DIRECTION OF WORK OF A SOCIAL TEACHER WITH GIFTED CHILDREN

2020 ◽  
Vol 68 (4) ◽  
pp. 163-169
Author(s):  
G.K. Sholpankulova ◽  
◽  
D.J. Torgauyt ◽  
Keyword(s):  
Personal Development ◽  
Gifted Children ◽  
Structural Level ◽  
Creative Potential ◽  
Fundamental Goal ◽  
The Social ◽  
Operational Activity ◽  
Integral Quality ◽  
Personal Education ◽  
Testing Criteria

The social educator, in his activities, perceives giftedness as an integral quality that presupposes personal development as the fundamental goal of teaching and educating gifted children. The professional and personal readiness of a social teacher to work with gifted children is a structural-level personal education that reflects the integrity of the cognitive, operational, activity, motivational, reflexive components and determines his ability to Абай атындағы ҚазҰПУ-ң ХАБАРШЫСЫ «Педагогика ғылымдары» сериясы, № 4 (68), 2020 ж. 165 effectively organize social and pedagogical activities with gifted children. The listed components of professional and personal readiness to work with gifted children imply the implementation of such functions as cognitive and epistemological, integrative and educational and educational, analytical and diagnostic, prognostic and coordination-organizational, reflective, regulatory and communicative, which are determined taking into account the specifics of the main directions work of a social teacher with gifted children. A social educator in this direction should develop testing criteria for identifying giftedchildren, creating creative teams and individual programs for developing the creative potential of gifted children, establishing creative contacts with colleagues and providing pedagogical support to gifted children.

scholarly journals The Personal Identity of Gifted Adolescents in the Social Environment

2020 ◽  
Vol 10 (1) ◽  
pp. 75-81
Author(s):  
Olga Shcherbinina
Keyword(s):  
Personal Identity ◽  
Personal Development ◽  
Gifted Children ◽  
State University ◽  
The Social ◽  
Self Development ◽  
Development Support ◽  
Definition Of ◽  
Gifted Adolescents

The author suggests that the practical problems of gifted children are frequently connected with their tendency to untimely address socialization issues. Socialization is increasingly connected with the processes of self-development, self-realization, self-assertion and self-determination of a child, as well as with the spheres of identity and social relationships. An empirical study of gifted adolescents’ personal identity is presented in the article. The study was conducted in the Multidisciplinary School of Kostroma State University as part of a pilot program for personal development support of gifted schoolchildren. The results include the definition of self-identification characteristics of gifted adolescents, including their identification with the group and the community. The psychological and pedagogical correction methods are proposed to support the process of self-identification in gifted adolescents.

scholarly journals Problems Affecting Gifted Children In Jordanian Schools

2012 ◽  
Vol 3 (4) ◽  
pp. 301-310
Author(s):  
Ibrahim Al Shihab
Keyword(s):  
Family Therapy ◽  
Personal Development ◽  
Mental Health Problems ◽  
Empirical Studies ◽  
Gifted Students ◽  
Gifted Children ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Working Together

It is clear that there is a need for more attention to the social and emotional needs of the gifted students, as well as for increased attention to the affective needs of special populations of gifted students, such as underachievers, who are at risk for failure to achieve their potential. There is also a need for more empirical studies on the needs of these students, both in terms of preventative strategies such as affective curricula, and with regard to more intensive interventions such as individual, group, or family therapy. Good counseling models have been developed, but they need to be rigorously evaluated to determine the conditions under which they are most effective. In fact, researchers in the field of gifted education need to collaborate with researchers from affective fields such as personal and social psychology, counseling psychology, family therapy, and psychiatry, working together so the society can learn how to intervene most effectively with gifted individuals who have mental health problems and how to help all gifted persons achieve optimal social, emotional, and personal development.

