PROBLEMS OF INTERACTION OF CORRECTIONAL OFFICERS WITH CONVICTS WITH MENTAL DISORDERS

2021 ◽  
pp. 110-116
Author(s):  
Светлана Александровна Тарасова
Keyword(s):  
Mental Disorders ◽  
Professional Competence ◽  
Correctional Officers ◽  
Knowledge And Skills ◽  
Effective Work ◽  
Psychological Training ◽  
Effective Activity ◽  
Elective Course ◽  
Psychological Knowledge ◽  
University Training

Статья посвящена проблеме взаимодействия сотрудников с осужденными, имеющими психические расстройства, не исключающие вменяемости. Рассмотрены характеристики осужденных данной категории с юридической и психологической точек зрения. Обозначены основные причины появления психических отклонений у осужденных в местах лишения свободы. Подчеркивается, что большинство психических расстройств возникают под влиянием мощных психогенно травмирующих факторов, чаще всего связанных с насилием. Описаны проблемы в работе сотрудников исправительных учреждений с осужденными, имеющими психические аномалии. Автор указывает, что недостатки в работе сотрудников обусловлены недостаточным уровнем профессионально-психологической подготовки, отсутствием специальных знаний и умений, учитывающих специфику работы с рассматриваемой категорией лиц. Определен круг задач, которые нужно решать сотрудникам пенитенциарных учреждений для эффективной работы с осужденными, имеющими психические аномалии. Определено содержание ценностно-мотивационного, когнитивного и действенно-практического компонентов профессиональной компетентности сотрудников исправительных учреждений в аспекте работы с данной категорией осужденных. Выявлены ценностно-мотивационные установки, а также знания и умения, необходимые для эффективной деятельности в данной сфере. Показана значимость гуманистической установки по отношению к этой категории осужденных, ориентации на оказание им помощи и поддержки. Подчеркивается необходимость специальных психологических знаний, умений распознавать психическое расстройство, прогнозировать поведение осужденного и конструктивно с ним взаимодействовать в структуре профессиональной компетентности сотрудника УИС. Обосновывается введение в учебный план вузовской подготовки сотрудников исправительных учреждений факультатива по основам клинической психологии. The article is devoted to the problem of interaction of correctional officers with convicts who have mental disorders that do not exclude sanity. The characteristics of convicts of this category from the legal and psychological points of view are considered. The main reasons for the appearance of mental disorders of convicts in places of deprivation of liberty are identified. It is emphasized that most mental disorders occur under the influence of powerful psychogenically traumatic factors, most often associated with violence. The problems in the work of correctional officers with convicts with mental anomalies are described. The author points out that the shortcomings in the work of employees are due to the insufficient level of professional and psychological training, the lack of special knowledge and skills that take into account the specifics of working with this category of persons. The range of tasks that need to be solved by employees of penitentiary institutions for effective work with convicts with mental anomalies is defined. The content of the value-motivational, cognitive and effective-practical components of the professional competence of correctional officers in the aspect of working with this category of convicts is determined. The value-motivational attitudes, as well as the knowledge and skills necessary for effective activity in this field are identified. The importance of a humanistic attitude towards this category of convicts, orientation to providing them with assistance and support is shown. The need for special psychological knowledge, the ability to recognize a mental disorder, predict the behavior of a convicted person and interact constructively with him in the structure of the professional competence of a correctional officer is emphasized. The article substantiates the introduction of an elective course on the basics of clinical psychology into the curriculum of university training of correctional officers.

Selection criteria for improving the professional competence of Chinese teachers in Ukraine

2020 ◽  
pp. 65-69
Author(s):  
YINGXING WANG
Keyword(s):  
Learning Process ◽  
Selection Criteria ◽  
Professional Competence ◽  
Dynamic Environment ◽  
Knowledge Assets ◽  
Knowledge And Skills ◽  
Personnel Decisions ◽  
Self Development ◽  
Key Factor ◽  
Psychological Knowledge

