scholarly journals The Level of Hardiness of Individuals with Different Strategies of Self-Affirmation as a Factor of Psychologically Safe Educational Environment

2020 ◽  
Author(s):  
Alisa Igorevna Babiy
Keyword(s):  
Psychological Health ◽  
Empirical Data ◽  
Psychological Safety ◽  
Personal Characteristics ◽  
Educational Environment ◽  
Educational Process ◽  
Standard Of Living ◽  
Physical And Psychological Health ◽  
Life Circumstances ◽  
Basic Characteristics

To create a psychologically safe educational process, the most important components will be the personal characteristics of the participants in the educational process. The purpose of this study was to determine the level of hardiness of future specialists with different strategies of self-affirmation as a fac-tor affecting the psychological safety in the educational environment. It is vitality that is one of the basic characteristics that allows participants in the educational process not only to overcome life circumstances and adapt to constantly changing conditions, but also to become stronger, qualitatively improving the standard of living, physical and psychological health. An analysis of the empirical data obtained was presented, as well as the features of psychological and pedagogical support aimed at increasing the resilience of individuals with different self-affirmation strategies.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Satisfaction with Educational Environment of Subjects of Pedagogical Process as an Indicator of Threats to the Children's Psychological Health

2018 ◽  
Vol 7 (2) ◽  
pp. 41-52
Author(s):  
I.V. Vachkov ◽  
S.N. Vachkova
Keyword(s):  
Psychological Health ◽  
Pairwise Comparison ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Organizations ◽  
Real Situation ◽  
Training And Education ◽  
Degree Of Satisfaction ◽  
Comparison Of The Results ◽  
School Heads

The article presents the results of the study of satisfaction with the psycho-didactic component of the educational environment as an indicator of threats to the psychological health of schoolchildren in three groups: parents, teachers and heads of educational organizations. The total number of respondents in the sample was 16,808 people. Satisfaction with the educational environment in the following characteristics was studied: satisfaction with 1) the content of education, 2) the conditions of training, 3) the techniques of training and education used in educational organizations. A pairwise comparison of the results obtained in three groups of respondents revealed statistically significant differences in all characteristics. At the same time, parents showed the highest degree of satisfaction with the psycho-didactic component of the educational environment, which may be due to their insufficient involvement to the educational process and incomplete awareness of the real situation in the schools. Teachers and school heads are less satisfied with the psycho-didactic component of the educational environment and therefore see more risks and threats to the psychological health of children.

scholarly journals Improving the quality of education: risks of virtual educational environment

2021 ◽  
Author(s):  
С.А. Ковчур
Keyword(s):  
Personal Characteristics ◽  
Legal Regulation ◽  
Educational Environment ◽  
Educational Process ◽  
Quality Of Education ◽  
Digital Learning ◽  
Negative Consequences ◽  
Effective Work ◽  
The Impact

В статье рассматривается проблема влияния рисков виртуальной образовательной среды на качество образования. С точки зрения педагогического взаимодействия как основы цифрового образовательного процесса выделяются риски, связанные с внешними организационными условиями реализации цифрового образования (отсутствие финансирования, принятие неэффективных управленческих решений, недостаточное нормативно-правовое регулирование, отсутствие материально-технического обеспечения, ограничение доступа к образовательным услугам), и психолого-педагогические риски (дидактические ошибки и недостатки в организации цифрового обучения, обусловленные неготовностью к деятельности в виртуальной образовательной среде участников педагогического взаимодействия, и их личностные характеристики, препятствующие эффективной работе). На основе анализа практической реализации проектных технологий даны рекомендации по предупреждению негативных последствий неготовности преподавателей и студентов к учебной деятельности в условиях виртуальной образовательной среды. The article deals with the problem of the impact of virtual educational environment risks on the quality of education. From the perspective of pedagogical interaction as of the basis of a digital educational process, the article highlights the risks associated with external organizational conditions of the implementation of digital education. Among them, there is a risk of a lack of funding, of making inefficient management decisions, of insufficient legal regulation, of a lack of logistical support, and of restricted access to education. Psychological and pedagogical risks are didactic mistakes and defects in the organization of digital learning, and personal characteristics as obstacles to effective work – both due to the unpreparedness of the participants of pedagogical interaction to work in the virtual educational environment. The author expresses opinion of the different degrees of such risks manifestation and the occurrence of consequences for the quality of education. Based on the analysis of practical experience in the implementation of project technologies, recommendations are offered to prevent the negative consequences caused by the unpreparedness of teachers and students learning in virtual educational environment.

