Reactionalization of minors in secondary education institutions

2019 ◽  
pp. 96-107
Author(s):  
Nataliya Zavatska ◽  
Liana Spytska ◽  
Olena Fedorova ◽  
Alisa Gorobets
Keyword(s):  
Current Practice ◽  
Educational Institution ◽  
Psychological Help ◽  
Spiritual Needs ◽  
Self Monitoring ◽  
Psychological Measures ◽  
Self Image ◽  
Self Development ◽  
The Individual ◽  
Personal Education

The article shows that the current practice of purposeful re-socialization of minors in closed educational establishments is a tendency to use active didactic and psychological methods. It is emphasized that the re-socialization of such minors is a complex complex of rehabilitation, recreational, re-adaptation and other activities and technologies whose task is to return, involve the teenager in the established norms and models of prosocial life. A differentiated approach to the development of social and psychological measures aimed at the resocialization of minors in the conditions of a closed educational institution is proposed. The most common pole personality traits that determine one or another state of adolescent maladaptation are identified. The following tasks of psychological help in the process of re-socialization of minors are defined: for hypertensive people - increasing the desire to set and achieve goals; for the stimulating and the exalted - developing emotional restraint along with emotional expressiveness; for the emotional - engaging logical thinking in the predominant solution of problems; for the pedantic - the development of spiritual needs together with the material; for demonstratives, developing a focus on others, not on oneself, developing a desire for cooperation; for exciting and hypertensive - developing an orientation to specific people and circumstances in the pursuit of the goal, security while maintaining the desire to take risks. The peculiarity of psychoprophylactic work in the process of re-socialization of adolescents in the languages of the closed educational institution was the desire to consolidate the achievements in training at the level of personal education, stable relationships, beliefs, motives, behaviors. The formation of the desire for self-development is the result of compatible with the psychologist of developing his self-image adolescent. It is the most reliable means of self-monitoring that protects against the socially undesirable effects of maladaptation until they have become an integral part of the individual.

Problems of distance education in the context of philosophy of personal education

2021 ◽  
pp. 7-10
Author(s):  
I.E. Ditkovskaya ◽  
Keyword(s):  
Distance Education ◽  
Programming Languages ◽  
Rapid Development ◽  
Independent Learning ◽  
Self Development ◽  
Definition Of ◽  
The Individual ◽  
Independent Work ◽  
Personal Education

Analyzed is experience of distance education in the context of the coronavirus pandemic. In the context of education quality problems, attention is drawn to the inability of most students to organize their independent work and low motivation for independent mastering of the specialty. Meanwhile, under conditions of rapid development of technologies, rapidly changing economic conditions, flexible and timely planning in the context of overcoming the production crisis, specialists, who possess modern technologies in a narrow field, programming languages and the skills of working on specific equipment, are required. But, at the same time, employers are interested in well-educated and big-minded professionals, for example, crisis managers. Graduates should have broad knowledge that allows them to quickly adapt to new requirements, independently choose and master new professions in the future, receiving necessary education, navigate growing flows of information, strive for self-education and self-development, which should be based on the motivation of independent learning. The article focuses on the role of humanitarian knowledge, mastery of which is the basis for self-education and self-development. The definition of the concept of “philosophy of personal education” as a system of thinking in which the principles of philosophy of education are projected onto a personal assessment of one’s own physical, intellectual, spiritual, moral and ethical potential as a foundation for self-education and self-development is given. On the basis of philosophy of personal education, abilities, intellectual and creative potential of the individual are realized and a clear motivation for the need to master a particular specialty and self-improvement in this area is determined.

scholarly journals SELF-DEVELOPMENT OF EDUCATION SEEKERS IN THE CONTEXT OF SYNERGETIC APPROACH AND POST- NEOCLASSICAL EDUCATIONAL PARADIGM

2022 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
HRYHORIY TERESHCHUK ◽  
NATALIA LUPAK
Keyword(s):  
Personal Growth ◽  
Educational Institution ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
Modern World ◽  
Self Development ◽  
Educational Paradigm ◽  
The Individual ◽  
Key Aspects