Challenges for income generation methods in monopoly companies

2019 ◽  
Vol 2 (2) ◽  
pp. 54-64
Author(s):  
Ali Zurapov
Keyword(s):  
Market Competition ◽  
Social Needs ◽  
Income Generation ◽  
Working Capital ◽  
Technical Base ◽  
Fundamental Goal ◽  
Urgent Task ◽  
The Social ◽  
The Stability ◽  
Commercial Organization

In conditions of market competition, the fundamental goal of any commercial organization is to obtain the greatest profit, which directly depends on the amount of income received and expenses incurred. Current paper discuses  about main source of development of the material and technical base of the enterprise, replenishment of its own working capital, ensuring the social needs of the companies. Main objectivity is income factor in the stability of the existence and progress of the monopoly companies. In this regard, the management of the income of the organization is currently quite an urgent task for every giant entrepreneur. The article reveals the essence, purpose, objectives and measures in the field of enterprise revenue management. On the example of a particular enterprise, a dynamic and structural analysis of its revenues is carried out.

Criteria and Indicators of the Level of Formation in Intellectually Gifted Adolescents of the Culture of Social Interaction

2021 ◽  
pp. 38-43
Author(s):  
V. Emel'yanenko
Keyword(s):  
Social Interaction ◽  
Theoretical Analysis ◽  
Educational Environment ◽  
Diagnostic Tools ◽  
Gifted Children ◽  
Criteria And Indicators ◽  
The Social ◽  
Intellectually Gifted ◽  
Mental Abilities ◽  
Gifted Adolescents

Currently, one of the urgent problems of the education system is the search for effective methods of pedagogical support for the social development of intellectually gifted children and adolescents. The article contains the results of theoretical analysis and empirical research aimed at identifying the characteristics and level of formation of the culture of social interaction in intellectually gifted adolescents, considered as the main result of their social education in the educational environment of the school. The author reveals the essence of the culture of social interaction as a pedagogical phenomenon, develops diagnostic tools for its study and determines the level of its formation in 196 adolescents with outstanding mental abilities studying in grades 7-9 of secondary schools.

scholarly journals The confidence delusion: A sociological exploration of participants’ confidence in sport-for-development

2018 ◽  
Vol 55 (4) ◽  
pp. 383-398
Author(s):  
David S Scott
Keyword(s):  
Personal Development ◽  
The Body ◽  
Individual Interviews ◽  
Everyday Lives ◽  
Sport For Development ◽  
Development Capacity ◽  
The Social ◽  
Ethnographic Methodology ◽  
The Impact

Although sport is widely utilised as a tool for personal development, capacity building, and fostering peace, there are still numerous theoretical gaps in our knowledge about how sport influences individuals’ identities, and how this translates into their everyday lives. Within the academic literature there has been seemingly little focus placed upon participants’ emotional and embodied accounts of their sport-for-development (SfD) experiences. This paper uses phenomenologically-inspired theory to explore individuals’ lived experiences of a SfD course, and their descriptions of the social interactions and feelings of confidence they encountered, in order to address this lack of experiential data. An ethnographic methodology was used to collect data through four sports leadership course observations, and cyclical interviews over 4–10 months with eleven course attendees, plus individual interviews with five tutors. Participants’ understandings of their course experiences and the subsequent influence these understandings had on their lives were described through their use of the term confidence. A further phenomenological and sociological interrogation of this term enabled confidence to be seen as being experienced as a ‘frame’ and ‘through the body’ by participants. This study provides original conceptualisations of confidence in relation to participants’ SfD experiences, as well as important discussions regarding the role of emotions and embodiment in understanding the impact of SfD on participants’ everyday lives.

scholarly journals Formation model legal consciousness in senior preschoolers

2021 ◽  
Author(s):  
И.С. Бубнова ◽  
Э.Б. Адигамова
Keyword(s):  
Preschool Children ◽  
Social Behavior ◽  
Personal Development ◽  
Preschool Education ◽  
Legal Consciousness ◽  
Formation Model ◽  
Educational Organization ◽  
Pedagogical Content ◽  
The Social ◽  
Main Components