Readiness of Teachers to Ensure Psychological Safety in the Context of Distance Learning

2020 ◽  
Vol 15 (4) ◽  
pp. 145-152
Author(s):  
Skorova Larisa V. ◽  
◽  
Kachimskaya Anna Yu. ◽  
Keyword(s):  
Distance Learning ◽  
Emotional Support ◽  
Personal Experience ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Process ◽  
Main Research ◽  
Activity Component ◽  
Main Components ◽  
Operational Component

The relevance of the study is due to the need to find ways to ensure the psychological safety of distance educational environment, as well as the lack of development of characteristics and safety indicators of the educational process during distance learning at school. The main research methods were theoretical methods aimed at creating theoretical generalizations, determining the content of teachers’ readiness to ensure psychological safety in the context of distance learning and empirical methods that identify the main components of readiness using a research methodology.The article discusses the results of a study of the readiness of teachers to ensure psychological safety in the context of distance learning in three components: a) the operational component, which is represented by communicative, constructive and gnostic skills that determine the teacher’s behavior in ensuring safe and comfortable interaction with distance learning; b) the reflexive component involves understanding the problem of safe-comfortable interaction in the context of distance learning and identifying ways to solve it based on introspection of one’s activities; c) the activity component is represented by the personal experience of the teacher in using special ways of working with students to ensure psychological safety in the distance educational environment. The conditions for teaching teachers to develop their competence to ensure the psychological safety of distance learning environments are defined: mastering the methods of organizing the educational process, ways to maintain the self-organization of the educational process, building an individual motivational system for the student and emotional support in real distance learning.

Environmental Awareness and Inclination towards Walking: A Smartphone Application based study

2020 ◽  
Vol 02 (01) ◽  
pp. 15-21
Author(s):  
Uneb Gazder
Keyword(s):  
Family Structure ◽  
Psychological Health ◽  
Mobile Application ◽  
Personal Characteristics ◽  
Smartphone Application ◽  
Walking Distance ◽  
Walking Behavior ◽  
Financial Status ◽  
Traffic Demand ◽  
Physical And Psychological Health

Walking is considered to be one of the sustainable modes of transportation which reduces traffic demand leading to lower levels of pollution and congestion. It has resulted in improved physical and psychological health of individuals. This study focuses on studying walking behavior of travelers in Bahrain. Walking data was collected through Moves mobile application while a questionnaire survey was conducted to find the characteristics of the participants. Walking distance per day was found to be approximately 400m on average which is insufficient to have any significant impact on health. There was no significant change in walking behavior between day and night timings. Walking behavior was found to be related to familiarity with location, financial status and family structure of the participants. Personal characteristics (age, gender, etc.) and perception of the participant did not have any significant impact on walking behavior. It is recommended to increase awareness related to walking and improve pedestrian facilities in all areas of Bahrain to promote walking.

scholarly journals The problem of psychological safety of students in the educational space of higher education

2021 ◽  
Author(s):  
Н.П. Ничипоренко ◽  
С.В. Хусаинова
Keyword(s):  
Higher Education ◽  
Psychological Health ◽  
Psychological Safety ◽  
Educational Environment ◽  
Point Of View ◽  
Educational Institutions ◽  
The Republic ◽  
Questionnaire Method ◽  
Adaptation Processes ◽  
The Relationship

