scholarly journals PSYCHOTHERAPY: DISCUSSION ISSUES OF TRAINING AND ACTIVITIES OF PSYCHOTHERAPEUTIC PROFESSIONALS

2021 ◽  
pp. 9-31
Author(s):  
H. Kalmykov
Keyword(s):  
Higher Education ◽  
Psychological Problem ◽  
Problem Analysis ◽  
Institutions Of Higher Education ◽  
Current State ◽  
Psychological Assistance ◽  
Definition Of ◽  
Object Of Study ◽  
The Right ◽  
The Relationship

The article deals with highlighting of the results of psychological problem analysis demanded by the current state of the development of psychotherapy – medical and psychological science and practice of treatment by word; establishing the relationship between psychology, psychiatry and psychotherapy, which has been recently formed in the world practice on providing psychological care; identifying the ideas of scientists and practitioners working in the field of psychotherapy, the strategies and tactics of training future psychotherapists in universities. The article presents debatable, sometimes diametrically opposed, views of domestic and foreign scientists (physicians, practicing psychotherapists and supervisors) on the definition of their own, different from each other, subjects in psychology, psychiatry and psychotherapy - sciences related to a common object of study – the human psyche, as well as which of the specialists who provide psychological assistance has the right to work as a psychotherapist. Considerable attention in the content of this article is paid to the explanation of what points of view exist in the representatives of science, public organizations, medicine and psychology on the delimitation of psychotherapeutic functions and powers of psychotherapists at present; showing how the competencies of psychiatrists, psychologists, psychoanalysts, medical psychotherapists and psychologists-psychotherapists differ, and what are the specific differences between them. The traditions and author’s understanding of training the future psychotherapists in medical and psychological institutions of higher education and retraining of specialists in the field of psychotherapy, as well as the role and importance of psycholinguistic knowledge, discursive skills, abilities and competencies in psychotherapeutic education are described. The results of monitoring the content of training the psychotherapists in medical and psychological institutions of higher education in the specialties: “clinical psychology”, “psychotherapy” are shown, the imperfection characteristic for the current psychotherapeutic education are described, and it is emphasized on existing of the problem of significant terminological disorder not only among the names of specialities acording to which the psychotherapists are trained, but also in the educational and professional qualifications received by future specialists. It is proved that regardless of the medical or psychological sphere in psychotherapy, it cannot exist and develop in a promising direction without applied psycholinguistics, which equips it with scientifically substatiated rational means, in particular speech-language psychotechnics, metamodels of psychological (discursive) influence, samples of psychotherapeutic discourses providing lapidary effective intervention in the subconscious and conscious layers of the psyche of clients / patients.

scholarly journals Internationalization, the Curriculum and the Disciplines

2015 ◽  
pp. 10-12 ◽  
Author(s):  
Hans De Wit ◽  
Betty Leask
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Critical Reflection ◽  
Internationalization Of Higher Education ◽  
Institutions Of Higher Education ◽  
National Organizations ◽  
Definition Of ◽  
National Governments ◽  
The Relationship

Institutions of higher education, national governments and (inter)national organizations have become more proactive, comprehensive, diverse, and innovative in their approaches to internationalization. Critical reflection on their outcomes, and in particular their impact on student learning, has resulted in a search for approaches to internationalization that have deeper meaning and greater impact. However, it is only relatively recently that questions related to the relationship between the internationalization of higher education, the curriculum and the disciplines have been explored in depth. Some of these questions are discussed, such as the relationship between ‘at home’ and ‘abroad’, the role of mobility, the role of contexts and the definition of internationalization of the curriculum.

1. Controversial Speakers, Moral Disagreements, and the Middlebury Moment

2019 ◽  
Vol 1 (2) ◽  
pp. 1-27
Author(s):  
Ashley Floyd Kuntz
Keyword(s):  
Higher Education ◽  
Free Speech ◽  
Moral Epistemology ◽  
Democratic Society ◽  
College Campuses ◽  
Institutions Of Higher Education ◽  
Student Protests ◽  
Free Inquiry ◽  
The Right

