scholarly journals Prospects for the professional and personal development of the penal system leaders reserve of the Russian Federation as a factor in the prevention of malfeasance

2020 ◽  
Vol 48 (6) ◽  
pp. 384-396
Author(s):  
Nadezhda A. Tsvetkova ◽  
◽  
Svetlana V. Kulakova ◽  
Elena A. Volodarskaya ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Psychological Climate ◽  
Diagnostic Tools ◽  
Legal Consciousness ◽  
Expert Assessment ◽  
Penal System ◽  
Psychological Activity

The effectiveness of penitentiary activities, assuming the authoritarianism of the management system, is largely determined by the individual and personal characteristics of unit heads of the penal system, who need to show their managerial abilities as fully as possible, but not every leader has a sufficient amount of such abilities. If he/she does, he/she cannot always demonstrate them to the fullest extent. In this case, there can be serious miscalculations, leading to certain socio-psychological and criminological consequences. Among them, the instability of the socio-psychological climate in a team, provoking a high employee turnover, which does not allow forming the key personnel of a unit, as well as a high risk that subordinate employees, projecting the style, manner of communication and affects of the management, begin to show socially disapproving and even self-destructive forms of behavior, such as various forms of aggression towards oneself and others, neglect of safety requirements at work and in everyday life, unlawful actions against convicts, etc. One of the most important factors in the prevention of these phenomena is the system of work with a personnel reserve for managerial positions. The arsenal of diagnostic tools for the study of 65 employees working in the penal system, who are middle managers in the personnel reserve, included a set of methods: a) analysis of documents; b) expert assessment of the employee’s personality; c) psychological testing, which allows obtaining a generalized psychological profile of a personality according to the estimates of five “traits of an adequate personality”, motivators of socio-psychological activity, the style of behavior self-regulation, levels of legal consciousness and faith in people, as well as self-assessment of professional development opportunities and career prospects. The generalized characteristics of the respondents show that 88% of them meet the requirements for penitentiary activities. The respondents have an average level of emotional intelligence development with a tendency to lower; their style of behavior self-regulation is accentuated due to their relatively poorly developed independence; 95% of respondents have a high and medium level of legal consciousness development; 70% of them are distinguished by their distrust of people; the leading motivator of their socio-psychological activity is success achievement. All surveyed employees see opportunities for their professional development, although about 30% of them have concerns about promotion opportunities in this system. Based on the results obtained, the resources of success and the four most important areas of work with the personnel reserve were identified.

scholarly journals HUBRISTIC MOTIVATION AS A FACTOR OF THE PRIMARY SCHOOL’S PUPILS’ PERSONAL DEVELOPMENT

2019 ◽  
pp. 150-168
Author(s):  
К. Фоменко ◽  
В. Надьон ◽  
Н. Діомідова ◽  
О. Шукалова
Keyword(s):  
Personality Traits ◽  
Personal Development ◽  
Fairy Tale ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Current Status ◽  
Self Awareness ◽  
Emotional States ◽  
Personal Traits ◽  
Junior Students

Relevance of the problem:The study of junior students' hubristic motives is a new area of scientific research, so the study of the features of younger students' self-awareness and personality traits, depending on their dominant hubristic motivation, is relevant. Aim: determination of self-awareness and personality traits, depending on pupil’s dominant hubristic motivation Methodology of the research: The projective methodology "Fairy tale Kingdom", projective "Tree" Technique (John and Dian Lampen), the Fairy Tale Test (by K. Colacclaw), methodology "Style of Self-Regulation of Children's Behavior - SSRCB M2" V.I. Morosanova. The sample included 204 students (3-d and 4-th forms) of Gymnasium № 169 in Kharkiv. Results of the research. The motivation of superiority over others in younger students involves perceiving their current status as a leader in the classroom. The real and desirable student`s status corresponds to his/her hubristic degree, as well as to the dominant emotional states (aggression or anxiety), motives (affiliate needs that determine the motives of cooperation or needs for superiority, which determine the motives of competition) or personal characteristics. Typological profiles of hubristic motivation determine the awareness of one's own status in the class and the desire to change it, determine the manifestation of personal traits, needs, motives and dominant emotional states. Hubristic motivation in younger school age affects the ability to self-regulate behavior.