The problem of self-development of a student related to the transformation of the educational process in the post- neoclassical science is highlighted. This problem is considered in the context of a synergetic approach with the actualization of the needs and opportunities for self-organization of the applicant’s personality as a holistic characteristic of a human. It is noted that the pedagogical process of an educational institution of innovative type should be aimed at developing the abilities of the applicant, their ability to meet the challenges of the information society and self-realization in the changing conditions of the modern world. It is stated that self-development of an applicant within the synergetic paradigm of education requires a reorientation of the educational process from traditional conservative to innovative creative, in which the acquisition of vital competencies is carried out in interaction (communication) with other subjects and taking into account external (physical) and internal (mental) human activity. It is substantiated that the key aspects of the self-development of the student should be focused on the formation of their optimal developmental lifestyle. It is about the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization. In the projections of the synergetic paradigm, the individual as a complex, open, nonlinear system appears with all the potential opportunities for self-development, which can be realized under certain organizational and pedagogical conditions. It is stated that despite the fact that the applicant – the future specialist controls their own development, the teacher of higher education should exercise general management of educational activities and is fully responsible for the quality of training of the applicant. This is inherent in any level of education. The new roles of the modern teacher (“moderator”, “coach”, “tutor”, “speaker”, “medium”, etc.) set adequate requirements for these roles. Not only the updated knowledge, but also the ways of obtaining it and the possibilities of its application become valuable for the student at various stages and levels. Key aspects of self-development: the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization will contribute to the formation of the individual’s personality, open to new knowledge and values, able to realize their own life purpose.

scholarly journals Readiness formation of future lecturers of institution of higher education for professional self-realization

2019 ◽  
Vol 65 (2) ◽  
pp. 314-318
Author(s):  
Oksana Filonenko
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Subjective Experience ◽  
Educational Institution ◽  
Educational Process ◽  
Self Development ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self ◽  
The Individual

In the article different approaches to the definition of the essence of the concepts of «self-realization», «professional self-realization» have been considered. The factors influencing the process of lecturers’ selfactualization, pedagogical conditions of self-actualization of the lecturer’s personality have been singled out. In view of the concepts and approaches analyzed, in our study self-realization is understood as a specially organized activity by the subject, the purpose of which is the realization of their own purpose, as well as the result of this activity, is closely connected with self-development and self-affirmation of the individual. Under professional selfrealization, we mean the socialized way of harmonious development of the individual, combined with the acquisition of professional and practical experience in the process of obtaining a qualification by a future specialist during the period of initial professional formation (studying at a higher school) and improving professional growth in the process of fulfilling professional roles and responsibilities, which is an inalienable attribute of the disclosure and implementation of personal and professional potential. In the article, the professional self-realization of the future lecturer of a higher educational institution has been disclosed as a pedagogical problem, the essence of which is the constant self-improvement and self-development of their own potential. It has been determined that the formation of readiness, the nature of the process of professional self-actualization and its outcome depend on both internal and external conditions. External conditions have a certain impact on the internal, thus changing the level of readiness of the student to professional self-realization. Significant influence on the formation of readiness for self-realization in the professional sphere has a set of pedagogical conditions provided in the process of professional training: actualization of students’ subjective experience and its inclusion in the content of professional training, ensuring communication between the subjects of the educational process on the basis of dialogical interaction, the formation of value guidelines of future lecturers for professional self-realization. It has been established that the effectiveness of the self-realization process is related to the success of a master student’s pedagogical activity in the process of assistant practice and positive future professional benchmarks, which reveals possible career prospects.

scholarly journals The concept of the individual «culture of self-education of a modern» university graduate student

2021 ◽  
Author(s):  
Ю.П. Поспелова ◽  
А.В. Фахрутдинова
Keyword(s):  
Graduate Student ◽  
Educational Institution ◽  
State Standards ◽  
Main Subject ◽  
Individual Culture ◽  
Self Development ◽  
Educational Paradigm ◽  
Definition Of ◽  
The Individual

Актуальность статьи обусловлена процессами глобализации и международной интеграции, определившими новые требования к компетенциям и основным трудовым функциям работников на всех уровнях, которые лежат в основе определения компетенций. Это, в свою очередь определило изменение парадигмы образования, что нашло отражение в государственных стандартах высшего образования. Одновременно с концепцией образования в течение всей жизни, расширением коммуникативного поля, особую значимость обретают не только процессы самообразования и саморазвития выпускника учебного заведения, но и процесс формирования культуры его самообразования. Цель статьи заключается в определении сущности и содержания данного понятия, которое сформулировано авторами на основе анализа и классификации психолого-педагогической, философской и социологической литературы. Статья предназначена для педагогов высшего, среднего профессионального уровней образования. Тhe relevance of the article is devoted to the discussion of the processes of globalization and international integration, which have defined new requirements for the competencies and basic labor functions of employees at all levels. These, in its turn, are the basis for the definition of students’ competencies as the main subject of research. It also helps to define changes in the educational paradigm, which is reflected in the state standards of higher education. Simultaneously with the concept of Lifelong Learning (LLL) and the expansion of the communicative field, it is not just the processes of self-education and self-development, but the process of forming a culture of self-education of a graduate student of an educational institution that is of particular importance. The purpose of the article is to determine the essence and content of this concept (culture of self-education), which is formulated by the authors on the basis of the analysis and classification of psychological, pedagogical, philosophical and sociological literature. The article is intended to be useful for teachers of higher and secondary professional levels of education.

