scholarly journals Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence

2021 ◽  
Vol 9 (4) ◽  
pp. 58-76
Author(s):  
Athanasios Drigas ◽  
Chara Papoutsi ◽  
Charalabos Skianis
Keyword(s):  
Emotional Intelligence ◽  
Everyday Life ◽  
21St Century ◽  
21St Century Skill ◽  
Self Development ◽  
Self Actualization ◽  
Pyramid Model ◽  
Training Strategies ◽  
The Individual ◽  
Extensive Reference

Emotional intelligence constitutes an important 21st century skill that impacts positively several areas of everyday life. It contains competencies that enhance the ability of other significant skills for self-development. The main purpose of this study is to present the way we can develop and improve our emotional intelligence based on the pyramid model and its nine layers. To achieve this goal, the paper seeks to address the following question: What are the metacognitive and metaemotional skills and strategies that can play a key role in developing, enhancing and improving emotional intelligence?Extensive reference is made to the skills that involved in each layer and have been identified as necessary and should be cultivated by the individual leading gradually to the higher levels of self-actualization and transcendence. Furthermore, we suggest some strategies in each layer that work auxiliary and supportive for the cultivation of the specific skills.Metacognitive and metaemotional skills and strategies are necessary to conquer the levels of emotional intelligence and to apply in a variety of contexts with the aim of developing emotional intelligence and self-improvement.

scholarly journals PSYCHOLOGICAL FOUNDATIONS FOR CHILD’S FORMING AS A SUBJECT OF LIFE-CREATION IN THE EDUCATIONALSPACE OF THE NEW UKRAINIAN SCHOOL.

2020 ◽  
pp. 88-100
Author(s):  
Vitalii Mavrin
Keyword(s):  
Personal Growth ◽  
Cognitive Activity ◽  
Educational Process ◽  
Psychological Support ◽  
Scientific Concept ◽  
Life Goal ◽  
Self Development ◽  
Self Actualization ◽  
The Individual ◽  
Mode Of Being

The article analyzes the priority and opportunities of the child's formation as a subject of life-creation in the educational space of the New Ukrainian School. The fundamental ideas of the humanistic and existential psychology’s founders and modern scientists regarding the conscious and creative attitude of the individual to his life as a prerequisite for its self-actualization in the mode of being and the realization of freedom of life (A. Maslow, E. Fromm), the ideas of setting a life goal, determining meaningful life orientations and developing life personality strategy (K. Abulkhanova-Slavskaya, A. Adler, R. May, G. Allport, K. Rogers, V. Frankl), the ideas of individual readiness for life innovations in the process of self-projection (N. Samoukina, T. Titarenko) are analyzed. There were defined the life-creation methods of personality self-development as a subject of life (F. McGraw, A. Molloy, I. Pidlasa). It is shown that the priority of the psychological support of the educational process in the New Ukrainian School is the formation of students as subjects of life creation through the development of their ability to anticipate life, internality, optimistic perception of life prospects, stress resistance and motivation to achieve success. It was established that the fundamental ideas and modern approaches to the interpretation of the problem of formation of the individual as a subject of life-creation fully correspond to the conceptual priorities of the New Ukrainian School, which is designed to bridge the gap between the educational process and the requirements of society. It is revealed that the psychology of life-creation is a holistic scientific concept, which was formed on the fundamental ideas of humanistic and existential psychologists and is now actively developing within the psychology of personal life. There were defined the technologies and forms of work within the framework of psychological support of students in the educational space of the New Ukrainian School. These include: technology of life design, technology of organization of life-cognitive activity of students, psychological counseling and facilitation, training forms of psychological work, in particular, trainings of personal growth, trainings of self-determination and trainings of construction of life perspective.

scholarly journals Urban capital and the chronotope of the city: A new look at urban everyday life

2021 ◽  
Vol 11 (4) ◽  
pp. 301-311
Author(s):  
Tatiana Martsinkovskaya ◽  
Keyword(s):  
Everyday Life ◽  
Human Life ◽  
Urban Identity ◽  
City Environment ◽  
City Space ◽  
Self Development ◽  
Human World ◽  
The Individual ◽  
The Relationship ◽  
The City