Today, there is no doubt about the importance of educaton and other forms of competency. They are a key factor in performance, innovaton potental and compettveness. In terms of dynamic environment, the implementaton of modern internatonal projects and programs largely depends on the competent applicaton of the competence approach. Recent research on knowledge assets suggests that the main problems of strategic management are related to the opportunites and competencies of organizatons. The development of competence is regarded as a ratonal process that has an end result that can be monitored without serious problems based on research and other consideratons. Based on certain pre-defned goals (for example, acquiring certain knowledge and skills), it is assumed that based on pedagogical and psychological knowledge it is possible to develop and implement the learning process in such a way that it led to the achievement of certain Purposes. The Yancheng Polytechnic Insttute uses 5t basic criteria of competence of teachers: general-cultural, generalprofessional, communicatve, personal, self-development and self-educaton. On the basis of a comprehensive expert evaluaton all criteria are checked and personnel decisions are accepted.

Defining the Competence of Psychologists with a View to Public Accountability *

1997 ◽  
Vol 2 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Ype H. Poortinga ◽  
Ingrid Lunt
Keyword(s):  
Scientific Knowledge ◽  
Professional Training ◽  
Professional Competence ◽  
Codes Of Ethics ◽  
The Body ◽  
The European Union ◽  
Rigorous Evaluation ◽  
Judicial Proceedings ◽  
Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

scholarly journals Bridging the Gap Between Academe-Industry Through Outcomes-Based Curriculum Development

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Performance Appraisal ◽  
Core Competencies ◽  
Professional Behavior ◽  
State University ◽  
Psychological Practice ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Bachelor Of Arts ◽  
Knowledge Competencies ◽  
Psychological Knowledge

To bridge the gap between academe and industry, the study determined the highly in demand technical skills and knowledge competencies needed in psychological practice in CALABARZON. Two perspectives were considered in approaching the problem: the perspective of 44 employers or industry partners and the perspective of 120 employees who are graduates from Bachelor of Arts in Psychology in Southern Luzon State University. The study employed both quantitative and qualitative methods in gathering data. Quantitative data was analyzed through the use of weighted mean and MannWhitney U while qualitative data was analyzed based on the model of psychological competencies of the IAAP and the IUPsyS. Findings revealed that majority (21 or 52.5%) of the 40 identified as very relevant competencies fall within Cluster A which consists of psychological knowledge and skills underpinning the core competencies; ten (25%) of the identified skills and competencies fall within Cluster C which consists of professional activities competencies and nine (22.5%) fall within Cluster B which consists of professional behavior competencies. The top twelve competencies in the list consists Encourage good relations and motivations among personnel (W=2.82); Facilitate professional trainings and career development (W=2.72); Effectively communicate orally and in writing using both English and Filipino (2.70); and Recognize professional, social and ethical responsibility (both with WM=2.70); Conduct interviews; and Communicate well with clients (both with WM=2.67); Develop selection procedures, performance appraisal techniques and curricula for training programs (W=2.66); Facilitate recruitment, assessment and selection of personnel (W=2.64); Deal with complaints objectively (W=2.59); Establish and maintain rapport; Organize seminar workshops and trainings; and Conduct job performance appraisal (all with WM=2.59). It was concluded that psychological knowledge and skills competencies are among the top competencies needed in psychological practice based on the perception of both groups of respondents. However, on top of psychological knowledge and skills are professional behavior competencies which also play an important role in the industry. It was further concluded that the skills and competencies being developed in the AB Psychology curriculum of Southern Luzon State University are highly relevant and responsive to the needs of the industry. Recommendations were forwarded to concerned authorities.

scholarly journals TRANSLATOR’S PROFESSIONAL COMPETENCE: A MODEL AND ITS IMPLEMENTATION IN UNIVERSITY TRAINING

2020 ◽  
pp. 69-81
Author(s):  
Oksana Babiuk ◽  
Keyword(s):  
Intercultural Competence ◽  
Professional Competence ◽  
Linguistic Competence ◽  
Interpersonal Competence ◽  
Competence Model ◽  
Strategic Competence ◽  
Self Reflection ◽  
The Subject ◽  
University Training

The article identifies the structure of translator’s professional competence, grounds its model and suggests the ways of its implementation. The following sub-competences necessary to be acquired by future translators have been identified and analyzed with the aim of providing best training: linguistic competence, intercultural competence, subject (thematic) competence, instrumental competence, psychophysiological competence, interpersonal competence, strategic competence, self-reflection competence. The role of the subject (thematic) competence for specialized translation is analyzed. The ways of the translator’s professional competence model implementation are highlighted.

