scholarly journals THE STUDY OF THE OSTRACIZING TENDENCIES OF THE PERSONALITY WITH THE HELP OF THE PROJECTIVE TEST «I MET A STRANGER»

2021 ◽  
Vol 1 ◽  
pp. 4-11
Author(s):  
Viktoriya V. Nazarevich
Keyword(s):  
Effective Means ◽  
Well Being ◽  
Social Rejection ◽  
Individual Characteristics ◽  
Diagnostic Tools ◽  
General Description ◽  
Projective Test ◽  
Protective Strategies ◽  
The Individual ◽  
High Level

In the article, the authors try to determine the features of the application of the projective test «I met a stranger” or». Meeting a person with special individual characteristics” to study the ostracizing tendencies of the individual. Particular attention is paid to the consideration of ostracism or social rejection, which lead to devastating results in both individual and social well-being. The article is devoted to social isolation, which is an effective means of social punishment, as ostracized individuals cannot take advantage of group efforts and diagnose the existence of ostracizing manifestations, using projective tools. Attention is paid to the peculiarities and regularities and prospects of application of the projective test “I met a stranger” in the methodology of diagnostic tools of ostracism. Peculiarities of diagnostics of ostracizing tendencies of an individual with the help of projective technique «Meeting of a person with special individual characteristics», which acts as a multifunctional tool depending on the goals and methodology of studying the projective components of the image of an ostracized person. It is pointed out that depending on the purposes of modifications of the method it is possible to study: stereotypical perception of strangers, who in turn act as ostracizers, when in the process of analysis the image is studied – another in the public consciousness. The second most important functional load for us is the reflection of the structure of the relationship between the two objects of interaction and the dyad (alien – not alien). The attention paid to the specifics of this test, so sufficient abstract and vague instructions leave enough space for the manifestation and modeling of individual situations of the meeting, so an important component is a post-picture interview. If the interview shows manifestations of fear and a high level of ostracized tendencies on the scales of the methodology, it can be argued about ostracism. It was found that the irrational fear of «foreign» persons is determined using the method of «Meeting with a» foreign «person», and makes it possible to analyze the protective strategies that actually reinforce this psychological phenomenon. There are a number of questions and a protocol, which reflects the main questions of the psychologist related to the general description of the picture. It is concluded that to effectively study the trends of social rejection of people with special individual manifestations, using the projective test «I met a stranger» should take into account: how often portray a person with special individual manifestations and other people around him, random ordinary, himself with someone from acquaintances; the activities of the people depicted in the figure; additional details in the picture, objects that are needed to interact with a person with characteristic individual manifestations. We see further consideration of this problem in the creation of new tools for studying the tendencies of individuals to ostracize people with characteristic individual manifestations, using projective methods.

scholarly journals Teacher’s burnout syndrome: the phenomenology of the process

2017 ◽  
Vol 127 (2) ◽  
pp. 62-66 ◽  
Author(s):  
Nataliya Bulatevych
Keyword(s):  
Emotional Response ◽  
Individual Characteristics ◽  
Working Environment ◽  
Burnout Syndrome ◽  
Diagnostic Tools ◽  
Individual Determinants ◽  
Psychological Assistance ◽  
The Individual ◽  
High Level ◽  
Emotional Burnout

Abstract Introduction. The article is devoted to the phenomenology of burnout symptoms among teachers and determining their individual characteristics. Aim. The aim was to study the phenomenology of the burnout process among teachers and to define its individual determinants. Material and methods. The theoretical basis for the study was a burnout model described by V.V. Boyko considering the burnout as a mechanism of psychological protection of personality in response to the traumatic circumstances of the environment. The following diagnostic tools were used: the Boyko’s Emotional Burnout Inventory, the Inventory on behavior and experience in the working environment by W. Schaarschmidt and A. Fischer and the individual-typological questionnaire by L.Sobchik. In order to calculate and evaluate the results, methods of mathematical statistics were applied. Results. The results of polling 132 teachers show that more than one third of working teachers show prominent features of high level burnout. This is combined with a number of personality traits and features of behavior, and with an emotional response of the teacher to the circumstances of the working environment, what suggests the need for the development and systematic implementation of prevention programs and correction of burnout among working teachers. Conclusions. A significant part of the surveyed teachers show signs of burnout expressed at a significant level. Thus, the problem of psychological assistance and psychological support for working teachers remains relevant and requires the search for effective technologies and techniques for providing psychological assistance.