scholarly journals PEDAGOGICAL FEASIBILITY OF THE USE OF A REFLECTIVE DIARY IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 31 (4) ◽  
pp. 463-468
Author(s):  
A.S. Zelko ◽  
V.S. Sirenko ◽  
A.A. Strelnikova
Keyword(s):  
Primary School ◽  
School Children ◽  
School Child ◽  
Personal Development ◽  
Personal Characteristics ◽  
Feedback System ◽  
Primary School Child ◽  
Educational Process ◽  
Primary School Children ◽  
Diagnostic Tools

In the context of the problem of development of the personality of a primary school child, a reflective diary is considered as a pedagogical tool for personal development of a primary school child and the feasibility of its use in primary school is revealed. The purpose of creating a reflective diary is defined; the effectiveness of using the developed reflective diary is evaluated from the point of view of developing skills of independent work, reflexive skills of a primary school child, in accordance with the indicators of quantitative and qualitative changes in the level of development of the personality of a primary school child. A feedback system has been developed from primary school children in the form of a questionnaire. A number of pedagogical conditions for the effectiveness of the use of a reflective diary are listed: adherence to the frequency of keeping a diary, the use of diagnostic tools in the diary, the stages in filling out the diary, the completeness of the tasks of the diary and recording achievements in the corresponding section, conducting a secondary diagnosis of indicators of the personal characteristics of a younger student, recognizing improvements in the personality of the child by parents, teachers and the child himself. A scale for assessing the effectiveness of a reflective diary is provided. A conclusion is made about the degree of development of the system for assessing the effectiveness of the use of a reflective diary in the educational process of a primary school child.

scholarly journals Dependence of Legal Awareness on the Individual Psychological Characteristics of Public Officers

2019 ◽  
Vol 9 (4) ◽  
pp. 33-48 ◽  
Author(s):  
I.N. Noss ◽  
V.G. Bulygina ◽  
T.N. Kabanova
Keyword(s):  
Personal Characteristics ◽  
Self Control ◽  
Psychological Characteristics ◽  
Legal Consciousness ◽  
Expert Assessment ◽  
Subjective Perception ◽  
Entire Volume ◽  
Service Employees ◽  
Professional Activities ◽  
The Individual

The article considers legal awareness as a subjective perception of legal phenomena by citizens. It is assumed that there is an individual predisposition towards law-conscious behavior. In a sample of 2011 subjects, employees of state bodies, the dependence of legal awareness on the personal characteristics of employees performing duties in the field of legal relations was studied. Legal awareness correlates with the activities of civil servants indirectly through a system of real legal actions and does not always coincide with labor productivity (action - attitude). The study of justice was carried out using the test of L.A. Yasyukova. Individual psychological characteristics were identified through the use of intelligent techniques, the modification of MMPI, the locus of control, the test of volitional self-control and the motivational profile of Ritchie-Martin. To assess the success (effectiveness) of the staff professional activities, an expert assessment was performed. It was revealed that legal consciousness has a specification and depends on the type of activity of public officers. Relations can be traced within the entire volume of personal characteristics. The article provides data on the correlation of legal consciousness and individual psychological characteristics of public service employees in the verbal and cogitative, characterological and motivational spheres.

scholarly journals Career and Professional Development of the Head of the Organization

2022 ◽  
Vol 2021 (4) ◽  
pp. 482-495
Author(s):  
Elena Shpakovskaya ◽  
Oksana Tokar' ◽  
Renata Gasanova ◽  
Tat'yana Hudyakova ◽  
Ol'ga Stepanova ◽  
...  
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Corporate Culture ◽  
Personal Development ◽  
Large Scale ◽  
Psychological Climate ◽  
Career Management ◽  
Managerial Performance ◽  
Effective Leader ◽  
The Status

