Konstanz Method of Dilemma-Discussion (KMDD®) an its application in the process of ethical education of psychologists

2019 ◽  
Vol 57 (15) ◽  
pp. 189-203
Author(s):  
Małgorzata Steć
Keyword(s):  
Professional Education ◽  
Professional Ethics ◽  
Moral Dilemmas ◽  
Psychological Services ◽  
Moral Norms ◽  
Moral Competence ◽  
Ethical Education ◽  
Self Development ◽  
Moral Competency ◽  
The University

Psychologist are the representatives of a profession in which a wellbeing of a person is the paramount. Helping activity requires of psychologists to follow not only professional ethics but also moral norms. Not rarely do psychologists face the necessity to consider moral dilemmas connected with the practice of delivering psychological services. In such cases, a psychologist should be able to use not only professional knowledge, but also a moral competency allowing him or her to put in practice the assumptions of autonomous morality which is in agreement with his or her personal and professional identity. It is hard to find formal programs of stimulation of moral competence dedicated directly for psychologists. However, there is a possibility of using Konstanz Method of Dilemma-Discussion (KMDD®) in order to achieve this goal. Konstanz Method of Dilemma-Discussion developed by professor Georg Lind from the University of Konstanz – a student and a critic of L. Kohlberg – is used in many countries all over the world in order to increase the level of moral development by developing moral competency mainly in the area of education. An increasing interest of researchers in the method also results in searching for new possibilities of applications of the method. An example of such application would be an area of psychologists’ work. The article aims to promote the KMDD® method in the course of ethical and professional education and self-development of psychologists.

scholarly journals DYNAMICS OF EXISTENTIAL SPHERE OF STUDENTS' INDIVIDUALITY IN THE PROCESS OF PROFESSIONAL PEDAGOGICAL EDUCATION

2020 ◽  
Vol 116 (5) ◽  
pp. 46-52
Author(s):  
Svetlana V. Nesyna ◽  
Keyword(s):  
Professional Education ◽  
Theoretical Basis ◽  
Free Choice ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Moral Self ◽  
Self Development ◽  
Inner World ◽  
The University

The aim of this article is to determine the particularities of the dynamics of the existential sphere components of future pedagogues in the process of professional education. The theoretical basis of the presented empirical research is O. Grebeniuk’s pedagogy of the individuality. The significant part of the concept of individuality is the existential sphere being a «dominatrix» of all individuality of a person. 63 undergraduates from 1-year of studying to 4 one with the major in pedagogy have taken part in the research. T. Grebeniuk’s diagnostic method of seven spheres of student’s individuality was used in this work. The research demonstrates students’ high assessment in the development of the components of the existential sphere. They understand its importance in the development of the individuality. The serious deference in the dynamics of the self-assessment of individual valuable positions and orientations has been determined. The qualitative improvements of «Self-concept» reflective processes and components happen in the 2-year of studying with the development of the ability of the self-analysis, deliberate self-respect and making a right choice. The existential sphere in the final year of studying becomes more complicated and at the same time there is a process of structuring: awareness of the inner world and moral self-assessment are in the centre of this process. It defines the development of the components of the existential sphere which reflect the development of the components of «Selfconcept» and provide the realization of the meaning of «Self-concept» in external active actions due to the desire of self-improvement. The development and self-development of the deliberate self-respect and the ability of analyzing the behavior should become the aim of psychological and pedagogical interactions between future pedagogues and their mentors as well as in the university and in resource centers. The significant potential in the development of the existential sphere of individuality is the system of specific pedagogical situations where the necessity of realizing a free choice appears.

scholarly journals Self-determination impact on motivation in the conditions of professional education.

2021 ◽  
Vol 13 (1) ◽  
pp. 123-133
Author(s):  
Alla G. Mikhailova ◽  
Keyword(s):  
Professional Education ◽  
Self Regulation ◽  
Psychological Needs ◽  
Educational Process ◽  
Self Determination ◽  
Self Organization ◽  
Self Awareness ◽  
Social Self ◽  
Self Development ◽  
The University