scholarly journals The Perception of Physical Activity and Sports Professionals’ Competence in Working With Individuals With Disabilities in Spain

2021 ◽  
Vol 12 ◽  
Author(s):  
María Gutiérrez-Conejo ◽  
María-Dolores González-Rivera ◽  
Antonio Campos-Izquierdo
Keyword(s):  
Physical Activity ◽  
New Technologies ◽  
Professional Competence ◽  
People With Disabilities ◽  
High Quality ◽  
Individuals With Disabilities ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Perceived Importance ◽  
And Training

The importance of professional competence lies in the effective application of job-oriented knowledge and skills which guarantee one’s successful adaptation to the work. This study analyzes the perception of the importance of physical activity and sports (PAS) professionals’ competence in working with individuals with disabilities in Spain. As a descriptive quantitative study, face-to-face interviews were conducted through a survey to extract the data. The sample consisted of 214 PAS professionals working with people with disabilities. According to the results, the analyzed constituents of professional competence are important for adequate performance (>65%), with the exception of competences of leadership and use of new technologies (<50%). It was also found that the perceived importance of each element of professional competence varies according to age, experience and training. Based on the obtained results, the degree of importance of each constituent of professional competence and its implication for the access of people with disabilities to high-quality physical activity and sports services was determined.

Continuing Education Requirements Are Unnecessary and Are Not Relevant to My Professional Competence

2019 ◽  
pp. 95-100
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Continuing Education ◽  
Professional Competence ◽  
Clinical Effectiveness ◽  
Professional Services ◽  
Mental Health Clinicians ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
License Renewal

Even the best trained and most highly skilled mental health clinicians must take active steps to maintain, update, and expand their knowledge and skills. Failure to do so on an ongoing basis places one’s professional competence at risk. This chapter explains the fragile nature of competence and the steps to take to help ensure the maintenance of ongoing clinical effectiveness. Enhancing one’s competence to add new skills and to expand one’s clinical practice into new areas also is addressed. Continuing requirements for license renewal are described and placed within the broader context of each mental health practitioner’s overarching ethical obligation to provide the highest quality professional services possible. Specific recommendations for achieving this goal are provided in the hope that mental health clinicians will incorporate them into their ongoing professional activities.

scholarly journals A reflection on continuing professional development

2012 ◽  
Vol 36 (5) ◽  
pp. 189-193
Author(s):  
Kieran O'Loughlin ◽  
Allys Guerandel ◽  
Kevin Malone
Keyword(s):  
Reflective Practice ◽  
Personal Development ◽  
Professional Competence ◽  
Continuing Professional Development ◽  
Learning Activities ◽  
Medical Professionalism ◽  
Important Advance ◽  
Medical Practitioners ◽  
Knowledge And Skills

SummaryThe enactment of Part II of the Medical Practitioners Act 2007 in Ireland heralds a move from voluntary to statutory provision of professional competence and marks an important advance in medical professionalism in the country. This formalises consultant psychiatrists' existing commitment to updating their knowledge and skills and compels basic and higher specialist trainees to actively engage in the process. The relevance of reflective practice for professional and personal development of trainee psychiatrists is discussed and the role of existing trainee learning activities in the process of lifelong learning is explored in this context.

Professional Competence of a Teacher As the Basis of Quality Education

2020 ◽  
Vol 8 (1) ◽  
pp. 41-45
Author(s):  
E. Vasil'eva ◽  
E. Popova ◽  
O. Sartene
Keyword(s):  
Professional Competence ◽  
Digital Technologies ◽  
Quality Education ◽  
Knowledge And Skills ◽  
Fundamental Nature

The article shows the need to improve the professional competence of a teacher, since competence is the basis of quality education at any level of its receipt. The concept of professionalism of a teacher is multidimensional. However, fi rst of all, the professionalism of a teacher is determined by the fundamental nature of his knowledge and skills related to teaching children, as well as the meta-subject competencies that he has mastered and the ability to optimally organize the process of learning a subject every time in the conditions of information and digital technologies.