Neurotechnology as a factor of the educational process transformation

2021 ◽  
pp. 98-13
Author(s):  
Л.Д. Александрова ◽  
Р.А. Богачева ◽  
Т.А. Чекалина ◽  
М.В. Максимова ◽  
В.И. Тимонина
Keyword(s):  
Effective Means ◽  
Individual Characteristics ◽  
Educational Process ◽  
Special Equipment ◽  
Research Areas ◽  
Long Time ◽  
Mental Abilities ◽  
The Individual ◽  
And Control

Изучение возможностей мозга для повышения качества обучения находится в центре внимания педагогической науки уже много лет. Развитие цифровизации позволило использовать в исследованиях специальное оборудование, с помощью которого можно оценивать и контролировать работу мозга, развивать умственные способности, познавательные функции и т. п. Нейротехнологии стали эффективным средством, позволяющим трансформировать образовательный процесс за счет подбора специального учебного контента с учетом индивидуальных особенностей обучающихся. Вместе с тем возникает необходимость в конкретизации терминологии и определении актуальных направлений исследований в данной области. For a long time, the study of the brain capabilities for the improvement of the quality of education has been an urgent direction in pedagogical science. Due to the development of digitalization, new areas of research have emerged related to the use of special equipment that makes it possible to assess and control brainwork, develop mental abilities, cognitive functions, etc. One of them is neurotechnology, which is an effective means of transforming the educational process: it offers educational content based on the individual characteristics of students. Thus, a need to concretize the terminology and determine the current research areas arises. The article aims to attempt to fill this gap with the help of a representative analysis of publications on neurotechnologies, as well as the essence of neuroeducation.

Conspicuous consumption of luxury experiences: an experimental investigation of status perceptions on social media

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Carolin Siepmann ◽  
Lisa Carola Holthoff ◽  
Pascal Kowalczuk
Keyword(s):  
Social Media ◽  
Personal Characteristics ◽  
Conspicuous Consumption ◽  
Individual Characteristics ◽  
Luxury Goods ◽  
Content Type ◽  
The Status ◽  
Self Actualization ◽  
The Individual ◽  
High Level

Purpose As luxury goods are losing their importance for demonstrating status, wealth or power to others, individuals are searching for alternative status symbols. Recently, individuals have increasingly used conspicuous consumption and displays of experiences on social media to obtain affirmation. This study aims to analyze the effects of luxury and nonluxury experiences, as well as traditional luxury goods on status- and nonstatus-related dimensions. Design/methodology/approach After presenting the theoretical foundation, the authors conduct a study with 599 participants to compare status perceptions elicited by the conspicuous consumption of luxury goods, luxury experiences and nonluxury experiences. The authors investigate whether experiences that are visibly consumed on Instagram are replacing traditional luxury goods as the most important status symbols. Furthermore, the authors examine the effects of the content shown on nonstatus-related dimensions and analyze whether status perceptions differ between female and male social media communicators. Finally, the authors analyze how personal characteristics (self-esteem, self-actualization and materialism) influence the status perceptions of others on social media. Findings The results show that luxury goods are still the most important means of displaying status. However, especially for women, luxury experiences are also associated with a high level of social status. Thus, the results imply important gender differences in the perceptions of status- and nonstatus-related dimensions. Furthermore, the findings indicate that, in particular, the individual characteristics of self-actualization and materialism affect status perceptions depending on the posted content. Originality/value While the research has already considered some alternative forms of conspicuous consumption, little attention has been given to experiences as status symbols. However, with their growing importance as substitutes for luxury goods and the rise of social media, the desire to conspicuously consume experiences is increasing. The authors address this gap in the literature by focusing on the conspicuous display of luxury and nonluxury experiences on social media.

scholarly journals Resilience and disaster research

2019 ◽  
Vol 28 (3) ◽  
pp. 529-547
Author(s):  
Helena Bakić
Keyword(s):  
Disaster Preparedness ◽  
Historical Context ◽  
Well Being ◽  
Risk Groups ◽  
Mental Health Disorder ◽  
Individual Characteristics ◽  
Future Research ◽  
Psychological Well Being ◽  
The Individual

Disasters pose a significant threat to the long-term well-being of individuals, communities and societies. Therefore, studying resilience, defined as the process of maintaining and recovering psychological well-being after adversity, is crucial for disaster preparedness and mitigation. The aims of this paper are to summarize the historical context of resilience research, present the key concepts, discuss current measurement approaches and propose future research directions. Key determinants of resilience - risk, positive adaptation and resources - are discussed with the focus on studies of adults affected by disasters. This narrative review demonstrates that research up to date has focused mostly on finding the individual characteristics that predict the absence of psychopathology or mental health disorder symptoms, while other types of resources or dynamic relations between key aspects of resilience have been neglected. Future studies should aim to include multiple measurement points, high- and low-risk groups, long-term follow-up and broader perspectives on both psychological well-being and potential resources.

