are interconnected and complementary which should be given attention to in the scientific and methodological work. The leading functions of the readiness of a teacher for professional self-development (informational, motivational, meaningful, reflective, communicative, and normative) are identified. It is noted that the main mechanisms of the readiness of a teacher for professional self-development are self-knowledge, self-determination, self-identification, self-organization, self-education, self-regulation, focus on professional and creative self-realization in the pedagogical activity, and self-assessment. It is determined that professional self-development of teachers is their conscious self-knowledge and selfdesign activity in scientific-methodological work. The urgency of forming readiness of teachers for professional self-development in the system of postgraduate education as a necessary condition for the growth of their professionalism at the stage of dynamic social and transformational processes is emphasized.

scholarly journals PECULIARITIES OF CREATING INTERACTIVE EDUCATIONAL ENVIRONMENT IN VOCATIONAL TRAINING OF FUTURE MEDICAL SPECIALISTS

2020 ◽  
pp. 87-91
Author(s):  
І. М. Melnychuk
Keyword(s):  
Learning Environment ◽  
Vocational Training ◽  
Interactive Learning ◽  
Educational Environment ◽  
Value Orientations ◽  
Main Function ◽  
Communicative Interaction ◽  
Interactive Learning Environment ◽  
Medical Specialists ◽  
Self Development

The article deals with the actuality of creating interactive educational environment in vocational training of future specialists of medical field. The interactive study is considered in a context of pedagogical dialogue and cooperation. It has been generalized that interactive learning dialogue gives an opportunity for lecturers to establish the level of understanding theoretical material by future specialists, to identify the formation of students’ abilities and skills. Students can explain the essence, specific, direction and purpose of performing certain professional actions that is of particular importance in the vocational training of future medical specialists. The use of interactions in medical institutions of higher education contributes to the creation of interactive learning environment and is directed to stimulation of mental, emotional, social activity and independence in the practical activities of students. The main features of interactive learning environment have been specified: high level of communication intensity of its participants; dynamic and variety of types, forms and methods of communicative interaction; purposeful reflection of lecturers and students of their actions and organized interaction. It has been generalized that interactive technologies are technologies of cooperation of the subjects of pedagogical interaction. Therefore, interactive learning is considered a pedagogical process, which is a set of regular, consistent active interactions between a lecturer and students in order to develop them. Such as development is internal, personal process, which is, first of all, regulated by the student (self-development), the main function of the lecturer, in the process of interactive learning, is creating optimal conditions for student’s self-development, development of his/her individuality, subjectivity and adjustment of this process. The basis of interactive learning is dialogue interrelations. Dialogue in the interactive learning is considered as communicative process of real or imaginary partners, during which information is exchanged, identifying points of view, meaningful positions, value orientations and personal meanings of the participants of interactive cooperation are revealed.

Role of Adaptive Coping Strategies in Adolescent Nonsuicidal Self-Injury

2013 ◽  
Author(s):  
Amy Kranzler ◽  
Emily A. Panza ◽  
Matthew K. Nock ◽  
Edward A. Selby
Keyword(s):  
Coping Strategies ◽  
Adaptive Coping ◽  
Self Injury ◽  
Nonsuicidal Self Injury

STRATEGI KOPING ORANG TUA TERHADAP ANAK AUTIS DAN POLA ASUH ORANG TUA

2018 ◽  
Vol 11 (2) ◽  
pp. 196-204
Author(s):  
Asirotul Ma’rifah ◽  
Naning Puji Suryantini Suryantini ◽  
Rina Mardiyana
Keyword(s):  
Coping Strategies ◽  
Sampling Technique ◽  
Children With Autism ◽  
Adaptive Coping ◽  
Autistic Children ◽  
Cross Sectional ◽  
Authoritarian Parenting ◽  
Cross Tabulation ◽  
Relationship Of ◽  
The Relationship

