scholarly journals MODERN SYSTEM OF MEDICAL AND PSYCHOLOGICAL SUPPORT OF INTERNS AT THE STAGE OF POSTGRADUATE EDUCATION

2017 ◽  
Vol 4 (3) ◽  
pp. 139-141
Author(s):  
V.V. Vyun
Keyword(s):  
Psychological Factors ◽  
Postgraduate Education ◽  
Psychological Adaptation ◽  
Psychological Support ◽  
Moderate Level ◽  
Professional Activity ◽  
Formation Mechanisms ◽  
Modern System ◽  
Medical Interns ◽  
High Level

Vyun V.The study deals with the assessment of individual-personal and socio-psychological factors, mechanisms and conditions for psychological adaptation of interns for professional activity. The authors distinguished objective and subjective criteria of the interns’ adaptation efficiency to professional activity. A high level of maladaptation was detected in 9.2% of male and 12.5% of female interns; severe level of maladaptation in 10.3% of male and 14.0% of female interns; a moderate level of maladaptation in 36.2% and 42.1%, respectively. According to the findings medical interns were found to have such clinical and psychological manifestations of adaptation disorders as asthenic (25.5%), hyperesthetic (21.6%), depressive (16.2%), psychosomatic (14.2%), astheno-apathic (11.4%), addictive (11.1%) types of maladaptive reactions. The findings were used to elaborate a system of medical and psychological support for physicians at the stage of postgraduate education with a differentiated use of a set of psychotherapeutic methods and psychoeducation, reflecting formation mechanisms of the disorders of adaptation to the professional activity of doctors.Keywords: psychological adaptation, professional activity, maladjustment, psychotherapy, psychoeducation. СУЧАСНА СИСТЕМА МЕДИКО-ПСИХОЛОГІЧНОЇ ПІДТРИМКИ ЛІКАРІВ НА ЕТАПІ ПІСЛЯДИПЛОМНОЇ ОСВІТИВ’юн В.В.У роботі виділені індивідуально-особистісні та соціально-психологічні чинники, механізми формування психологічної адаптації лікаря інтерна до професіональному діяльності. Виділені об'єктивні та суб'єктивні критерії ефективності адаптації лікарів-інтернів до професійної діяльності. Високий рівень дезадаптації виявлено у 9,2% чоловіків і 12,5% жінок; виражений рівень дезадаптації - 10,3% чоловіків, 14,0% жінок; помірний рівень дезадаптації - 36,2% и 42,1% відповідно. Описано специфіку клінічних та психологічних проявів порушень адаптації у лікарів інтернів. Виділено астенічний (25,5 %), гіперестезичний (21,6 %), депресивний (16,2 %), психосоматичний (14,2 %), апатичний (11,4 %), аддиктивний (11,1 %) типи дезадаптивних реакцій. На основі отриманих даних, що відображають механізми формування розладів адаптації до професійної діяльності у лікарів розроблена система медико-психологічної підтримки лікарів на етапі післядипломної освіти з диференційованим використанням комплексу психотерапевтичних методів та психоосвіти.Ключові слова: Психологічна адаптація, професійна діяльність, дезадаптація, психотерапія, психоосвіта. СОВРЕМЕННАЯ СИСТЕМА МЕДИКО-ПСИХОЛОГИЧЕСКОЙ ПОДДЕРЖКИ ВРАЧЕЙ НА ЭТАПЕ ПОСЛЕДИПЛОМНОГО ОБРАЗОВАНИЯ Вьюн В.В.В работе выделены индивидуально-личностные и социально-психологические факторы, механизмы и условия психологической адаптации врача к профессиональной деятельности.Выделенные объективные и субъективные критерии эффективности адаптации врачей-интернов к профессиональной деятельности. Высокий уровень дезадаптации обнаружено в 9,2% мужчин и 12,5% женщин; выраженный уровень дезадаптации - 10,3% мужчин, 14,0% женщин; умеренный уровень дезадаптации - 36,2% и 42,1% соответственно.Описана специфика клинических и психологических проявлений нарушений адаптации у врачей интернов. Выделены астенический (25,5%), гиперестезичний (21,6%), тревожно-депрессивный (16,2%), психосоматический (14,2%), астено-апатичный (11,4%), аддиктивный (11,1%) типы дезадаптивных реакций.На основе полученных данных, отражающих механизмы формирования расстройств адаптации к профессиональной деятельности у врачей разработана система медико-психологической поддержки врачей на этапе последипломного образования с дифференцированным использованием комплекса психотерапевтических методов и психообразования.Ключевые слова: Психологическая адаптация, профессиональная деятельность, дезадаптация, психотерапия, психообразование.