Проблема формирования правосознания исследуется авторами в контексте социально-личностного развития детей дошкольного возраста. Ориентация на принципы гуманизации обусловили объективную потребность в формировании нравственных и правовых представлений детей дошкольного возраста для формирования социального поведения. Выявлены пробелы в психолого-педагогических методах и технологиях, необходимо расширить педагогическое содержание и критериальный инструментарий. Цель статьи: выявить уровень, компоненты и структуру правосознания у детей старшего дошкольного возраста и на этой основе разработать модель формирования правосознания в условиях дошкольной образовательной организации. Авторами представлены основные компоненты правосознания, их эмпирические показатели и функции с опорой на особенности детей дошкольного возраста. Разработана модель формирования правосознания у детей дошкольного возраста как системная организация заявленного психолого-педагогического процесса с циклической оценкой результативности. Статья будет полезна педагогам, исследователям, работникам дошкольного образования, родителям детей дошкольного возраста. The problem of the formation of legal consciousness is studied by the authors in the context of the social and personal development of preschool children. Orientation to the principles of humanization caused an objective need for the formation of moral and legal representations of preschool children for the formation of social behavior. Gaps in psychological and pedagogical methods and technologies have been identified, it is necessary to expand the pedagogical content and criteria tools. The purpose of the article is to identify the level, components and structure of legal awareness in older preschool children and, on this basis, to develop a model for the formation of legal awareness in the conditions of a preschool educational organization. The authors present the main components of legal awareness, their empirical indicators and functions based on the characteristics of preschool children. A model of the formation of legal awareness in preschool children as a systematic organization of the declared psychological and pedagogical process with a cyclic assessment of effectiveness is developed. The article will be useful for teachers, researchers, preschool education workers, parents of preschool children.

scholarly journals Conditions of effective self-management. “Manage yourself, be creative, achieve goals”

2021 ◽  
Vol 199 (1) ◽  
pp. 96-110
Author(s):  
Lesław Wełyczko
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Personal Development ◽  
Technological Development ◽  
Professional Life ◽  
Personal Life ◽  
Self Management ◽  
Human Being ◽  
The Social ◽  
Critical Aspects

The article addresses what seems to be the critical aspects related to the most important competence of a human being in the 21st century – the competence to manage oneself. Nowadays, when life and civilization and technological development have accelerated unbelievably, people find it increasingly challenging to fulfill the social roles entrusted to them. That applies to everyone, but especially to those who have to manage (lead) other people or even entire teams, often forgetting about themselves, their needs, life priorities, and personal development. One should be able to wisely and rationally plan professional development in his/her personal life so as not to lose himself/herself entirely in the surrounding reality, being absorbed only in professional matters and others’ problems. This article indicates the most critical aspects that should be taken into account when planning personal and socio-professional development since only in this way can one feel the fulfillment of both in personal (family) and social and professional life.

scholarly journals Orientation to the Future of Gifted Primary Schoolchildren: Near and Far Goals

2021 ◽  
Vol 13 (1) ◽  
pp. 3-19
Author(s):  
I.Y. Kulagina ◽  
N.B. Shumakova
Keyword(s):  
Primary School ◽  
Personal Development ◽  
Intellectual Development ◽  
Personal Characteristics ◽  
Primary School Children ◽  
Gifted Children ◽  
Modified Method ◽  
Traditional Program ◽  
The Future ◽  
Work Family

The article presents research data on the attitude of gifted children aged 9-10 years to different ages, their ideas about the future, setting short-and long-term goals. There is a great creative potential of giftedness, but how much it will be realized when reaching maturity depends not only on cognitive sphere, but also on the characteristics of the personality. The psychological literature contains contradictory information about the personal characteristics of gifted children; there is very little data on such aspect of personal development as orientation to the future, which determines the relevance and novelty of the study. The study involved 96 children with IQ≥115, enrolled in grades 3 and 4 of the gymnasium for gifted children, and 104 children enrolled in grades 3 and 4 of the secondary school under the traditional program (Moscow). We used the modified method of B. Zazzo “Golden age”, the projective method “Unfinished sentences” and the method of M.V. Matyukhina, which allows us to determine educational motivation in primary school age. It is shown that the majority of primary school children prefer youth as the age period of maximum opportunities. Gifted children are less likely than their peers with normative intellectual development to set short-range goals of good and excellent studies, self-improvement in activities that require physical effort, and more goals related to filling the lack of emotional support. The area of long-range goals related to youth is wider for younger students. Gifted children have a more pronounced orientation to high material security and freedom in its various manifestations, to a lesser extent – to the traditional construction of life (work, family, children).