Introduction: Self-determination theory plays a crucial role in self-awareness forming. It suggests that people are motivated to grow and change as well as to be able to become self-determined by three universal psychological needs: for fulfillment of competence, connection, and autonomy. The article examines the main criteria and indicators of self-determination. Socio-pedagogical conditions are pro-posed which provide the effectiveness of the process of forming social self-determination among students. Materials and methods: the methodological basis is the ideas of personal and pro-fessional development as the basis the foundation of achieving a professional “acme” in the works of such scientists as A.S. Anisimov, A.A. Bodalev, A.A. Derkach, V.G. Zazykin, A.K. Markova, N.V. Kuzmina and others. Scientists focused on interdiscipli-nary connections and integration approaches in the study of the problems of personality self-determination. Results: recommendations are given for the design of activating methods of self-determination. The research hypothesis is based on the assumption that the for-mation of self-determination in the educational process of the university will be effective if proposed conditions are realized: providing the interconnection of formation processes and person’s self-development; inclusion of students in a variety of activities in order to acquire social experience and a system of social roles for further self-development; trainings for motivational growth and classes aimed at developing skills of self-organization and self-regulation in stressful situations. Discussion and Conclusions: according to these conclusions, a set of recommenda-tions were developed: external and internal factors of social self-determination should be considered in the system, with its inherent connection with the environ-ment, since changes in the social environment entail changes in the system of factors; in order to study personal properties, develop mutual understanding and determine ways of development and correction, one should use high-quality psychodiagnostic techniques, trainings for motivational growth, aimed at developing skills of self-organization and self-regulation in stressful situations; it is necessary to ensure the activity of students in a variety of activities.

Factors of formation self-development abilities among university students

2019 ◽  
pp. 24-30
Author(s):  
Elena Molokanova
Keyword(s):  
Professional Education ◽  
Personal Characteristics ◽  
University Professors ◽  
Internal Factors ◽  
University Teachers ◽  
Professional Activities ◽  
Self Development ◽  
Technical University ◽  
Learning Factors ◽  
The University

We substantiate the necessity of the student’s self-development ability formation in the conditions of multi-level educational programs implementation in a technical university. We ana-lyze various pedagogical and psychological approaches to the formulation and use in the relevant sciences concept of “self-development of a personality”. We explain the choice of a scientific ap-proach, in which self-development is defined as the process of purposeful activity of a personality in continuous self-transformation, conscious management of your own development, choice of goals, ways and means of self-improvement corresponding to your own life values and attitudes. We define one of the main tasks of technical universities – the task of updating and managing students’ professional education, the result of which is an organically formed personality capable of self-development through self-education and self-upbringing. We formulate external factors (scientific, academic, informational, social and sports bases of the university; research and professional activities at the educational stage; upbringing work under the guidance of lecturers and supervisors; academic work under the guidance of lecturers) and internal factors (factors contributing to students’ self-learning; factors contributing to the self-realization of your own plans and ideas) affecting the readiness for self-development of the future engineer. We substantiate the main external factor – the factor of personal influence of university professors on students’ self-development. Personal characteristics of the main types of technical university teachers are highlighted. We analyze the views of various scientific schools scientists on the problem of lecturer’s personality influence on the formation of self-education and self-development abilities of students.

Sustaining hope as a moral competency in the context of aggressive care

2014 ◽  
Vol 22 (7) ◽  
pp. 743-753 ◽  
Author(s):  
Elizabeth Peter ◽  
Shan Mohammed ◽  
Anne Simmonds
Keyword(s):  
Nursing Students ◽  
Ethical Challenge ◽  
Moral Competence ◽  
Moral Space ◽  
The Social ◽  
Moral Competency ◽  
Aggressive Care ◽  
Seriously Ill Patients ◽  
The University ◽  
Graduate Nursing

Background: Nurses who provide aggressive care often experience the ethical challenge of needing to preserve the hope of seriously ill patients and their families without providing false hope. Research objectives: The purpose of this inquiry was to explore nurses’ moral competence related to fostering hope in patients and their families within the context of aggressive technological care. A secondary purpose was to understand how this competence is shaped by the social–moral space of nurses’ work in order to capture how competencies may reflect an adaptation to a less than ideal work environment. Research design: A critical qualitative approach was used. Participants: Fifteen graduate nursing students from various practice areas participated. Ethical considerations: After receiving ethics approval from the university, signed informed consent was obtained from participants before they were interviewed. Findings: One overarching theme ‘Mediating the tension between providing false hope and destroying hope within biomedicine’ along with three subthemes, including ‘Reimagining hopeful possibilities’, ‘Exercising caution within the social–moral space of nursing’ and ‘Maintaining nurses’ own hope’, was identified, which represents specific aspects of this moral competency. Discussion: This competency represents a complex, nuanced and multi-layered set of skills in which nurses must be well attuned to the needs and emotions of their patients and families, have the foresight to imagine possible future hopes, be able to acknowledge death, have advanced interpersonal skills, maintain their own hope and ideally have the capacity to challenge those around them when the provision of aggressive care is a form of providing false hope. Conclusion: The articulation of moral competencies may support the development of nursing ethics curricula to prepare future nurses in a way that is sensitive to the characteristics of actual practice settings.

scholarly journals The level of moral competences of pre-service PE teachers – a reason to worry?