Reconciling Normative and Behavioral Economics: An Application of the “Naturalistic Approach” to the Adaptation Problem

2014 ◽  
Vol 234 (2-3) ◽  
Author(s):  
Christian Schubert ◽  
Martin Binder
Keyword(s):  
Economic Theory ◽  
Well Being ◽  
Welfare Economics ◽  
Preference Formation ◽  
Individual Preferences ◽  
Opportunity Sets ◽  
The Individual ◽  
High Level ◽  
Adaptive Preference ◽  
Vexing Problem

SummaryWhile standard economic theory takes individual preferences as stable and “given”, i.e., independent of situational context, real-world preferences tend to vary with changing opportunity sets. This is exemplified by Aesop’s fable of the fox and the sour grapes. This phenomenon of “adaptive preference formation” poses a vexing problem for normative economics: preferences which constitute the measuring rod for welfare are in turn shaped by the (economic) situation of the individual, leading to problems epitomized by Amartya Sen’s “hopeless beggar” dilemma: The beggar, enduring objectively miserable circumstances, nonetheless claims to have all his preferences satisfied, which would lead orthodox welfare economics to establish a high level of well-being. For those who find this counterintuitive, different solutions for the “adaptation problem” have been proposed in the literature, typically centering on highly demanding rationality and information requirements. We argue that, in order to cope with this and related problems of preference endogeneity, welfare economics rather needs to account for recent psychological insights into the mechanisms that drive preference formation and change. We then use these insights to suggest and apply a procedural criterion of autonomous preference formation.

scholarly journals THE SPECIFIC FEATURES OF THE SPIRITUAL INTELLIGENCE DEVELOPMENT AMONG THE FUTURE EDUCATORS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Eduard Pomytkin ◽  
◽  
Daria Bohdanova ◽  
Keyword(s):  
Self Regulation ◽  
Individual Characteristics ◽  
Spiritual Intelligence ◽  
Theoretical Research ◽  
Professional Activity ◽  
Success Factor ◽  
Self Awareness ◽  
The Individual ◽  
High Level ◽  
Intelligence Development

The results of theoretical research identify the following specific features of spiritual intelligence development among future educators: awareness of self-realization, ability to forecast, professionalism, and capability of the person to self-regulation. Spiritual intelligence is represented as the highest form of intelligence of the teacher’s personality, which determines the structure of one’s values, is used for self-expression (which is the primary goal of pedagogical activity), and is a determining success factor in the process of forming a model of understanding the meaning of life by the followers. The spiritual intelligence of a teacher guides one’s ability for self-improvement and self-motivation for effective, humanistic-oriented pedagogical activity, and is the main mean of finding teacher's own “Me” within the framework of the professional activity. The core traits of the highly-developed spiritual intelligence of the teacher are seen in one’s ability to inspire others, to a deep self-awareness, to flexibility in making pedagogical decisions, as well as in one's capability of representing compassion and openness in relation to the learners. Spiritual and intellectual abilities and skills may have significant differences among people, depending on the individual characteristics of the individual, one’s spiritual beliefs, religious preconditions for one’s formation and development. The spiritual intelligence of the individual can be advanced throughout life, and this tendency may be referred to as the necessary prerequisite for the professional development of teachers and their achievement of a high level of pedagogical mastery.

scholarly journals ОСОБЛИВОСТІ ВИКОРИСТАННЯ ТЕКСТІВ У ВИКЛАДАННІ ПРАКТИКИ УСНОГО І ПИСЬМОВОГО МОВЛЕННЯ ДЛЯ РОЗВИТКУ КОМУНІКАТИВНИХ НАВИЧОК СТУДЕНТІВ