Self-development of novice lecturers at the educational organization of the MIA of Russia

2020 ◽  
Vol 2020 (4) ◽  
pp. 183-189
Author(s):  
Tamara Zhuravleva ◽  
Leonid Borodavko ◽  
Vitali Balakhonsky
Keyword(s):  
Educational Institution ◽  
Educational Activity ◽  
Practical Significance ◽  
Educational Training ◽  
Development System ◽  
Pedagogical Training ◽  
Self Development ◽  
Pedagogical Skills ◽  
Empirical Research Methods ◽  
The Individual

The article considers the novice lecturers’ purposeful pedagogical training at the school of pedagogical skills as a component of the structure of the technology for improving pedagogical skills. The topicality of the problem under research lies in the implementation of the competent specialist’s training at the educational institution in the system of the Ministry of Internal Affairs of Russia. The success of the educational training is possible only due to the teacher’s self-development. Our research is targeted at the defining of the formed self-development system among the novice lecturers. In the process of the experimental study, two groups of novice lecturers with different levels of the formed self-development system are identified. As a result of the research, the reasons for the unformed system of self-development have been revealed: - the lack of the subject’s efforts related to the activity; - doubts about the value of his or her own personality; - the insufficient of self-acceptance as a personality. In the described research the following methods are applied: a theoretical analysis of psychological and pedagogical literature; empirical research methods: the test «Research of self-attitude» by V.V. Stolin, S.R. Panteleev, aimed at representing the individual about the meaning of «I»; a test to determine the level of self-development, aimed at the identifying the subject’s ability to self-development; statistical method for processing research results. The practical significance of the work lies in the fact that within the framework of self-development, the attitude of the individual to his or her “I” among teachers who came from field offices of MIA of Russia to start educational activity has been studied.

Metonymy in Dance: Ballet Bunheads Take a Cognitive Turn

2019 ◽  
Vol 37 (1) ◽  
pp. 18-34
Author(s):  
Edward C. Warburton
Keyword(s):  
Identity Formation ◽  
Cognitive Science ◽  
Artistic Development ◽  
Individual Level ◽  
Figures Of Speech ◽  
Self Image ◽  
Level I ◽  
Dance Educators ◽  
The Individual ◽  
Metaphor And Metonymy

This essay considers metonymy in dance from the perspective of cognitive science. My goal is to unpack the roles of metaphor and metonymy in dance thought and action: how do they arise, how are they understood, how are they to be explained, and in what ways do they determine a person's doing of dance? The premise of this essay is that language matters at the cultural level and can be determinative at the individual level. I contend that some figures of speech, especially metonymic labels like ‘bunhead’, can not only discourage but dehumanize young dancers, treating them not as subjects who dance but as objects to be danced. The use of metonymy to sort young dancers may undermine the development of healthy self-image, impede strong identity formation, and retard creative-artistic development. The paper concludes with a discussion of the influence of metonymy in dance and implications for dance educators.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

scholarly journals Sexual Satisfaction in Obese People

2021 ◽  
Author(s):  
Monika Parchomiuk ◽  
Janusz Kirenko
Keyword(s):  
Sexual Behavior ◽  
Sexual Satisfaction ◽  
Complex Structure ◽  
Test Group ◽  
Obese People ◽  
Clear Cut ◽  
Cultural Conditions ◽  
Full Penetration ◽  
Self Image ◽  
The Individual

AbstractObesity has numerous consequences for the psychosocial and physical functioning of the individual which most often include comorbidities, disorders, and negative social attitudes influencing self-image. These factors indirectly associate obesity with problems in the sphere of sex life. Empirical evidence on this issue is relatively unambiguous but studies that focus on the positive dimensions of sex life do not provide clear-cut conclusions. Previous studies have often been carried out in specific groups and various socio-cultural conditions. The current study analyzed the relationship between sexual satisfaction and a variable describing preferences, expectations, and needs of obese people and non-obese people. Satisfaction was analyzed taking into account two components. One reflected the degree of discrepancy/convergence between the desired and actual frequency of sexual behavior. The other reflected the degree of pleasure felt in connection with actual sexual behavior. The sample consisted of 148 obese people and 128 non-obese people. Three measures were used: the Sexual Activity Questionnaire, Sexual Stimulus Scale, and Sexual Needs and Reaction Scale. The groups did not differ significantly in terms of sexual satisfaction in either dimension. The results of the regression analysis showed a more complex structure of correlations between satisfaction, preferences, expectations, and needs in obese people compared to non-obese people. Also, the activity of the partner, including experiences during full penetration, was found to be most important for pleasure (as one of the dimensions of satisfaction) in the test group.