Abstract Student protests have developed on campuses throughout the country in response to controversial speakers. Overwhelmingly, these protests have been framed as conflicts over the right to free speech and the importance of free inquiry on college campuses. This essay reframes conflicts like these as moral disagreements over the role of individuals and institutions in producing and disseminating knowledge that supports or undermines justice within a pluralistic, democratic society. Using the specific case of Charles Murray’s visit to Middlebury College in spring 2017 and drawing insight from social moral epistemology, the essay aims to clarify the moral concerns at stake in clashes over controversial speakers and to identify possibilities to advance the moral aims of institutions of higher education in response to such events.

scholarly journals Motives of volunteering and values of work among higher education students

2017 ◽  
Vol 16 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Veronika Bocsi ◽  
Hajnalka Fényes ◽  
Valéria Markos
Keyword(s):  
Higher Education ◽  
Eastern Europe ◽  
Work Values ◽  
Border Region ◽  
Voluntary Work ◽  
Central Eastern Europe ◽  
New Type ◽  
Central Eastern ◽  
Definition Of ◽  
The Relationship

In this article, the motives for voluntary work and work values in higher education contexts are examined in a cross-border region in Central Eastern Europe. Our goal is to find out what kind of relationship exists between different types of volunteering and work values among young people. In the theoretical section, we deal with the definition of volunteering in the education system, the types of and motives for students’ volunteering, and finally, the relationship between the work values and voluntary work of students. In the empirical section, we created cluster groups based on students’ motives for volunteering, and we examined differences among countries. Then we revealed the factor structure of the work values of students and analyzed the relationship between cluster groups and factors with variance analysis. Five cluster groups were identified: “careerists with postmodern features,” “unmotivated,” “highly motivated,” “volunteers in an anti-volunteering climate,” and a “helping new type volunteers” group. There were only slight differences among countries, as most respondents are characterized by mixed motivations. An interesting result is that the most frequent group is “the volunteers in an anti-volunteering climate” in all the countries examined, especially in Ukraine, so the culture of volunteering is not popular enough in this region of Central Eastern Europe. Regarding the relationship between work values and volunteering, we have found that these two fields (work values and volunteering) are closely related.

scholarly journals Are Slovak Universities Prepared to Create the Department of Geragogy and Train Future Geragogues?

2019 ◽  
Vol 9 (1) ◽  
pp. 39-55
Author(s):  
Beáta Balogová ◽  
Veronika Kmetóny Gazdová
Keyword(s):  
Higher Education ◽  
Older Adult ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
Social Changes ◽  
Adult Educator ◽  
Undergraduate Training ◽  
Study Program ◽  
Older Adult Education ◽  
Definition Of

Abstract Introduction:The authors of this paper base their research on the following assumption: the development of both geragogic education (older adult education) and profession is conditioned by the existence of a study program of geragogy provided by departments of geragogy created at universities (as public institutions of higher education). The fact remains that a qualified training of geragogues is absent in the Slovak conditions. Purpose:When compiling a graduate profile, inclusive of a list of competences that a geragogue should possess, a range of specific local circumstances needs to be taken into consideration. Subsequently, it is necessary to define a position of a geragogue. Geragogue is a professional working in the field of senior education, just like a pedagogue or an adult educator work in their fields. It is also important to identify and accentuate the philosophical and social context in which these professionals are confronted with the demands of today’s society, in a form of a society based on knowledge, questions of the ongoing social changes and defining the meaning of life. Results:The task of creating the department and program of geragogy is formulated as a social demand of the time, debunking the current myth of the crisis of universities. In history, a university was a vital place where the values serving social integration emerged. It was also a practice field for the educators to train so they could spread these values and transform them into social skills. Conclusion:In the conclusion, the authors propose key areas of undergraduate training of geragogues, including the definition of institutional anchoring, with the goal to contribute to ongoing professional discussion and to creation of the department and the program of geragogy.

scholarly journals Limits of exercising the rights to leasing out property by public institutions of higher education

2020 ◽  
pp. 7-12
Author(s):  
Mykola Moroz
Keyword(s):  
Higher Education ◽  
Real Estate ◽  
Educational Institution ◽  
Public Institutions ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Higher Educational Institutions ◽  
The Public ◽  
Higher Educational ◽  
The Right