Статья посвящена проблеме психологической безопасности образовательного пространства высшей школы, в частности, – исследованию удовлетворенности образовательной средой студентов гуманитарных специальностей. Актуальность темы обусловлена необходимостью проектирования условий, способствующих сохранению психического и психологического здоровья молодежи. Целью нашего исследования являлся анализ психологического описания характеристик в образовательном пространстве высшей школы, значимых с точки зрения психологической безопасности обучающихся. В данном исследовании изучены взаимосвязи характеристик образовательной среды (позитивные переживания интереса, радости, удовлетворенности, и выраженности негативных эмоций страха, гнева и обиды) с уровнем депрессивности студентов. В статье анализируются результаты студентов высших учебных заведений гуманитарного профиля Республики Татарстан (выборка 7383 студента). В ходе исследования методом анкетирования изучались параметры образовательной среды, влияющие на психологическую безопасность личности – эмоциональное отношение к обучению и удовлетворенность образовательной средой. Данное исследование предназначено для педагогов психологов, преподавателей и заинтересованных лиц в развитии психологически безопасного образовательного пространства высшей школы. Материалы исследования могут быть использованы при организации и проведении мероприятий по психологической профилактике и сопровождению процессов адаптации студентов высших и средних учебных заведений. The article is devoted to the problem of psychological safety of the educational space of higher education, in particular, to the study of satisfaction with the educational environment of students of humanitarian specialties. The relevance of the topic is due to the need to design conditions conducive to the preservation of mental and psychological health of young people. The purpose of our study was to analyze the psychological description of characteristics in the educational space of higher education, which are significant from the point of view of the psychological safety of students. This study investigated the relationship between the characteristics of the educational environment (positive experiences of interest, joy, satisfaction, and the severity of negative emotions of fear, anger and resentment) with the level of students' depression. The article analyzes the results of students of higher educational institutions of the humanitarian profile of the Republic of Tatarstan (sample of 7383 students). In the course of the study, the parameters of the educational environment that affect the psychological safety of an individual - emotional attitude to learning and satisfaction with the educational environment - were studied using the questionnaire method. This study is intended for educational psychologists, teachers and those interested in the development of a psychologically safe educational space for higher education. The research materials can be used in the organization and implementation of measures for psychological prevention and support of the adaptation processes of students of higher and secondary educational institutions.

scholarly journals Design the Professional Educational Environment for Teacher in the Conditions of the Introduction and Development of Professional Standard of the Activity: the Leningrad Oblast Experience

2016 ◽  
Vol 8 (2) ◽  
pp. 1-10 ◽  
Author(s):  
I.A. Bayeva ◽  
S.V. Tarasov
Keyword(s):  
Synergistic Effect ◽  
Educational System ◽  
System Approach ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Standard ◽  
Leningrad Oblast ◽  
Innovative Project

On the example of the educational system of Leningrad oblast the authors analyse how the environmental approach can be used in the implementation of the professional standard for teachers. The issues concerning the process of the implementation and acquisition of the professional standard are discussed in relation to the innovative project “Safe Educational Environment” carried out in collaboration with the Russian Academy of Education. This project is aimed at setting up the most socially significant components of professional and educational environment as well as at creating and testing a system of psychological safety support for subjects of the educational process in the region. The authors emphasize the advantages of the system approach that implies the introduction of various innovations in education and helps to achieve a synergistic effect in the teacher’s professional activity. Also, they show how the methodology of the environmental approach may be employed in the designing of professional educational environment as one of the technologies in the teacher’s practice.

scholarly journals Correlation between the health of first-year students and adaptation to educational environment of a medical university

2020 ◽  
pp. 38-55
Author(s):  
Marina Borisovna Chizhkova
Keyword(s):  
Psychological Health ◽  
Substantial Reduction ◽  
Educational Environment ◽  
Practical Implementation ◽  
First Year ◽  
Spring Semester ◽  
First Year Students ◽  
Physical And Psychological Health ◽  
The University ◽  
Medical University