The article considers various aspects of urban everyday life, its role in the development of motivation and individualization of human life strategies. The concept of urban capital is introduced and its forms, which positively and negatively affect the formation of the features of urban everyday life, are revealed. The levels of urban capital, which allow to explore the individual style of urban socialization are highlighted. Furthermore, the relationship between urban identity and the internal form of the city chronotope is analyzed. It is shown that common to all variants of human positioning in the city space is the identification or attitude to various aspects of urban capital — localization, city status, social and ecological environment. It is proved that the main difference between these concepts is in the focusing of urban identity (as well as in a sharper form of urban capital) on the external parameters of the city environment, while the internal form of the urban chronotope emphasizes the inner feeling of a person, his own experience in certain places and time in a particular cityscape. This difference indicates the role of the personal chronotope, its internal form in the self-development and self-realization of a person and the connection with existence, intentionality of the personality. The similarity of the concepts of individual chronotope and small chronotope is shown; their influence on the development of the plot (in literature) and the structuring of the human world (in psychology) is analyzed. The relationship between individual parameters of the internal form of a personal chronotope as well as places and times in a small chronotope in their role in restructuring the large chronotope of a city into the human world is examined.

scholarly journals РЕЛІГІЙНИЙ СВІТОГЛЯД ЯК ФАКТОР ЕКЗИСТЕНЦІЙНОЇ ОСМИСЛЕНОСТІ ЖИТТЯ

2019 ◽  
pp. 95-118
Author(s):  
О. Кузнецов
Keyword(s):  
Subjective Experience ◽  
Eternal Life ◽  
Intermediate Form ◽  
True Nature ◽  
Low Degree ◽  
Self Development ◽  
Self Actualization ◽  
Self Transcendence ◽  
The Individual ◽  
High Level

The Aim of the study is to identify the types of religious outlook of the individual and to determine the features of the existential fullness of life in individuals, depending on the type of outlook (worldview). Research sample and methods. The sample was 366 persons. The study applied 1) the author's method of revealing the type of religious outlook, 2) diagnostics of life-purpose orientations, 3) self-actualization of personality, 4) existential resources of the personality, 5) existence, 6) personal reality, 7) self-development of personality, 8) personal resourcefulness, 9) personal realizability. Results. The cluster analysis identified five types of religious worldview: religious, mystical, agnostic, atheistic, and agnostic-atheistic. The types of worldview were characterized. Conclusions. The mystical type of religious outlook implies understanding of reality through intuition. It has the least personal exhaustion, that is, satisfaction with his own realization in life. Agnostic type of religious outlook characterizes a person who considers it fundamentally impossible to know objective reality through the subjective experience of individual and therefore considers it impossible to know the truth in the questions of the existence of gods, eternal life and other supernatural beings, concepts and phenomena. Type is characterized by the least purpose of life. The religious type characterizes a deeply religious person. The type is characterized by high purpose of life, understanding of the true nature of mankind, developed existential resources of faith, charity and acceptance, the ability to self-transcendence. The atheistic type of religious outlook characterizes a person who does not believe in the existence of God and supernatural phenomena. The type is characterized by high purpose of life, understanding of the true nature of man, developed resources of freedom, meaning, charity, a moderate level of existential fullness of life, a high level of need for self-development against the background of a low degree of ownership of self-development mechanisms. The agnostic-atheistic type of outlook is an intermediate form between the atheistic worldview. The type is characterized by a low level of comprehension of the course of life and understanding of human nature, resources of freedom, meaning, acceptance and faith.

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.

