scholarly journals The peculiarities of emotional and mental resources of the Republic of Kazakhstan cancer service medical workers

2020 ◽  
Vol 58 (4) ◽  
pp. 18-23
Author(s):  
I. KHUSAINOVA ◽  
A. NADIRBEKOVA ◽  
N. BAIBATYR
Keyword(s):  
Self Regulation ◽  
Emotional Stability ◽  
Professional Activity ◽  
Self Confidence ◽  
Compensation Mechanisms ◽  
Flexible Behavior ◽  
The Republic ◽  
High Level ◽  
Clinic Medical ◽  
Mental Resources

Relevance: Medical workers render assistance in conditions of constant increased emotional stress. They experience various psychological problems, a decrease in emotional and mental resources. A marked decrease in medical workers’ emotional resources makes it difficult to establish psychological contact with the patient, complicates patient interaction and providing the necessary emotional support, and adversely affects the preservation of medical workers’ emotional stability, psychological reliability, and professional image. The study aimed to reveal the peculiarities of emotional and mental resources of cancer clinic medical workers. Results: The study showed that a successful professional activity of a medical worker requires such psychic features as a high level of communicative competence in dealing with patients and their relatives; a medical worker’s independence and autonomy, self-confidence, and stability in various situations, combined with flexible behavior in changing non-standard professional situations; a high degree of resistance to stress, emotional and informational overload; the presence of developed adaptation and compensation mechanisms. Conclusion: The formedness of a medical worker’s mental self-regulation methods and techniques, mastering psychological and emotional adaptation and compensation mechanisms contribute to the development and formation of high emotional stability, the ability to withstand stress, and increase job satisfaction.

scholarly journals ФОРМУВАННЯ ЕМОЦІЙНОЇ САМОРЕГУЛЯЦІЇ МАЙБУТНІХ ВИХОВАТЕЛІВ

2019 ◽  
pp. 305-311
Author(s):  
Оксана Войтович
Keyword(s):  
Self Regulation ◽  
Emotional Stability ◽  
Psychological Climate ◽  
Professional Activity ◽  
Expert Assessment ◽  
Preschool Teacher ◽  
Future Teachers ◽  
Self Confidence ◽  
Professional Self ◽  
Definition Of

Анотація. У статті аналізується проблема формування якостей емоційної сфери майбутнього вихователя, зокрема особливості її розвитку в процесі підготовки студентів до професійної діяльності. Аналізуються психолого-педагогічні дослідження проблеми. Подається визначення емоційної стійкості,  емоційного вигорання та саморегуляції вихователя, аналізуються її складові, а також симптоми порушень емоційної саморегуляції та методи їх визначення (метод спостереження, бесіди, експертних оцінок, аналізу документації, тести),  наводяться чинники, які їх детермінують (взаємини в колективі і з керівництвом, ставлення до об’єкта праці, негативний соціально-психологічний клімат, наявність напруженості й конфліктів у професійному середовищі). Розглядається система засобів формування емоційної стійкості та саморегуляції в процесі підготовки студентів до професійної діяльності та профілактики порушень (семінари, практичні заняття з елементами тренінгу, спрямовані на ознайомлення з особливостями професійної саморегуляції та феноменом вигоряння). Стаття містить  результати експериментального дослідження з проблеми, а саме визначення рівнів емоційної стійкості та саморегуляції студентів та напрями роботи з розвитку емоційної сфери майбутніх вихователів. Корекційні техніки, представлені в статті, спрямовані на підвищення самооцінки, впевненості в собі, рівня емпатії, корекції мотивів домагань студентів. Abstract.  A subject of the article is to analyze the problem of the emotional sphere qualities forming in the future preschool teacher, in particular the special aspects of its development in the preparing students for professional activity process. Psychological and pedagogical reseach of the problem are analyzed. The definition of emotional stability and self-regulation of the preschool teacher is presented, its components as well as the symptoms of the emotional self-regulation problems and methods of their determination are analyzed (surveillance, conversations, expert assessment, documentation analysis, tests), factors that determine them are presented (relationships with the group and management, attitude to the object of work, negative socio-psychological climate, the presence of tension and conflict in the professional environment). It is reviewed the system of means of forming emotional stability and self-regulation in the process of preparing students for professional activity and prevention of violations ( seminars, practical classes trainings, aimed at familiarization with the features of professional self-regulation and professional burnout phenomenon). The content of the concepts "emotional stability" and "components of emotional stability", "emotional self-regulation", "emotional burnout" are specified. The article contains the results of experimental research on the problem, namely the determination of the emotional stability levels, students' self-regulation and directions of work on the emotional sphere development of future teachers. Presented in the article correction techniques are aimed at raising self-esteem, self-confidence, empathy level, correction of motives of students' aspirations. The program envisages the work of future teachers in the areas of workload reduction, activities restructuring (competent distribution of working tasks), division of responsibilities, using of different ways of compensation of the spent efforts, tracking of results, getting gratitude from pupils' parents, self-presentation in the environment.

Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity

2020 ◽  
Author(s):  
A. V. Emelyanenkova ◽  
S. B. Gnedova
Keyword(s):  
Self Regulation ◽  
Diagnostic Techniques ◽  
Emotional Reactions ◽  
Civil Aviation ◽  
Professional Activity ◽  
Objective Criterion ◽  
Novice Drivers ◽  
The Individual ◽  
Short Signal ◽  
High Level

Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.

scholarly journals THE SPECIFIC FEATURES OF THE SPIRITUAL INTELLIGENCE DEVELOPMENT AMONG THE FUTURE EDUCATORS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Eduard Pomytkin ◽  
◽  
Daria Bohdanova ◽  
Keyword(s):  
Self Regulation ◽  
Individual Characteristics ◽  
Spiritual Intelligence ◽  
Theoretical Research ◽  
Professional Activity ◽  
Success Factor ◽  
Self Awareness ◽  
The Individual ◽  
High Level ◽  
Intelligence Development

The results of theoretical research identify the following specific features of spiritual intelligence development among future educators: awareness of self-realization, ability to forecast, professionalism, and capability of the person to self-regulation. Spiritual intelligence is represented as the highest form of intelligence of the teacher’s personality, which determines the structure of one’s values, is used for self-expression (which is the primary goal of pedagogical activity), and is a determining success factor in the process of forming a model of understanding the meaning of life by the followers. The spiritual intelligence of a teacher guides one’s ability for self-improvement and self-motivation for effective, humanistic-oriented pedagogical activity, and is the main mean of finding teacher's own “Me” within the framework of the professional activity. The core traits of the highly-developed spiritual intelligence of the teacher are seen in one’s ability to inspire others, to a deep self-awareness, to flexibility in making pedagogical decisions, as well as in one's capability of representing compassion and openness in relation to the learners. Spiritual and intellectual abilities and skills may have significant differences among people, depending on the individual characteristics of the individual, one’s spiritual beliefs, religious preconditions for one’s formation and development. The spiritual intelligence of the individual can be advanced throughout life, and this tendency may be referred to as the necessary prerequisite for the professional development of teachers and their achievement of a high level of pedagogical mastery.

scholarly journals The state of preparation in performance climbing

2019 ◽  
Author(s):  
Simona Trifu ◽  
Antonia Ioana Trifu
Keyword(s):  
Self Regulation ◽  
Emotional Stability ◽  
Emotional Impact ◽  
Personality Structure ◽  
Competitive Situation ◽  
Regulatory Status ◽  
Prepared State ◽  
Regulation Of Activity ◽  
Will Self ◽  
High Level