scholarly journals Characteristics of professional adaptation of correctional school teachers

2020 ◽  
Vol 11 (2) ◽  
pp. 101-108
Author(s):  
Nataliia V. Kosina ◽  
Anna V. Radkevich
Keyword(s):  
Mental Health Problems ◽  
Organizational Factors ◽  
Psychological Adaptation ◽  
Adaptive Strategy ◽  
Professional Activity ◽  
Physical And Mental Health ◽  
School Teachers ◽  
Factors Affecting ◽  
Psychological Techniques ◽  
High Level

Training and education of children with physical and mental health problems makes a number of requirements for teachers working in various correctional medical institutions. These specialists must have a high level of adaptive characteristics allowing combining up-to-date pedagogical methodology with individual approach, taking into account the current state of the child. As a result of applying complex experimental psychological techniques we managed to identify specific features of correctional teachers adaptive characteristics (when comparing with public school teachers), namely: low level of activity and optimism, insufficient adaptive strategy to cope with stress characterizing maladaptive personality types. There were also a lot of negative organizational factors affecting the process and result of professional activity: a lot of work, unauthorized persons at the lessons, interaction problems with parents, insufficiency of pupils independent work, need for individual explanation, lack of real results in teachers activity. Teachers working in correctional schools and having an average level of social and psychological adaptation give a lower evaluation of various aspects in professional activity. They have a pronounced value of psychological and physiological professional maladjustment shown in somatic, emotional and social spheres as well as motivation decrease in their professional activity. Correctional school teachers have a high degree of professional burnout and their emotional exhaustion and depersonalization are more pronounced.

scholarly journals EXPERIENCE-TECHNOLOGIES IN THE DEVELOPMENT OF INFORMATION READINESS OF PEDAGOGICAL EMPLOYEES FOR THE PERFORMANCE OF THEIR PROFESSIONAL ACTIVITIES

2020 ◽  
Vol 76 (2) ◽  
pp. 279-289
Author(s):  
Тамара Михайлівна Сорочан ◽  
Олена Іванівна Бондарчук ◽  
Лариса Миколаївна Оліфіра
Keyword(s):  
Professional Development ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Professional Activity ◽  
Full Time ◽  
Distance Teaching ◽  
Negative Consequences ◽  
Professional Activities ◽  
Time Distance ◽  
High Level

The article features an innovative approach to the development of information readiness of pedagogical staff for the performance of their professional activities in full-time distance postgraduate learning. The essence and components (motivational, cognitive, operative and personal) of pedagogical staff's readiness for professional activity are characterized. Indicators of the distribution of teachers by levels of their information readiness (low, medium, high) for professional activity are given. The article also highlights methodology and results of the empirical study of the levels of pedagogical staff's information readiness for their professional activity, testifying to the insufficient level of development of such readiness with a considerable number of educators. It is shown that a high level of such readiness is peculiar to only one-tenth of the participated educators, who have deep and complete knowledge, skills and experience of work with information. They are characterized by developed personal qualities that provide active character and responsible attitude to the professional activity in the conditions of uncertainty. Other respondents have a partial (or nonexistence) awareness of possible negative consequences from the use of information, insufficient willingness to bear responsibility, as well as an inability to understand the regularities of information processes in the context of uncertainty, etc. The essence of experience technologies of the development of information readiness of pedagogical staff to professional activity in conditions of part-time distance teaching in postgraduate education is revealed. It also highlights the specific features of the implementation of experience technologies regarded as a tool for specialist training on the basis of practical experience and their application in the process of professional development. It emphasizes the effectiveness of experience technologies in non-linear forms of training, which create the conditions for learners to make a conscious choice of learning content and forms of their own professional development.