Formation of Human Adaptation Mechanism as Bio-social System: Educational and Philosophical Interpretation

10.12737/6223 ◽  
2014 ◽  
Vol 3 (3) ◽  
pp. 12-18
Author(s):  
Пронин ◽  
E. Pronin ◽  
Костючков ◽  
S. Kostyuchkov ◽  
Лепницкий ◽  
...  
Keyword(s):  
Human Populations ◽  
Adaptation Mechanism ◽  
Philosophical Interpretation ◽  
The Social ◽  
Self Development ◽  
Philosophical Aspect ◽  
Self Actualization ◽  
The Individual ◽  
New Generation ◽  
And Training

This paper discusses problems affecting philosophical and educational aspects of the formation of adaptation mechanism of a human considered as a biosocial system. In the core of authors’reflections lies a belief that education and training is a process of continuous improvementof a human. Authors substantiate the idea according to which the continued growth and development of the individual are attributive characteristics of the adaptation process as a set of components of a productive in teraction between the individual and the environment, self-actualization, self-development and self-organization of people in a particular social setting. From the standpoint of Philosophy authors treat adaptation as a social phenomenon, a form of interaction between the individual and the social group with the environment in which the coordinated and consistent requirements and expectations of its members. Authors emphasize that the system of education and training, inparticular in philosophical aspect, is intended to form a new identity as well as another, different from the present, image of worldorder. Emphasis is put that a modern man, especially an individual of the new generation, is not a passive contemplative, but an activeactor of political change, a form of expression which is a course on the development of a progressive institution of social life, which is an association of free and equal individuals, the rate of development of civil society. Authors conclude that education and training are closely interrelated processes of continuous improvement of man, in other words – improvement of bio-social skills of an individual, and, respectively, of human populations.

scholarly journals THE ROLE OF SELF-DEVELOPMENT PROCESS IN THE FORMATION OF SOCIAL COMPETENCE IN FUTURE BACHELORS OF LAW

2021 ◽  
pp. 10-17
Author(s):  
N.M. Alkhanov ◽  
◽  
N.U. Yarychev
Keyword(s):  
Social Competence ◽  
Deep Level ◽  
Professional Community ◽  
Structural Element ◽  
Psychological Phenomena ◽  
Personal Benefit ◽  
Self Development ◽  
Self Actualization ◽  
Interpersonal Ties ◽  
The Individual

The importance of the process of self-development for the forming specialist is quite obvious. However, as a result of self-improvement is usually perceived only as a personal benefit (egocentric effects). Taking into account L. С. Vygotsky’s approach to the phenomenon of «interiorization,» the authors suggest that society is the source and ultimate consumer of all the effects of personal self-improvement. In other words, all important personal psychological phenomena are not only caused by communicative processes within a given society, but are also aimed at strengthening them. Consequently, the integration of the individual into society is mediated by two grounds: 1) strengthening interpersonal ties, which is a guarantor of the security of society; 2) development of the personality itself. A rich personal inner world becomes a tool of self-knowledge and an effective tool of interaction with society. It is assumed that at a deep level fundamental psychological regularities are unified for all representatives of society, and personal reflection allows to reveal all the latent regularities of its development. We will also strengthen our judgments by the fact that self-improvement is a structural element of such a new formation as social competence. Finally, it should be clarified that the scientific interest of the authors is related to such a professional community as future bachelors of law. Therefore, the aim of the study is to clarify the significance of personal self-actualization within the mastered profession for the formation of social competence. Theoretical and empirical research was conducted to verify the hypothesis. Practical verification was made on the basis of the results of the test of Communicative Social Competence (CSC). At the end of the study it was revealed that future bachelors of law, who actively participated in the sessions on self-development, finding their purpose for society, showed a confident growth of social competence skills.

scholarly journals Spirituality and Resilience Value in Lifelong Learning

2019 ◽  
Vol 39 (1) ◽  
pp. 28-33
Author(s):  
S. Kravchuk
Keyword(s):  
Lifelong Learning ◽  
The Body ◽  
Social Progress ◽  
Professional Activity ◽  
Spiritual Values ◽  
Moral Value ◽  
Self Development ◽  
Self Actualization ◽  
The Individual ◽  
The Given