The present research featured the career and professional development of the head of a modern organization. The status and career development of specialists and managers often come into dissonance. Managerialism, corruption, and other deformations create contradictions that require targeted and large-scale efforts, e.g. innovative career management technologies. The research objective was to analyze modern problems of managing the career and professional development of CEO personnel. The career and professional path of a CEO is a cultural phenomenon. They are closely related to one's development as a personality, a partner, and a specialist, which forms a system of competencies. These competencies also reflect and generate changes in the area of intrapersonal and interpersonal improvement. Personal development depends on the accumulation and processing of life and career experience. As a rule, this experience is neither purposeful nor reflexive. As a result, it gives little large-scale effect. The study and reflection should prevent and correct violations of professional-labor and social-career development, including careerograms, customized work trajectories, psychotechnologies of career management, etc. Performance of a manager is a multilevel system of interconnected individual components. Managerial performance can be improved as a systemic correlation of the existing and emerging qualities of a manager with the peculiarities of the organization, i.e. corporate culture, socio-psychological climate, internal education and mutual assistance, a system of selection and support, a system of professionally important qualities of an effective leader, ergo design of staff, psychophysiological harmony, etc.

Revealing of propensity to development of stress-induced somatic diseases in military university cadets based on psychophysiological, psychological and psychosocial characteristics

2021 ◽  
Vol 23 (2) ◽  
pp. 45-52
Author(s):  
Natalya V. Zelenina ◽  
Irina V. Fedotkina ◽  
Sergey S. Nazarov ◽  
Vladislav V. Yusupov
Keyword(s):  
Personal Development ◽  
Self Regulation ◽  
Circulatory System ◽  
Personal Characteristics ◽  
Psychosocial Characteristics ◽  
Self Disclosure ◽  
International Statistical Classification ◽  
Personalized Approach ◽  
As Stress ◽  
Somatic Diseases

It was found that the frequency of stress-induced somatic diseases in cadets during 45 training years increased from 0 in the I cours to 10% in the VVI courses. The first place in frequency is occupied by diseases of the digestive system (K00K93 according to the International Statistical Classification of Diseases and Related Health Problem 10th revision), during the training their level increased from 0 to 7.3%. Diseases of the circulatory system (I00I99) increased to 2.7%. Based on the psychophysiological, psychological and psychosocial indicators of the surveyed cadets, a discriminant analysis was performed and a linear classification function model for predicting the propensity to stress-induced somatic diseases was obtained. The model is statistically significant, the percentage of correct classifications is 95.8%, that indicates a good separation ability of this model. The stability of the model indicators during the entire training period is shown, so that makes it possible to use it as a prognostic model and apply to identify propensity of the junior cadet to developing stress-induced somatic diseases. Timely identification of cadets who are prone to developing stress-induced somatic diseases and personalized approach to psychological correction will contribute to the prevention of somatic health disorders, the increasing of efficiency and reliability of activity and the professional longevity of future military specialists. The indicators included in the model shows that the propensity to stress-induced somatic diseases is determined by both innate features (the speed of nervous processes and the ratio of inhibition and stimulation in the central nervous system, typological properties of the personality), and acquired skills of social behavior (coping models and psychosocial characteristics of the personality), as well as stress-induced neurotic manifestations which accumulated in the process of personal development. Psychological correction should be aimed at awareness and self-disclosure of their personal characteristics while developing the desired behavioral and social interaction skills, as well as training in mental self-regulation skills.

scholarly journals PERSONAL RELIABILITY OF RESCUERS OF THE MINISTRY OF EMERGENCY SITUATIONS AND THEIR PROFESSIONAL SUCCESS WHEN LEAVING FOR EMERGENCIES AND IN A TRAINING SITUATION

2020 ◽  
pp. 221-250
Author(s):  
Natalia N. Simonova ◽  
Alexandra S. Mastrenko ◽  
Faniya R. Sultanova ◽  
Lyudmila M. Gubaidulina ◽  
Valentina V. Barabanshchikova
Keyword(s):  
Large Scale ◽  
Self Regulation ◽  
Psychological Climate ◽  
Expert Assessment ◽  
Personality Factors ◽  
Self Assessment ◽  
Emergency Situations ◽  
Professional Success ◽  
The Social ◽  
Motivational Profile