The phenomenon of psychological adaptation to the professional activities of doctors

2017 ◽  
Vol 41 (S1) ◽  
pp. S690-S690
Author(s):  
A. Kozhyna ◽  
V. Mykhaylov ◽  
V. Viyun
Keyword(s):  
Interpersonal Relationships ◽  
Professional Training ◽  
Psychological Adaptation ◽  
Psychological State ◽  
Professional Activity ◽  
Medical Work ◽  
Professional Activities ◽  
Rehabilitation Programs ◽  
Competing Interest ◽  
High Level

Disorders of adaptation of young doctors and students to their the professional activities.The study was designed to develop a system of psychological adjustment and psychoprophylactic support during professional training based on a systematic approach to the study of the mechanisms of formation of psychological adaptation to the professional activities of doctors.It was conducted comprehensive examination of 405 interns and of 615 last year's students of medical universities in Ukraine. 211 interns had adaptation disorders. The data demonstrated individual and personal, social and psychological factors, mechanisms and conditions of psychological adaptation to medical work.The necessary components of psychological readiness for independent productive activities on the basis of high value professional identity, a positive attitude to the profession, perception of the patient as a personality in a certain psychological state, choice of interpersonal relationships and the use of ethical and deontological knowledge and skills at different stages of treatment process.The results showed that females have a higher level of disorders of adaptation to professional activity, compared with males. High level of disadaptation, which requires using of emergency measures was founded at 9.2% of men and 12.5% women; moderate level of desadaptation, which requires mandatory intervention of psychologists, conducting rehabilitation programs - 10.3% men, 14.0% women; mild level of desadaptation, in which the useful work of advisory experts - 36.2% and 42.1% respectively.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals RESEARCH ON THE FEATURES OF INTERNS' COMMUNICATIVE COMPETENCE DEVELOPMENT

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Liudmyla Piankivska ◽  
Keyword(s):  
Professional Competence ◽  
Communicative Competence ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Practical Significance ◽  
Interpersonal Interaction ◽  
Professional Activity ◽  
Main Components ◽  
Close Relatives ◽  
High Level

The article is devoted to the issue of communicative competence among intern doctors. A theoretical analysis of the scientists’ views concerning the essence of the concept "communicative competence" was conducted. The structure and its main components were defined. It was proved that communicative competences is a basic characteristic of professional competence of healthcare professionals. The article focuses on the features formation exploration of communicative competences among intern doctors at the postgraduate education stage. It can be stated that communicative competences play an important role in ensuring a high level of medical services for the population, in establishing interpersonal interaction, building compliance, avoiding conflicts between a doctor and a patient or his close relatives. The level of expression and significance of communicative competences in the professional activity of a doctor was determined. Certain differences in the assessment of communicative competences of intern doctors allowed to determine the main necessary approaches and ways concerning the appropriate level of their development. The need to improve the process of training doctors at the postgraduate medical education stages and continious professional development contribute to the practical significance of the conducted empirical research.

scholarly journals Socio-Psychological Personality Adaptation and Strategies of Coping-Behavior of School Teachers in the Process of Professional Socialization

2013 ◽  
Vol 2 (1) ◽  
pp. 30-34
Author(s):  
I. V. Malyshev ◽  
Keyword(s):  
General Education ◽  
Professional Socialization ◽  
Coping Behavior ◽  
Psychological Adaptation ◽  
Psychological Services ◽  
Professional Activity ◽  
School Teachers ◽  
Coping With Stress ◽  
Education School ◽  
High Level