AbstractThis research has been carried out among climbing performers in Romania (a group of 60 climbers), starting from the desire to induce a state of preparation by watching a motivational short movie before performing a high difficulty route. The concept of preparation was related to the emotional impact of tonic or sensitive type (depending on the content of the movie) and the personality structure of the athletes, the conclusions drawn being in the area of optimization of performance by inducing an optimal state of preparation.Performance climbers can have two main attitudes to impact with emotional stimuli in the competitive environment: tonic versus sensitivity. We propose the study of the correlations between the personality structure of the athletes, the emotional impact on stimulation, respectively the quality of the prepared state of state, as the active regulatory status.The methodology included a batch of 60 climbers divided into two equal subgroups, before making a difficult route being allowed to view a movie with a tonic impact, or a sensitive impact. Personality was evaluated through five scales (Intelligence, Emotional Stability, Sensitivity, Imagination, and Perspicacity) while administering a Preparatory and Motivation Questionnaire.People with a high level of intelligence, imagination and perspicacity can more easily create attitudes, habits and habitual contests, as well as conduct appropriate to the concrete conditions of the competitive situation, while people with low emotional stability and sensitivity are more inclined towards a sensitive, labile, sensitive approach to the competitive situation. The research implies the necessity of organizing the mental operators with the purpose of suitability to the performance poor, in accordance with the tactical training of the athlete and with the personality traits.Emotional stimulation leads to affective participation, reception and awareness of favoring issues, stimulation of will, self-regulation of activity according to aspirations and strategies.

scholarly journals Evaluation of the development level of several professionally significant psychological qualities of future specialists in extreme professions

2020 ◽  
Vol 4 (4) ◽  
pp. 433-441
Author(s):  
Екатерина Игоревна Гермацкая
Keyword(s):  
Self Regulation ◽  
Self Control ◽  
Motivational Orientation ◽  
Professional Activity ◽  
Professional Activities ◽  
Emergency Situations ◽  
Development Level ◽  
High Level ◽  
Almost All ◽  
The University

Purpose. Studying the level of development of certain professionally significant psychological qualities of future specialists in extreme professions, such as volitional self-regulation, propensity to take risks, motivation to achieve success or overcome failure. Methods. Carrying out an ascertaining experiment: psychological testing using the techniques: «Motivation of success and fear of failure» (questionnaire by A.A. Rean), «Research of the propensity to take risks» (questionnaire of A.G. Shmelev), «Level of volitional self-regulation» (questionnaire A.V. Zverkov and E.V. Eydman). Findings. The results of studying the level of development of volitional self-regulation, self-control and perseverance, motivational orientation and propensity to risk of the 1st and 3rd year students of the University of Civil Protection of the Ministry of Emergency Situations of Belarus are presented. The conditions of professional activity of specialists in extreme professions are briefly considered. Strong-willed efforts for workers in extreme activities are necessary to overcome such external obstacles as difficulties in professional activities, various hindrances, confronting with other people or life circumstances. It can be concluded that the majority of respondents are characterized by a high level of volitional self-regulation, perseverance and self-control. The overwhelming majority of the first and third year students were diagnosed with pronounced motivation to achieve success. It has been found that almost all respondents participating in the study had an average level of propensity to take risks. Application field of research. The presented results can be used to work out a program for the development of professionally important psychological qualities, skills and abilities of extreme profile specialists aimed at forecasting the main conditions and regularities of their formation.

scholarly journals COMPARATIVE ANALYSIS OF THE DEVELOPMENT OF ENGINEERING AND HUMANITARIAN STUDENTS’ LEARNING SKILLS

2020 ◽  
Vol 116 (5) ◽  
pp. 162-169
Author(s):  
Iliya I. Ilyasov ◽  
◽  
Margarita S. Aslanova ◽  
Valeriya S. Anderzhanova ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Self Regulation ◽  
Learning Goals ◽  
Professional Activity ◽  
Educational Activities ◽  
Learning Skills ◽  
High Level ◽  
Humanities Students ◽  
The University