2021 ◽  
Vol 1 (2) ◽  
pp. 281-287
Author(s):  
S. V. RYZHKOVA ◽  
Keyword(s):  
High School Students ◽  
Language Proficiency ◽  
Effective Means ◽  
Individual Characteristics ◽  
Psychological Climate ◽  
Speech Communication ◽  
School Students ◽  
Senior Stage ◽  
Language Environment ◽  
High Level

The article considers the theoretical issues of teaching speech on the basis of the text and tried to reveal the possibilities of practical application of this technique. As a result, it is emphasized that this way of learning oral speech (both dialogic and monologue) has a number of advantages. The use of text makes it possible to make the learning process interesting and increases motivation. At the same time, to get good results, work on the text must be well organized. Close attention should be paid to the selection of texts taking into account the age and individual characteristics of students. Adherence to these requirements allows to overcome the shortcomings of the system of exercises presented in the textbook. When organizing work at the senior stage, students should be given the opportunity to show their individuality in the process of performing creative tasks. Our proposed set of tasks makes it possible to meet the requirements for the level of development of oral skills at the senior stage. However, as we have already found out, the benefits of including creatively oriented speaking tasks are difficult to overestimate, because students not only learn new lexical material and develop phonetic skills, but they also «immerse» in the language environment, which allows students to learn a foreign language in more depth. Thanks to such tasks, a favorable psychological climate is created in the classroom, the psychological load is reduced, and emotional tone is increased. As practice has shown, the task of teaching speech is one of the most effective means of improving the level of language proficiency of students in almost all aspects. As for the development of attention in adolescence, the amount of attention, the ability to maintain its intensity for a long time and move from one subject to another are at a given age at a very high level of development. However, the attention becomes selective, significantly dependent on the direction of interests. Another feature of the development of the cognitive sphere in adolescence is that the mental growth of high school students is not so much in the accumulation of skills and changes in certain properties of intelligence, as in the formation of individual style of mental activity. The style of thinking is largely determined by the type of nervous system, as well as the student's ability to balance their individuality with the objective, external conditions of activity. All that has been said above indicates the need for an individual approach to learning that stimulates the independence and creativity of students. Key words: speech, communication skills, text, approach, educational environment.

scholarly journals Modern methods of forming the motivational sphere of students in music classes

2020 ◽  
Vol 210 ◽  
pp. 18125
Author(s):  
Irina Korsakova ◽  
Vitalij Belobragin ◽  
Ekaterina Putria ◽  
Nelli Islamova ◽  
Tatiana Mozdykova ◽  
...  
Keyword(s):  
Music Education ◽  
Individual Characteristics ◽  
Educational Activity ◽  
Factors Affecting ◽  
Self Development ◽  
Personal Approach ◽  
Psychological Knowledge ◽  
The Individual ◽  
High Level ◽  
Level Of Motivation

This paper discusses the concept of “motivation” in relation to the process of music education. The most effective ways of teaching are highlighted, which allow achieving a high level of motivation among students learning music, among which the method of active learning is recognized as the most effective for achieving this goal. The system of various motives that induce the student to educational activity is considered. Particular attention is paid to the process of formation and development of motives and needs; emphasis is placed on the importance of a personal approach to learning, taking into account the individual characteristics and abilities of each student. The personality of the teacher and the nature of his relationship with students are recognized as one of the fundamental factors affecting the success of training. The main pedagogical conditions that contribute to the increase of the motivational sphere of students are highlighted, such as: a personal approach, the creation of a special motivational atmosphere, the aspiration for the transition to self-education and self-development, the choice of the most effective forms of work. The conclusion is made about the necessary presence of internal motivation for the process of learning a subject (in this case, music) for productive educational activity. The problems in the field of music education are revealed, which consists in the lack of psychological knowledge among music teachers about the specifics of the formation of the motivational sphere of students.

scholarly journals Compliance of the expert with the self-isolation in the situation of the COVID-19 pandemic as a factor of the psychological well-being

2020 ◽  
Vol 64 (6) ◽  
pp. 358-363
Author(s):  
Elena A. Sorokoumova ◽  
Elena I. Cherdymova ◽  
Elena B. Puchkova ◽  
Larisa V. Temnova ◽  
Tatiana I. Bonkalo ◽  
...  
Keyword(s):  
Well Being ◽  
Information Support ◽  
Psychological Well Being ◽  
The Family ◽  
Occupational Activities ◽  
Mode Of Life ◽  
Psychological Assistance ◽  
Level Of Understanding ◽  
The Individual ◽  
High Level