  The article presents the results of research on the place and role of health in the process of adaptation of future physicians to educational environment of a medical university. The subject of this article is the dependence of physical and psychological health of first-year students on the of adaptation and anxiety indicators in the university. The research methodology is based on the representation of health as the fundamental determinant responsible for the dynamic balance between students and the new conditions of professional becoming. Methodological toolset contains the following psychological techniques: questionnaires “Adaptation of Students in the University” (T. D. Dubovitskaya, A. V. Krylova), “Anxiety of the Students” (modification of the questionnaire J. Taylor), MOS SF-36 questionnaire (J. E. Ware, adapted by E. I. Shubochkina and co-authors.). The research was conducted during one academic year and consisted of two stages: October 2018 and in April 2019; reference set involved 120 first-year students (63 and 57 people respectively). Implementation φ-Fisher multifunctional, parametric Student’s t-test, Spearman's rank correlation coefficient, interpretation and summary of statistical data analysis allowed making conclusions that comply with the set goal advanced hypotheses: the dynamics of subjective assessment by first-year students of their physical and psychological health is characterized with the extended physical and social functioning, endurance, life activity in the context of lower level of role functioning substantiated by the emotional distress; dependence of health on adaptation and anxiety indicators is most evident during the fall semester and least evident in the spring semester; shift of this vector from academic to social adaptation, as well as substantial reduction in the number of intercorrelations, mainstream the problem of the dynamics of determinant impact of health upon the success of initial educational period. The acquired data can find practical implementation in development of theoretical-methodological framework for coordinating the adaptation process of first-year students to the educational environment of a medical university.  

scholarly journals Teenage Bullying: Directions for Helping and Preventative Work

2019 ◽  
Vol 16 (3) ◽  
pp. 50-57 ◽  
Author(s):  
E.N. Volkova
Keyword(s):  
School Environment ◽  
Empirical Studies ◽  
Personal Characteristics ◽  
Prevention Programs ◽  
Bullying Prevention ◽  
Educational Environment ◽  
Educational Process ◽  
Treatment Programs ◽  
Treatment And Prevention ◽  
Culturally Adapted

The article includes results of the theoretical and empirical studies of bullying among teenagers. This studies made by Russian and foreign researchers might form the basis for prevention program in educational environment and treatment programs for bullying participants. Personal characteristics of bullies, victims and witnesses define the mechanisms and content of treatment and prevention programs. Analysis of relations in the family of a teenager together with assessment of school environment, most importantly relations between teachers and other subject of educational process, are the key elements of preventive work. The main strategy of bullying prevention should be focused on changing the behavior of all subjects involved in education, mostly adults: parents and teachers, not only the teenagers. The key addressees of prevention are the teenagers who witness bullying. Bullying prevention programs in educational environment must be culturally adapted.

scholarly journals New semantic values of pedagogical activity in ensuring the psychological safety of the child

2021 ◽  
Author(s):  
И.Е. Девятова
Keyword(s):  
Professional Development ◽  
Psychological Health ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Organizations ◽  
Value Consciousness ◽  
Chelyabinsk Region ◽  
Semantic Values ◽  
Scientific Pedagogical

В статье актуализируется проблема влияния ценностного сознания учителя на безопасное развитие личности ребенка в образовательной среде школы. Проблема обосновывается на социально-педагогическом, научно-педагогическом и научно-методическом уровнях. В статье анализируются подходы к оценке ценностей и смыслов современного учителя, тенденции в их формировании в условиях новых требований и вызовов образования. Определяются место и роль ценностных смыслов в личностном и профессиональном развитии педагога. Обосновывается влияние смысловых структур на профессионализм учителя и принятие им ценности детства и его психологического здоровья. Приводятся результаты изучения смысловых уровней в структуре личности педагогических работников школ Челябинской области. Показаны пути для развития, преобразования и коррекции ценностного сознания учителя в условиях формального и неформального повышения квалификации. Статья предназначена для работников системы образования, руководителей образовательных организаций, исследователей. The article actualizes the problem of the influence of the value consciousness of the teacher on the safe development of the child's personality in the educational environment of the school. The problem is justified at the socio-pedagogical, scientific-pedagogical and scientific-methodological levels. The article analyzes the approaches to the assessment of the values and meanings of the modern teacher, the trends in their formation in the context of new requirements and challenges of education. The place and role of value meanings in the personal and professional development of the teacher are determined. The author substantiates the influence of semantic structures on the teacher's professionalism and acceptance of the value of childhood and his psychological health. The results of the study of semantic levels in the personality structure of teachers of schools in the Chelyabinsk region are presented. The ways for the development, transformation and correction of the teacher's value consciousness in the conditions of formal and informal professional development are shown. The article is intended for employees of the education system, heads of educational organizations, and researchers.

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