Relevance. Professional reliability is a complex multidimensional construct that is used to predict the professional success of specialists working in extreme conditions. Such forecasting is possible in large-scale studies using complex mul- ti-stage modeling, but the forecast will be abstract, not applicable to individual cases. An alternative is to predict certain aspects of success. At the same time, the components of “personal reliability” have the greatest predictive value, since with the development of civilization and changes in the “man-machine” relationship, the internal content of professional reliability shifted from a predominantly functional component to motivational, moral and socio-psychological, including the phenomenon of self-regulation. The purpose of the research is to study the components of personal reliability as possible predictors of certain aspects of professional success of rescuers. Sample: 31 specialists (men), rescuers of one of the Subdivision Ministry of Emergency Situations AQUASPASS, aged 24 to 45 years. Research methods: expert assessment of professional success; self-assessment of the level of professionalism; case method; test questionnaire A.V. Zverkova and E.V. Eydman “Research of volitional self-regulation”; “11 personality factors”; test “Motivational Profile” by Ritchie S., Martin P.; Rosenzweig frustration test; “Express methodology” for studying the social and psychological climate in a team (OS Mikhalyuk and A.Yu. Shalyto); diagnostics of the attractiveness of labor (V.M. Snetkov). Conclusions (briefly): a) it is possible to use the indicator of success in a training situation as a predictor of professional success; b) the influence of each of the components of personal reliability on different aspects of professional success is differentiated, therefore, forecasting is more optimal also in differentiated options; c) the effectiveness of socio-psychological interaction makes an important contribution to professional success, and the components of the socio-psychological climate play different roles in this.

scholarly journals DIFFERENCE OF WOMEN’S AND MEN’S PERSONAL QUALITIES IMPORTANT FOR PROFESSIONAL CAREERS

2021 ◽  
Vol 7 (4) ◽  
pp. 109-121
Author(s):  
Natalia Nazarenko ◽  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Growth ◽  
Personal Characteristics ◽  
Personal Factors ◽  
Leadership Qualities ◽  
Professional Career ◽  
Professional Careers ◽  
Personal Qualities ◽  
Gender Role Stereotype

The article presented theoretically and empirically personal qualities important for a professional career. Basing on analysed scientific literature and the experimental study, we identified the most significant qualities of women and men important for professional growth. We found that women and men had personal factors influencing the active development of stable, conscious ideas about themselves and their place in the professional area. The peculiarities of existing professional gender-role stereotype and their formation were substantiated. The peculiarities of research approaches to the problem of working women and men were revealed. All components of personal characteristics, assessment of one’s own personality as a professional one were closely related to professional development. The specific personal characteristics in the professional careers of women and men were analyzed. We also determined that career choosing is influenced by personal, social and psychological factors. The analysed personal qualities influencing an individual’s professional development showed that every person has their own individual concept, motivation, motives, values, desires, by which they guided at career choosing. The aspects of the study on an individual’s professional development were considered and the internal determinants determining further personal development were identified. The article determines that personal, business qualities and skills should be highlighted; it helps to understand people’s weaknesses, strengths and fairly assess professional goals; such approach is the most comprehensive and productive. Because personal qualities influence career building, there is reason to believe that there are some differences in the professional area of women and men: women are more focused on communication and interactions, they able to establish contacts with others and regulate relationships, while men have leadership qualities, showing independence in judgments, tend to focus on their own views and preferences, more courageous and independent. The integrative role of personal factors for a specialist’s professionalization was empirically clarified. Professional work evokes a tendency to continuously develop boundless creative potential in various areas of life.

scholarly journals ФОРМУВАННЯ ЕМОЦІЙНОЇ САМОРЕГУЛЯЦІЇ МАЙБУТНІХ ВИХОВАТЕЛІВ

2019 ◽  
pp. 305-311
Author(s):  
Оксана Войтович
Keyword(s):  
Self Regulation ◽  
Emotional Stability ◽  
Psychological Climate ◽  
Professional Activity ◽  
Expert Assessment ◽  
Preschool Teacher ◽  
Future Teachers ◽  
Self Confidence ◽  
Professional Self ◽  
Definition Of