Introduction. Experts in many occupations are to carry out their occupational activities in unusual conditions. And in particular, in a remote mode, which can be a factor that reduces the level of psychological well-being of the individual if there is no compliance with the situation of self-isolation. The purpose of the study is to study the teachers’ compliance with the situation of self-isolation during the COVID-19 pandemic. The tasks of the study include the detection of the grade of the compliance with the situation of self-isolation during the pandemic, the analysis of the level of compliance with the situation of self-isolation during the pandemic as a factor of psychological well-being of teachers. Material and methods. We surveyed 124 teachers (between 23 to 67 years). The respondents’ answers are represented on three scales: Understanding the situation of self-isolation’, ‘Understanding of oneself in the situation of isolation, ‘Understanding the characteristics of the interactions and communication in the situation of isolation’. Results. Most respondents agree with the need for self-isolation and consider it to be a practical approach to prevent the incidence of COVID-19. The most pronounced responses are the ones on improving occupational and cultural levels. Most of the respondents note a high level of understanding of the value of relationships. Discussion. In particular, the problem of insufficiently high level of self-understanding in the situation of self-isolation, along with the acknowledgement of the need to comply with it, to be revealed. In this regard, it is advisable to provide psychological assistance in the form of information support for the population. Conclusion. That the better the respondents understand the need for self-isolation, the more effective the process of communication and interaction with others is, and, consequently, the less damage is caused to the level of psychological well-being of the individual. Due to the established lack of understanding of oneself in the situation of self-isolation, the following can be considered practical areas of informational psychological support: critical attitude to information that appears in various sources; building positive relationships within the family; managing work at home to ensure good performance; preserving the ability to return to the usual mode of life after the period of self-isolation.

CONTRIBUTION OF EDUCATION TO SOCIAL CAPITAL DEVELOPMENT

2018 ◽  
Vol 28 (1) ◽  
pp. 25-30
Author(s):  
Vojislav Ilić ◽  
Igor Novaković ◽  
Slobodan Cvetanović
Keyword(s):  
Social Capital ◽  
Human Capital ◽  
Social Engagement ◽  
Processing System ◽  
Physical Capital ◽  
Well Being ◽  
Individual Characteristics ◽  
Social Progress ◽  
The Individual ◽  
Human And Social Capital

During the last decade of the last century, the concept of capital in scientific literature has been significantly expanded. Namely, for decades, the belief that the category of capital includes only visible resources has been modified in terms of extending its comprehensiveness to intangible resources, such as human and social capital. Human capital encompasses knowledge, skills, competencies and characteristics embodied in the individual, which enable the creation of personal, social and economic well-being, while social capital represents the capital of cooperation, interaction, mutual trust and help. When it comes to education, the ability to acquire the necessary knowledge, skills and competences is crucial for the economic and social progress of individual countries. Unlike physical capital that is completely tangible, human and social capital are intangible. Recent approaches, as components of human capital, in addition to education and the level of health status of the population, outline the characteristics of people and societies that have an impact on the effects of work, including factors of ability, motivation and culture, etc. Some experts extend the content of human capital to individual characteristics of people such as creativity, innovation, motivation, attitudes (about life, business, etc.), diligence, responsibility, perseverance, self-initiative, communication success, problem solving, critical thinking, self-study, flexibility and adaptability. The paper considers the contribution of education as one of the basic and absolutely indisputable component of human capital to the development of social capital. It has come to the conclusion that countries with high education of the population tend to become richer and to invest more and more resources in the development of their own processing system. Therefore, in current business conditions in the process of creating human capital, the importance of activities focused on lifelong education and professional development is especially important. Both types of capital are developing in close interdependence. The increase in human capital corresponds significantly to the development of social capital. On the contrary, social capital represents an essential premise of increasing the efficiency of human capital. Moreover, there is not a small number of authors who regard certain attributes of social capital as human capital components. Considering the contribution of education as a component of human capital to the development of social capital, it can be concluded that education does so because it helps young people to recognize their duties as members of society, promote civil and social engagement of people and influence human behavior. Citizens with higher education have a high degree of civic and social engagement. The educated people are much more involved in their communities and take practical steps to improve the welfare of communities in which they live contributing, among other things, to the development of social capital.

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