scholarly journals Current practice and perceptions of safety protocols for the use of intraperitoneal chemotherapy in the operating room: results of the IP-OR international survey

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Daniel Clerc ◽  
Martin Hübner ◽  
K.R. Ashwin ◽  
S.P. Somashekhar ◽  
Beate Rau ◽  
...  
Keyword(s):  
Operating Room ◽  
Intraperitoneal Chemotherapy ◽  
Current Practice ◽  
High Volume ◽  
International Survey ◽  
Protection Measures ◽  
Team Members ◽  
Cleaning Staff ◽  
The Individual ◽  
Or Team

Abstract Objectives To assess the risk perception and the uptake of measures preventing environment-related risks in the operating room (OR) during hyperthermic intraperitoneal chemotherapy (HIPEC) and pressurized intraperitoneal aerosol chemotherapy (PIPAC). Methods A multicentric, international survey among OR teams in high-volume HIPEC and PIPAC centers: Surgeons (Surg), Scrub nurses (ScrubN), Anesthesiologists (Anest), Anesthesiology nurses (AnesthN), and OR Cleaning staff (CleanS). Scores extended from 0–10 (maximum). Results Ten centers in six countries participated in the study (response rate 100%). Two hundred and eleven responses from 68 Surg (32%), 49 ScrubN (23%), 45 Anest (21%), 31 AnesthN (15%), and 18 CleanS (9%) were gathered. Individual uptake of protection measures was 51.4%, similar among professions and between HIPEC and PIPAC. Perceived levels of protection were 7.57 vs. 7.17 for PIPAC and HIPEC, respectively (p<0.05), with Anesth scoring the lowest (6.81). Perceived contamination risk was 4.19 for HIPEC vs. 3.5 for PIPAC (p<0.01). Information level was lower for CleanS and Anesth for HIPEC and PIPAC procedures compared to all other responders (6.48 vs. 4.86, and 6.48 vs. 5.67, p<0.01). Willingness to obtain more information was 86%, the highest among CleanS (94%). Conclusions Experience with the current practice of safety protocols was similar during HIPEC and PIPAC. The individual uptake of protection measures was rather low. The safety perception was better for PIPAC, but the perceived level of protection remained relatively low. The willingness to obtain more information was high. Intensified, standardized training of all OR team members involved in HIPEC and PIPAC is meaningful.

Corporate culture of a university lecturer: theoretical and methodological basis of study

2021 ◽  
pp. 9-14
Author(s):  
Larisa V. Abdalina ◽  
Natalia I. Plaksina
Keyword(s):  
Corporate Culture ◽  
Value Orientations ◽  
Methodological Basis ◽  
Cultural Foundations ◽  
Effective Components ◽  
Self Development ◽  
Cultural Conformity ◽  
Personal Approach ◽  
Definition Of ◽  
The Individual

Based on the analysis of current scientific literature on the issues of improving the corporate culture of a university lecturer, the author’s definition of the concept of “corporate culture of a university lecturer” is formulated. The methodological basis of the study is represented by the following approaches. The ideas of systematic approach were the basis for considering the phenomenon under study as an integral, orderly, complexly organized education and building the process of its improvement. A culturological approach enriched the cultural foundations of considering and understanding the essence of the corporate culture of the lecturer, the process of its improvement by relying on value constructs of interaction, the presentation of cultural forms of self-development. The ideas of personal approach formed the basis for considering the personality of the lecturer with their value orientations, individuality, and subjective position as the main criterion and result of the productive transformation of corporate culture. An activity-based approach has determined the targeted, procedural, and effective components of the activity and interaction of lecturers, the special organization of which is the most important condition for the development of the lecturer’s personality and his corporate culture. The provisions of acmeological approach presented the essence of the development of the corporate culture of the lecturer by taking into account the individual nature of development, as a movement towards maturity, through its contradictions resolved by the lecturer-subject. We note the principles of consistency, humanization, unity of objective and subjective, joint activity, cultural conformity of the development of corporate culture of a university lecturer.

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