Autism is still a nightmare for most parents. Parents with autism can be very stressful when dealing with a hyperactive child's behavior, aggressive and passive. Stress experienced by parents of children with autism will affect the ability of parents in the parenting role, especially in relation to coping strategies have in dealing with problems of children. The participation of parents is crucial the success of socializing with children with autism in the general population. This study aims to determine the relationship of coping strategies parents of autistic children and parenting parents. This type of research is an analytic correlation with cross sectional approach. The population in this study were all parents of autistic children in SLB Muhammadiyah Mojokerto numbering 15 people. Samples in this study were all parents of autistic children in SLB Muhammadiyah Mojokerto which totaled 15 people by using total sampling technique. Collecting data using questionnaires. Data analized use cross tabulation, presented in a frequency distribution. On cross-tabulation obtained results tend to use maladaptive coping strategies permissive parenting that is 8 (53.3%), there are also respondents who use adaptive coping strategies using authoritarian parenting as much as one person (16.7%), and adaptive coping strategies tend using democratic parenting style as much as 5 people (33.3%). Expected parents still seeking information to broaden their parents on coping strategies of parents of autistic children and parenting parents as well as parents to give special attention for children with autism to the development and advancement of their lives because they have the same rights as any other normal child.

AN EXPLORATION OF GENDER DIFFERENCES IN TEENAGERS’ USE, CONSUMPTION AND DIGITAL PRODUCTION

2020 ◽  
Author(s):  
Corina-Maricica Seserman ◽  
Daniela Cojocaru
Keyword(s):  
Gender Differences ◽  
Social Media ◽  
Data Collection ◽  
Gender Identity ◽  
Online Survey ◽  
Peer Group ◽  
Methodological Approach ◽  
Digital Content ◽  
Media Consumption ◽  
The Way

Today’s teenagers have a very close relationship with ICTs and the digital space related to them, as they have impacted the way the youth constructs their sense of self and the tools they use to perform their carefully constructed identity. One key element which influences the way one constructs their views by themselves is within the boundaries set by their biological sex and therefore through the behaviors associated with their asigned gender. Through the symbolic interactionist lense, or more specifically through Goffman's dramaturgical theory on the manner in which one presents him/herself in society, this paper looks at the manner in which teenagers use social media platforms and at the way they consume and create digital content in order to present their gender identity. The way teenagers consume and produce digital content differs and depends on how they interpret their ideals of femininity and masculinity, which are afterwards reproduced in the content they post on their social media pages. Therefore this research is an attempt to understand what are the factors teenagers take in account when consuming and producing content. What gender differences can be observed in regards to new media consumption? What difference can be observed in online activity behaviors between males and females? How do they feel about their gender identity concerning fitting in with their peer group? A mix-methodological approach was engaged in the data collection process. In the first stage of the research highschool students (n=324) from the city of Suceava (Romania) participated in taking an online survey. The initial intent was to meet with the young respondents in person, but due to the COVID-19 pandemic this was deemed impossible. For the second stage of data collection, six of the participants who took the online survey were invited to participate in a focus group designed to grasp a better understanding of the results from the previous stage. The discovered findings uncover engaging gender similarities and differences in social media consumption and the type, subject, matter and style in which they posted their content, but also in regards to the performance of the self between the online and offline space.

The Temptations of Christ and Other Stories

2018 ◽  
Author(s):  
Eleonore Stump
Keyword(s):  
Human Person ◽  
Necessary Condition ◽  
Biblical Narratives ◽  
God's Love ◽  
The Way

This chapter examines biblical narratives to illuminate the role of Christ’s passion and death in bringing a person to a life in grace. Reflection on the narratives shows that Christ’s passion and death are a most promising way for God to help a human person to the surrender which is the necessary condition for spiritual and moral regeneration. The stories of the temptations of Christ show the way in which Christ’s suffering and death are connected to justification and sanctification. A person’s ceasing to resist the grace of God and surrendering to God’s love is the pinnacle on which her salvation has to stand. If we focus on this necessary condition for salvation, we can see the reason for Christ’s suffering. What can be gained by weakness that could not be gotten through power is the melting of a heart accustomed to willed loneliness and hardened against joy.

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