2019 ◽  
Vol 11 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Małgorzata Bronikowska ◽  
Agata Korcz
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Moral Dilemmas ◽  
School Education ◽  
Moral Competence ◽  
Factors Influencing ◽  
Moral Competency ◽  
Moral Quality ◽  
Moral Competences ◽  
Competence Test

Summary Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical educa­tion (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correla­tions were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE.

Model of Education Program Value Increase

2018 ◽  
Vol 27 (7) ◽  
pp. 142-152
Author(s):  
A. V. Garmonova ◽  
N. A. Ryakhina ◽  
E. E. Sokolova
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Competitive Advantages ◽  
University Management ◽  
Highly Qualified ◽  
Medical Organization ◽  
Centers Of Excellence ◽  
Regional Labour Markets ◽  
The University ◽  
Education Process

The article describes the experience of the private further professional education establishment in integration with private medical organizations as a hi-tech clinic base. The purpose of the experience was to work out an education program of professional retraining which enables medical organization to extend the range of its services. The demand for such programs investment stems from the gap between the professional level of medical workers training at universities and the needs of hi-tech segment of cosmetology service which requires highly qualified specialists.The gap between the increasingly changing market demands and the existing higher education offer may be bridged through involvement of practicing professionals in education process.The authors consider the best Russian and foreign practices of interaction between private medical establishments and private education establishments aimed at creation Centers of Excellence on the example of Neo Clinic Tuymen. The presented model shows the competitive advantages of a professional retraining education program characterized by a big concentration of resources per student and a high value of education service. The article may be useful for the university management in Russia in developing and updating strategies and programs of practice-oriented education that will meet the requirements of regional labour markets, concrete organizations and employers and contribute to graduates’ adaptation to actual production process. 

The Need for Professional Education in Probation and Parole

1976 ◽  
Vol 22 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Joseph J. Senna
Keyword(s):  
Staff Development ◽  
Professional Education ◽  
Professional Staff ◽  
Academic Programs ◽  
Professional Status ◽  
Parole Officers ◽  
Probation And Parole ◽  
University Level ◽  
Probation And Parole Officers ◽  
The University

While we know a great deal about the practice of probation and parole and about their place in the correctional process, we know virtually nothing about the kind of professional education that is best suited for probation and parole work and we have little information on the extent to which graduate-level opportunities are available. This article re- examines the tasks of probation and parole officers and relates them to the differing academic programs used by such personnel. Data from a na tional survey are used to demonstrate that probation and parole agencies have not supported Professional staff development. A number of ap proaches to improve graduate study for probation and parole officers, at both the agency and the university level, are described. Implementing these suggestions would help to attain the objectives of effective rehabili tation and higher professional status for community correction.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

Actual problems of municipal law in Russia

2021 ◽  
Author(s):  
Al'fiya Akmalova
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Research Work ◽  
Educational Institutions ◽  
Federal State ◽  
Municipal Law ◽  
State Educational ◽  
The University ◽  
Independent Work ◽  
Improvement Of Legislation

The actual problems of municipal law in Russia are considered taking into account the peculiarities of master's degree training at the university, which provides for both the presence of a system of students with certain knowledge in the field of jurisprudence, including the main institutions of municipal law, and their significant focus on research work. Special attention is paid to the consideration of the main amendments and additions to the current legislation on local self-government, discussions that accompany the improvement of legislation and law enforcement practice. The electronic educational and methodological appendix to the textbook includes an approximate work program and educational and methodological materials for independent work on the study of the discipline, as well as lectures and presentations. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of educational institutions of higher education studying in the field of training 40.04.01 "Jurisprudence", as well as for graduate students, students of the system of additional professional education and teachers, all those who are interested in the problems of the development of municipal law, the theory of local self-government and the practice of state and municipal management.

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