scholarly journals When Our Work Hits Home: Trauma and Mental Disorders in Correctional Officers and Other Correctional Workers

2021 ◽  
Vol 11 ◽  
Author(s):  
Nina Fusco ◽  
Rosemary Ricciardelli ◽  
Laleh Jamshidi ◽  
R. Nicholas Carleton ◽  
Nigel Barnim ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Disorders ◽  
Public Safety ◽  
Online Survey ◽  
Mental Health Problems ◽  
Correctional Officers ◽  
Well Being ◽  
Public Safety Personnel ◽  
Psychiatric Staff ◽  
Safety Personnel

Background: International estimates suggest that up to one in three public safety personnel experience one or more mental disorders, including post-traumatic stress disorder (PTSD). Canadian data have been sparse until very recently, and correctional officers and forensic psychiatric staff have rarely been included. Working as a correctional officer is associated with negative health outcomes and increased work-related stress, with several variables affecting reported levels of stress. Healthcare staff also report higher rates of PTSD, especially those who are exposed to aggression in their workplace. In the present study, we compare current symptoms of diverse staff working in correctional occupations.Method: Data were collected from a Canadian national online survey of public safety personnel, including employees of correctional services at the federal level. Correctional officers and wellness services staff were compared for prevalence of mental disorders and suicidal ideation.Results: Correctional officers self-reported statistically significantly more exposure to potentially psychologically traumatic events than wellness services employees. Correctional officers also self-reported higher rates of symptoms of mental disorders, including PTSD, social anxiety, panic disorder, and depression. There were no statistically significant differences in reports of suicidal thoughts, plans, or attempts.Contribution to Society: Correctional and forensic staff contribute to society by working with justice-involved individuals in correctional institutions. Trauma-related disorders and other mental health problems threaten the well-being of correctional and forensic staff. Mental health likely impacts the ability of correctional and forensic staff to develop a therapeutic or working alliance with persons in custody. Staff well-being must be recognized and addressed to ensure that prisoners and staff receive optimal treatment in prison.Conclusion: Our results add to the limited knowledge about the well-being of staff, particularly wellness staff in prisons, who provide daily treatment and care for prisoners with serious mental disorders. Our work is a step toward identifying avenues for promoting staff well-being.

scholarly journals Development of Professional Competence in Higher Education Topical for the Tourism Industry Labour Market

2020 ◽  
Author(s):  
◽  
Agita Doniņa
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Curriculum Design ◽  
Professional Competence ◽  
Tourism Industry ◽  
Professional Competencies ◽  
Continuous Development ◽  
Knowledge And Skills ◽  
Doctoral Thesis ◽  
State Of Affairs

The topicality of the Doctoral Thesis “Development of Professional Competence in Higher Education Topical for the Tourism Industry Labour Market” was determined by the necessity to improve Latvian higher education to enhance the employability of graduates. The objective of the Doctoral Thesis is to form an approach to the continuous development of curricula, which would be based on the assessment of the importance of specific knowledge and skills required in the tourism industry labour market and the opportunities for their development in the higher education, thus providing students with opportunities to raise their professional competencies in line with the demands of the labour market. The theoretical chapters of the study consist of a comprehensive analysis of scientific literature and documents on the constituent parts of professional competence – knowledge and skills, as well as the essence of curricula and models developed for their improvement. The Thesis includes a thorough analysis of the essence of extracurricular study activities and an assessment of their practical application. The empirical part is formed by seven research stages assessing consecutively the requirements of the tourism industry labour market as well by an evaluation of the compliance of higher education curricula. The main outcomes reflect professional competencies required in the tourism industry labour market, the current state of affairs in the higher education curricula as well as reveal the discrepancy between the needs of employers in the tourism industry and the professional competencies developed by graduates of higher education institutions. The approach of a continuous development of curricula involving the development of a systemic and consecutive formation and perfection of curricula has been worked out on the basis of the acquired results. The approach provides for continuous development of curricula, therefore making it possible for students to develop topical professional competencies in the tourism industry. The curriculum design contained in the approach provides an opportunity to develop the professional competency required in the industry not only in the main components established by normative acts but also in the additional components of the design formed by extracurricular study activities and cooperation with the industry.

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