Анотація. У статті аналізується проблема формування якостей емоційної сфери майбутнього вихователя, зокрема особливості її розвитку в процесі підготовки студентів до професійної діяльності. Аналізуються психолого-педагогічні дослідження проблеми. Подається визначення емоційної стійкості,  емоційного вигорання та саморегуляції вихователя, аналізуються її складові, а також симптоми порушень емоційної саморегуляції та методи їх визначення (метод спостереження, бесіди, експертних оцінок, аналізу документації, тести),  наводяться чинники, які їх детермінують (взаємини в колективі і з керівництвом, ставлення до об’єкта праці, негативний соціально-психологічний клімат, наявність напруженості й конфліктів у професійному середовищі). Розглядається система засобів формування емоційної стійкості та саморегуляції в процесі підготовки студентів до професійної діяльності та профілактики порушень (семінари, практичні заняття з елементами тренінгу, спрямовані на ознайомлення з особливостями професійної саморегуляції та феноменом вигоряння). Стаття містить  результати експериментального дослідження з проблеми, а саме визначення рівнів емоційної стійкості та саморегуляції студентів та напрями роботи з розвитку емоційної сфери майбутніх вихователів. Корекційні техніки, представлені в статті, спрямовані на підвищення самооцінки, впевненості в собі, рівня емпатії, корекції мотивів домагань студентів. Abstract.  A subject of the article is to analyze the problem of the emotional sphere qualities forming in the future preschool teacher, in particular the special aspects of its development in the preparing students for professional activity process. Psychological and pedagogical reseach of the problem are analyzed. The definition of emotional stability and self-regulation of the preschool teacher is presented, its components as well as the symptoms of the emotional self-regulation problems and methods of their determination are analyzed (surveillance, conversations, expert assessment, documentation analysis, tests), factors that determine them are presented (relationships with the group and management, attitude to the object of work, negative socio-psychological climate, the presence of tension and conflict in the professional environment). It is reviewed the system of means of forming emotional stability and self-regulation in the process of preparing students for professional activity and prevention of violations ( seminars, practical classes trainings, aimed at familiarization with the features of professional self-regulation and professional burnout phenomenon). The content of the concepts "emotional stability" and "components of emotional stability", "emotional self-regulation", "emotional burnout" are specified. The article contains the results of experimental research on the problem, namely the determination of the emotional stability levels, students' self-regulation and directions of work on the emotional sphere development of future teachers. Presented in the article correction techniques are aimed at raising self-esteem, self-confidence, empathy level, correction of motives of students' aspirations. The program envisages the work of future teachers in the areas of workload reduction, activities restructuring (competent distribution of working tasks), division of responsibilities, using of different ways of compensation of the spent efforts, tracking of results, getting gratitude from pupils' parents, self-presentation in the environment.

scholarly journals Stylistic Peculiarities of Personality Behavior Self-regulation in Late Adolescence

2013 ◽  
Vol 2 (1) ◽  
pp. 41-47
Author(s):  
L. V. Papsheva ◽  
Keyword(s):  
Personal Development ◽  
Self Regulation ◽  
Depression Scale ◽  
Personal Characteristics ◽  
Late Adolescence ◽  
High Rate ◽  
Personality Factor ◽  
Anxiety State ◽  
Sixteen Personality Factor ◽  
Oriented Activity

The results of the study on stylistic peculiarities of personality behavior self-regulation in late adolescence are stated. The data of analysis of psychological concepts of conscious activity and behavior self-regulation are given (after C. Sherrington, I. M. Sechenov, L. S. Vygotsky, O. A. Konopkin, V. I. Morosanova). The work concentrates on understanding of stylistic peculiarities of self-regulation as being typical for a person and most essential individual peculiarities of self-organization and controlling external and internal goal-oriented activity which consistently shows itself in different types of one. Empiric research is made on the sample of senior school children of general educational schools of Saratov (n = 180, age 15–16). Complex of methods was applied: sixteen personality factor questionnaire by Cattel, Bass - Darky questionnaire, Zung Depression Scale (adapted by T. I. Balashova), “Anxiety state” test (C. D. Spielberg, L. Yu. Khanin), “Style of behavior selfregulation” questionnaire by V. I. Morosanova; method of correlative analysis allowed pointing out the structure of self-regulation stylistic peculiarities depending on personal characteristics of adolescent. The peculiarities of interrelations between self-regulation components and a variety of personal characteristics are represented. Thus, for instance, it is typical for the adolescents with high rate of distrust to other people to carefully premeditate his/her ways of actions towards objectives, circumstantiate and expand programs under development with account of significance of the external and internal conditions of his/her activity. The applied aspect of the problem under study can be actualized by solving tasks of psychological follow-up for school children’s personal development.

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

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