Problem setting. Leasing out property that is involved in educational, academic, training and production, scientific activities by the public institutions of higher education often leads to violation of the rights of other participants in educational activities. They are sure to be a result of violating the limits, established by the current legislation, of exercising the rights to leasing out property by the public institutions of higher educational. Analysis of recent researches and publications. The issues of state property lease have been studied by many scholars. Basic research in this area has been conducted by I. Spasibo-Fatieieva, O. Lipetsker, Ye.Kazarenko, V. Steshenko, M. Pronina, S. Puhinsky, T. Potapenkova, Yu.Basin, D. levenson, N. Khashchivska, N. Milovska and other scientists. Target of research. The aim of the paper is a comprehensive study and analysis of the limits of exercising the rights by the public institutions of higher education to leasing out their own property. To achieve this goal the following tasks should be solved: 1) to define the limits of exercising the rights by the public institutions of higher education to leasing out their own property; 2) to determine the legal consequences of concluding lease agreements by the public higher educational institutions in violation of current legislation. Article’s main body. The article conducts a general study and analysis of the right of the public institutions of higher education to lease property. The author emphasizes that public higher educational institutions have the right to lease out only real estate and other individually identified property. The legal consequences of concluding lease agreements by public higher educational institutions in violation of the current legislation have been studied. Conclusions and prospects for the development. Summarizing the results of the study we can formulate the following conclusions. The public institutions of higher education have the right to lease out real estate and other individually determined property in the manner prescribed by law and subject to statutory restrictions (without the right of redemption and sublease, when it does not worsen the social and living conditions of persons studying or working in the educational institution). While leasing the property, the public higher educational institution realizes primarily their own property interests, at the same time, indirectly realizing the property interests of the state. If the lease agreement of real estate and other individually determined property of higher educational institutions is recognized as invalid, it may be recognized as invalid only for the future.

Stress and Violence in the Workplace and on Campus

2012 ◽  
Vol 26 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Matthew L. Hunt ◽  
Aaron W. Hughey ◽  
Monica G. Burke
Keyword(s):  
Higher Education ◽  
College Campus ◽  
Institutions Of Higher Education ◽  
Public Agencies ◽  
Private Companies ◽  
Student Stress ◽  
The Past ◽  
Stress Levels ◽  
Violence In The Workplace ◽  
The Relationship

Levels of stress and violence at work have been increasing globally for the past few decades. Whether the setting is business and industry or a college campus, this disturbing trend affects a growing number of people, including those who do not work directly in these environments. In this paper the authors describe the relationship between stress and violence and offer recommendations as to how managers and administrators can reduce employee and student stress levels and help to prevent hostile behaviour from occurring in private companies, public agencies and institutions of higher education. Proactive strategies for preventing violent incidents are included together with suggestions on how to deal effectively with such incidents when they do arise.

HIGHER EDUCATION FOR HAREDIM IN ISRAEL

2019 ◽  
Vol 34 (3) ◽  
pp. 273-283
Author(s):  
Tova Hartman ◽  
Chaim Zicherman
Keyword(s):  
Higher Education ◽  
Charles Taylor ◽  
Gender Segregation ◽  
Liberal Democracies ◽  
Liberal Democratic ◽  
Adequate Education ◽  
The Right ◽  
Relationship Of ◽  
The Relationship ◽  
Intense Debate

AbstractOver the past two decades a number of Israeli institutions of higher education have opened gender-segregated programs for the ultra-Orthodox, or haredim. The growth of these programs has generated an intense debate in Israel, reflected throughout Israeli media and in several appeals to Israel's Supreme Court. The issues raised concerning gender-segregated higher education reflect an overarching inquiry that is of great interest to multicultural theoreticians: the relationship of liberal democracies to their illiberal minorities. Multicultural theoreticians agree that healthy democracies must tolerate some illiberal practices while acknowledging that not every illiberal practice can be tolerated. In the case at hand, the essay addresses the question: can a liberal democracy tolerate gender-segregated higher education? Using work by Charles Taylor, Michael Walzer, Kwame Anthony Appiah, John Inazu, and others, the essay reviews the arguments for and against gender segregation in higher education for Israeli haredim. The essay explores the limits of toleration of illiberal cultures within liberal democratic societies and finds crucial the right to exit such a culture—a right whose viability is dependent upon adequate education. The essay concludes by discussing the multiculturalism organization development model and what has been termed the manyness and messiness of multiculturalism.

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