The aim of this research is identifying differences in the development of learning skills of students of engineering and humanitarian orientation in the process of their training at the University. Learning skills, as the ability to carry out the process of acquiring subject knowledge in various fields, are recognized by world experts. The importance of learning skills has increased especially at the present time, due to the need for self-development of competence in the process of professional activity after graduation. In the course of the study, the main and supplementary learning skills, as well as the ability to self-regulate training activities and academic performance of students of technical and humanitarian orientation, who are at different stages of training, were diagnosed. The results of this study show that the learning skills of students in both directions develop sideways in the process of subject learning, but this process has different results and character in relation to their development. Thus, engineering students have a higher level of learning skills and self-regulation by the end of their studies, while humanities students have a higher level of exposure to supplementary learning. Basic learning skills are developed better among engineering students with higher abilities to self-regulate learning activities, while for psychology students, this relationship is not found. In addition, the academic performance of engineering students increases with a high level of development of knowledge-building abilities, control of additional learning skills and self-regulation of educational activities. Academic performance of students in the Humanities increases with a high ability to implement independent building of knowledge, a high level of control over the motivational and volitional sphere and learning goals, as well as the ability to evaluate results in the course of educational activities.

scholarly journals Self-esteem and Self-control of Teenage Students of Boarding Schools

2016 ◽  
Vol 5 (2) ◽  
pp. 77-96
Author(s):  
O. Timur
Keyword(s):  
Comparative Analysis ◽  
Self Regulation ◽  
Boarding Schools ◽  
Self Esteem ◽  
Self Control ◽  
Express Method ◽  
Self Confidence ◽  
High Level ◽  
Almost All ◽  
Very High

We investigate the cognitive and behavioral sub-consciousness of teenagers from the boarding schools. We used the method of Dembo-Rubinstein (the modification of A.M. Prihozhan), the express method Style of self-regulation of behavior in children SSBC1-M icons of V.I. Morosanova. It was discovered that almost all self-esteem indexes in adolescent orphans in regard to “I-Real” as the indicator of the cognitive development of self-consciousness is within the average level. An exception is the scale “Self-Confidence” where indexes in the majority of respondents are recorded as “very high”. In the perception of “I-perfect” indicators of all scales were also at a very high level. The total level of self-esteem of adolescent orphans is characterized as “medium”, while the total self-control is “low”. The comparative analysis of this sample of respondents from the respondents belonging to the deviant group of adolescents from families and young people from families with no deviations.

scholarly journals SOCIAL - PSYCHOLOGICAL CONDITIONS OF FUTURE SOCIAL TEACHERS’ PROFESSIONAL TRAINING IN THE MODERN SYSTEM OF UKRANIAN HIGHER EDUCATION

2021 ◽  
pp. 181-185
Author(s):  
N. SAIKO ◽  
O. KUPRIANOVA
Keyword(s):  
Professional Training ◽  
Social Activity ◽  
Middle Level ◽  
Project Work ◽  
Professional Activity ◽  
Public Attention ◽  
Psychological Conditions ◽  
Self Confidence ◽  
The Future ◽  
High Level

Conditions for improving the professional training of future social pedagogues are considered. Contradictions in the professional training of future social educators are analyzed. The results of a statement experiment are presented, which confirm the need to improve the professional training of future social educators. Thus, the majority (69%) of students showed a low level of readiness for professional activity; middle level - is 23%. Only 8% of students belong to a high level of professional readiness, which implies the following components: formation of clear plans for the realization of their own identity in the future; implementation of real practical steps to achieve them. Those students are characterized by social activity (participation in scientific competitions, projects, etc.) and an active attitude to one's own life; use of interest classes as a mechanism for implementing their plans; have formed a subjective position in the interaction and use rational their free time. The concept of "social and psychological conditions" is specified and the necessity of realization of such social and psychological conditions is substantiated. First, the inclusion of the future professional in various activities in which professional knowledge is acquired, skills are formed and, as a result, self-confidence emerges. These types of activities include volunteering in various organizations that solve socio-pedagogical problems, participation in international and domestic projects, organizations, student associations. Secondly, it is creating opportunities to attract various material resources, lobbying for socio-pedagogical work and attracting public attention to them. One of the methods that helped to implement these areas was the method of project creation and obtaining grants for their implementation. Learning to create socio-pedagogical projects, students get acquainted with the specifics of defining the purpose of projects, structure, tasks, principles of selection of project activities, the rules of preparing a project work plan and budget, improve skills to predict results and efficiency. Third, we identified the need to form a worldview of students, which involves the development of leadership skills, a positive attitude to life, a responsible attitude to their own mental and physical health.