The purpose of lifelong learning is the formation and development of personality at different ages, including the period of ageing of the body. That is why the problem of exploring the role of spiritual values and the vitality of the individual in the context of lifelong learning is becoming increasingly important due to the importance of promoting the strengthening of the individual's position in professional activity. Purpose of the article is to identify and analyze the peculiarities of spiritual values and vitality of a person in the conditions of lifelong learning in Ukraine. Spirituality is a religious category. At the same time, spirituality is a social and moral value, the essence of which is the ability to create a humanistic tolerant free world. Resilience is a trait characterized by a measure of overcoming the personality of the given circumstances, a measure of overcoming the personality of oneself. Vital stability is the basis for life-giving, which can be defined as a human activity to create one's own life. In our study involved 62 adolescents, we used the following empirical research methods: the test of the viability of S. Maddy; the SAMOAL questionnaire (by A.V. Lazukin, of M.F. Kalin's adaptation); author's research questionnaire regarding the study of spirituality and spiritual values of the individual. It turns out that a person who shares the values of a self-actualizing personality is characterized by being successful in overcoming adversity. A significant direct correlation of a person's spiritual values with his / her vitality and involvement, control and acceptance of risk as "hardy" attitudes was revealed. The vitality of the individual plays an essential role in his continuing education as a basis for social progress. The vitality of the individual can counteract the negative influences of the environment, effectively overcome life's difficulties, transforming them into situations of development; promotes self-actualization of the personality, motivates to self-development, promotes a healthy way of thinking and behaviour.  

scholarly journals Peran Orang Tua dalam Mengembangkan Kecerdasan Emosional Anak

2018 ◽  
Vol 1 (1) ◽  
pp. 29-34
Author(s):  
Meriyati Meriyati
Keyword(s):  
Emotional Intelligence ◽  
Everyday Life ◽  
Real World ◽  
The Real ◽  
Cognitive Intelligence ◽  
Individual Needs ◽  
The Individual ◽  
The Right

One effort that can be done is to prepare the cognitive intelligence and emotional intelligence. Emotional intelligence is more aimed at the effort to recognize, understand and manifest emotions in the right portion and the effort to manage emotions in order to be controlled so that can be utilized to solve various problems faced later. Through IQ people can face the real world, but the individual needs emotions in order to understand and confront himself and ultimately be able to face others, so important we build emotional intelligence of children for future preparation. By having an emotional intelligence someone will better understand and appreciate feelings on self and others and can apply it effectively in everyday life.

scholarly journals Virtual and Augmented Reality for Developing Emotional Intelligence Skills

2021 ◽  
Vol 9 (3) ◽  
pp. 35
Author(s):  
Chara Papoutsi ◽  
Athanasios Drigas ◽  
Charalabos Skianis
Keyword(s):  
Virtual Reality ◽  
Emotional Intelligence ◽  
Augmented Reality ◽  
Self Control ◽  
Digital Tools ◽  
Self Awareness ◽  
The People ◽  
Self Development ◽  
Virtual And Augmented Reality ◽  
The Individual

<p>The development and the cultivation of emotional intelligence and of the skills it can offer to the individual are the main elements and pursuits of contemporary research. The enhancement of self-control, the reinforcement of self-criticism and self-awareness and the cultivation of the constant self-development are the most central objectives of all the people and of the scientists since they are the cornerstone for euphoria. The aim of the present study is the review and the critical reproduction of information and conclusions that have been extracted from the international bibliography regarding the issue in question. More specifically, there will be an effort to evaluate and present the significance of the activities of virtual reality and of augmented reality that contribute to the development of emotional intelligence skills. Along the same lines, there will be an important review of the articles that refer to the exploitation of such digital tools, to achieve the same results for the people suffering from autism as well. Besides, the care for all the members of the society with no exceptions, and certainly of those members that suffer from mental retardation, should be of upmost importance. The present article focuses on the role that those tools play for the amplification of the skills in the sphere of emotional intelligence not only as far as the duration of the research is concerned.</p>

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.

Sign in / Sign up

Export Citation Format

Share Document