The article presents the data of the empiric research of strategies of coping-behavior of general education school teachers. The research is made from the sample of Saratov region general education school teachers (n = 50; in the age of 21–55 years old). The use of different methods such as the method of diagnosis of socio-psychological adaptation of C. Rogers and R. Diamond, questionnaire of coping-behavior in stress situations of S. Norman, D. F. Endler, D. A. James and M. I. Parker (adapted by T.A. Kryukova), method of comparative analysis in complex makes it possible to identify significant differences in preferred strategies of copingbehavior in stress situations according to the level of teacher’s personality adaptation. It views that in the sample of teachers with the high level of adaptation a pattern of strategies of coping-behavior “problem solving – avoidance – emotions” is dominant. The author shows the data that certifies that the level of personality adaptation plays a very important role while choosing strategies of copingbehavior at different stages of professional socialization of teacher’s personality. The applied aspect of the problem being investigated can be realized in consulting practice of psychological services of general education schools as well as in development of training and correctional-development programs with an aim to form personaleffective strategies of coping with stress situations that happen in professional activity of a teacher.

scholarly journals Study of Peculiarities of Psychological Readiness for Professional Activity of Personalities in University Educational Space

2018 ◽  
Vol 9 (3) ◽  
Author(s):  
Evgenia Vorontsova
Keyword(s):  
Dynamic Structure ◽  
Psychological Adaptation ◽  
Structural Features ◽  
Professional Activity ◽  
Structural Elements ◽  
State Technical ◽  
Second Year ◽  
Technical University ◽  
High Level

The article deals with the issues of psychological readiness for personal professional activity; the concept, structural elements and understanding of the category of psychological readiness for professional activity in the activity-based, system, regulatory, dynamic psychological approaches. It presents a description of studying the features of psychological readiness for professional activity of the personality carried out on the basis of FSBI of HE Angarsk State Technical University. The study is built on the assumptions that the psychological readiness of the first and second year students has not been sufficiently formed and has dynamic and structural features of the components. The dynamic structure is a complex of characteristics: motivational, adaptive, cognitive and evaluative ones. The features of the psychological readiness for activity consist of availability of significant relations between the customary directionality and the evaluative component, the motivational component and the evaluative one, the high level of socio-psychological adaptation, developed practically in equal dozes by business-related and customary directionality.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

Quantitative indicators of air traffic controllers’ attitude to the danger of errors

2020 ◽  
pp. 68-78
Author(s):  
O. M. Reva ◽  
V. V. Kamyshin ◽  
S. P. Borsuk ◽  
V. A. Shulhin ◽  
A. V. Nevynitsyn
Keyword(s):  
Human Factor ◽  
Differential Method ◽  
Air Traffic ◽  
Professional Activity ◽  
Aviation Accidents ◽  
Air Traffic Controllers ◽  
The Difference ◽  
Level Of Significance ◽  
The Individual ◽  
High Level

The negative and persistent impact of the human factor on the statistics of aviation accidents and serious incidents makes proactive studies of the attitude of “front line” aviation operators (air traffic controllers, flight crewmembers) to dangerous actions or professional conditions as a key component of the current paradigm of ICAO safety concept. This “attitude” is determined through the indicators of the influence of the human factor on decision-making, which also include the systems of preferences of air traffic controllers on the indicators and characteristics of professional activity, illustrating both the individual perception of potential risks and dangers, and the peculiarities of generalized group thinking that have developed in a particular society. Preference systems are an ordered (ranked) series of n = 21 errors: from the most dangerous to the least dangerous and characterize only the danger preference of one error over another. The degree of this preference is determined only by the difference in the ranks of the errors and does not answer the question of how much time one error is more dangerous in relation to another. The differential method for identifying the comparative danger of errors, as well as the multistep technology for identifying and filtering out marginal opinions were applied. From the initial sample of m = 37 professional air traffic controllers, two subgroups mB=20 and mG=7 people were identified with statisti-cally significant at a high level of significance within the group consistency of opinions a = 1%. Nonpara-metric optimization of the corresponding group preference systems resulted in Kemeny’s medians, in which the related (middle) ranks were missing. Based on these medians, weighted coefficients of error hazards were determined by the mathematical prioritization method. It is substantiated that with the ac-cepted accuracy of calculations, the results obtained at the second iteration of this method are more ac-ceptable. The values of the error hazard coefficients, together with their ranks established in the preference systems, allow a more complete quantitative and qualitative analysis of the attitude of both individual air traffic controllers and their professional groups to hazardous actions or conditions.

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