scholarly journals Peculiarities of self-regulation of extreme profile specialists

2017 ◽  
Vol 7 (1) ◽  
pp. 89-105 ◽  
Author(s):  
T.N. Kabanova ◽  
E.A. Pleshakova ◽  
A.A. Dubinsky ◽  
A.S. Vasilchenko
Keyword(s):  
Physical Activity ◽  
Trait Anxiety ◽  
Dynamic Properties ◽  
Self Regulation ◽  
Self Control ◽  
Professional Activity ◽  
Self Monitoring ◽  
Affective Component ◽  
Reactive Anxiety ◽  
High Level

Individually-psychological characteristics were studied and profiles of the styles of self-regulation of the employees engaged in hazardous were determined. The mainly group consisted of 30 men aged 21 to 60 years, who are specialists of dangerous professions. The comparison group included 30 men from 22 to 60 years, whose professional activity was not associated with risk. The following methods were used: questionnaire "Style of self-regulation of behavior" by V. I. Morosanova; questionnaire of self-control (H. Grasmik, 1993, adaptation Bulygina V. G., Abdrazakova A. M., 2009); the questionnaire BIS/BAS, used to study the sensitivity to punishment and reward; the questionnaire formal-dynamic properties of individuality by V. M. Rusalov; the aggression questionnaire by A. Buss and M. Perry (adaptation Enikolopov S. N., Cybulski N. P., 2007); the scale of anxiety Charles D. Spielberger (State-Trait Anxiety Inventory – STAI); personal questionnaire of the G. and S. Eysenck – EPQ. It was found that specialists hazardous professions are distinguished by: a higher level of development of the regulatory flexibility and individual system of conscious self-regulation activity; higher levels of extroversion, communication activity, the total adaptability; a lower level of reactive anxiety, trait anxiety and general emotional. Moreover, impulsiveness, egocentrism, lack of restraint and physical activity in the structure of self-monitoring specialists of dangerous professions associated with high levels of affective component of aggression and incoherence of parts of the process of self-regulation. There were allocated a 3 profile of self-regulation in specialists of dangerous professions: a) a high level of self-regulation – coupled with a high intellectual and physical development, the highest level of adaptability and general activity; b) medium – rapid response to emerging changes in the situation, the successful production alternatives, greater flexibility in the process of communicating with less intellectual and physical activity; c) low – the most developed stage of self-regulation is assessment of results with low rates of formal-dynamic properties of individuality and adaptability at the same time.

scholarly journals Factors of Medical School Lecturers' Professional Burnout

2021 ◽  
pp. 116-129
Author(s):  
Anna Alekseevna Agibalova ◽  
Oksana Anatolevna Ustimenko ◽  
Viktoriia Gennadevna Zenkina
Keyword(s):  
Risk Factors ◽  
Work Stress ◽  
Stress Resistance ◽  
Work Experience ◽  
Self Regulation ◽  
Professional Activity ◽  
Professional Burnout ◽  
High Level ◽  
University Lecturers ◽  
Medical University

In the context of the increasing level of requirements, new re-forms and standards in the modern educational system, teachers experience a significant emotional burden. The professional activity of a university lecturer is accompanied by increased moral responsibility and, consequently, is characterized by a high level of emotional, and in the future, professional burnout. Some socio-psychological and professional features, as well as risk factors for professional burnout of higher school teachers, are noted. The results of the study of the diagnosis of professional burnout of medical university lecturers are presented. It is noted that in specialists who are lecturers and doctors at the same time, professional burnout is more pronounced than in lecturers who are engaged only in pedagogical activities. The factors that mostly cause the process of burnout of teachers are identified: work experience, age, dissatisfaction with work, stress resistance. The recommendations on the implementation of the skills of self-regulation of the emotional state, aimed at preventing the syndrome of professional burnout, are given.

Sign in / Sign up

Export Citation Format

Share Document