scholarly journals ‘You want to deal with power while riding on power’: global perspectives on power in participatory health research and co-production approaches

2021 ◽  
Vol 6 (11) ◽  
pp. e006978
Author(s):  
Beatrice R Egid ◽  
María Roura ◽  
Bachera Aktar ◽  
Jessica Amegee Quach ◽  
Ivy Chumo ◽  
...  
Keyword(s):  
Participatory Research ◽  
Social Ecology ◽  
Research Process ◽  
Macro Level ◽  
Structural Level ◽  
Research Partnerships ◽  
Global Perspectives ◽  
Traditional Research ◽  
Participatory Health Research ◽  
The Social

IntroductionPower relations permeate research partnerships and compromise the ability of participatory research approaches to bring about transformational and sustainable change. This study aimed to explore how participatory health researchers engaged in co-production research perceive and experience ‘power’, and how it is discussed and addressed within the context of research partnerships.MethodsFive online workshops were carried out with participatory health researchers working in different global contexts. Transcripts of the workshops were analysed thematically against the ‘Social Ecology of Power’ framework and mapped at the micro (individual), meso (interpersonal) or macro (structural) level.ResultsA total of 59 participants, with participatory experience in 24 different countries, attended the workshops. At the micro level, key findings included the rarity of explicit discussions on the meaning and impact of power, the use of reflexivity for examining assumptions and power differentials, and the perceived importance of strengthening co-researcher capacity to shift power. At the meso level, participants emphasised the need to manage co-researcher expectations, create spaces for trusted dialogue, and consider the potential risks faced by empowered community partners. Participants were divided over whether gatekeeper engagement aided the research process or acted to exclude marginalised groups from participating. At the macro level, colonial and ‘traditional’ research legacies were acknowledged to have generated and maintained power inequities within research partnerships.ConclusionsThe ‘Social Ecology of Power’ framework is a useful tool for engaging with power inequities that cut across the social ecology, highlighting how they can operate at the micro, meso and macro level. This study reiterates that power is pervasive, and that while many researchers are intentional about engaging with power, actions and available tools must be used more systematically to identify and address power imbalances in participatory research partnerships, in order to contribute to improved equity and social justice outcomes.

scholarly journals THE SOCIAL-PSYCHOLOGICAL FACTORS INFLUENCING WOMEN-PRISONERS’ FEELING OF LONELINESS

2020 ◽  
Vol 1 (10) ◽  
pp. 56
Author(s):  
Ingrida Baranauskiene ◽  
Alla Kovalenko ◽  
Inna Leonova
Keyword(s):  
Interpersonal Relationships ◽  
Personal Development ◽  
Goal Achievement ◽  
Social Psychological ◽  
Personal Traits ◽  
Female Prisoners ◽  
Factors Influencing ◽  
The Social ◽  
Objective Factor ◽  
Fear Of Rejection

<p>The article presents the study on the factors influencing appearance of loneliness at female prisoners. The results obtained indicate that loneliness is caused not only by subjective factors, such as personal traits, needs, motives, but also by an objective factor - the socially closed structure of detention places and the limited environment there. The main subjective reasons for female prisoners’ feelings of loneliness are despair, fears, depression and aggression, caused by their inability to satisfy their needs for communication, safety, personal development and goal achievement.</p>The feeling of loneliness appears because the influence of the following factors: personal traits, insufficient interpersonal relationships, fear of rejection, subjective and objective causes

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