Analytical and reflexive competence of future doctor: essence, structure, conditions of formation

Due to the release of new educational standards regulating the activities of educational structures of the Russian Federation the requirements for the results of professional training of a competent specialist with a developed set of competencies have increased. According to the requirements of the Federal State Educational Standards of Higher Education in 31.05.01 “Medical Care” and 31.05.02 “Pediatrics”, the future doctor must have a whole range of skills and abilities that determines his professionalism. These include the qualitative analysis of information, the identification of cause-and-effect relationships, the structuring of source data, and the reflection of one's own activities, which ultimately lead to the formation of analytical and reflexive activities. The formation of analytical and reflexive competence of a future doctor in the course of professional training is defined as a continuous and holistic psychological and pedagogical process aimed at strengthening motivation, ability and readiness to effectively carry out analytical and reflexive activities within the framework of professional activity. This has determined the need for the development of new didactic tools that contribute to its improvement in the process of professional training: models, pedagogical conditions, technology of formation, criteria apparatus and diagnostic tools.

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

Corporate culture of a university lecturer: theoretical and methodological basis of study

Based on the analysis of current scientific literature on the issues of improving the corporate culture of a university lecturer, the author’s definition of the concept of “corporate culture of a university lecturer” is formulated. The methodological basis of the study is represented by the following approaches. The ideas of systematic approach were the basis for considering the phenomenon under study as an integral, orderly, complexly organized education and building the process of its improvement. A culturological approach enriched the cultural foundations of considering and understanding the essence of the corporate culture of the lecturer, the process of its improvement by relying on value constructs of interaction, the presentation of cultural forms of self-development. The ideas of personal approach formed the basis for considering the personality of the lecturer with their value orientations, individuality, and subjective position as the main criterion and result of the productive transformation of corporate culture. An activity-based approach has determined the targeted, procedural, and effective components of the activity and interaction of lecturers, the special organization of which is the most important condition for the development of the lecturer’s personality and his corporate culture. The provisions of acmeological approach presented the essence of the development of the corporate culture of the lecturer by taking into account the individual nature of development, as a movement towards maturity, through its contradictions resolved by the lecturer-subject. We note the principles of consistency, humanization, unity of objective and subjective, joint activity, cultural conformity of the development of corporate culture of a university lecturer.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

Features of pedagogical prevention of deviant behavior among young adolescents

We consider the main prevention forms of deviant behavior of younger adolescents in general education organizations. The features of different types of prevention of deviant behavior of the individual are revealed. The model of preventive work with adolescents is possible with a number of conditions: teaching adolescents social skills, creating situations for changing the behavior of adolescents, organizing successful socially significant variable activity of a teenager. The influence of achievement motivation is important in the success of deviant behavior prevention. We reveal the features of the social environment necessary for the consolidation of positive changes in the adolescents’ behavior. Informing adolescents timely about the consequences of illegal behavior is important. We also highlight the necessity of early involvement in a healthy lifestyle of the child and the whole family. Attention is focused on the role of the state in preventing the appearance and development of deviations among young people.

Psychological diagnosis and gender analysis of teenagers’ addiction propensity

We consider the current issue of teenagers’ attitude to psychoactive substances. A comprehensive study of the value relationship of teenagers to psychoactive substances and the motivation for their use is necessary. The teenagers development crisis leads to a drop in academic performance, a decrease in working capacity, negativism, alienation, ambivalence of feelings and much more, it is noted that the demonstrative “adulthood” of teenagers, their acute experience of the discrepancy between the external and internal worlds often lead them to behavioral transformations aimed at remaking reality for themselves. Based on the types of deviations characterized in psychology, we analyze the causes of chemical addiction. In the course of the study, we identify the main reasons that encourage teenagers to try drugs and consider the age differentiation of the reasons. The main motives of alcohol consumption by teenagers are determined. The results of the study were analyzed by gender of the respondents, and the peculiarities of the attitude to psychoactive substances and persons who use the above substances were noted. We present an expert assessment of the risk of teenagers’ dependence on psychoactive substances, given by schoolteachers, and identify the main causes that affect the risk of developing addiction. We note the necessity of conducting psychological preventive work with this group of respondents and the environment.

Development of construction basics of pedagogical technology for social experience formation among preschoolers interacting with peers with disabilities

The development of the construction basics of pedagogical technology for social experience formation of preschoolers interacting with disabled children is relevant. We analyze the basic definitions of pedagogical technology and its main characteristics: scientific validity, procedurality, integrity, focus on solving pedagogical tasks, practical applicability, effectiveness, completeness. The difficulties of developing pedagogical technology for the formation of social experience, taking into account their interaction with children with disabilities, are revealed. The substantiated successive stages of the developed pedagogical technology are diagnostic ascertaining, analytical-designing, effective-regulatory, reflexive-controlling. The revealed specifics of each of the stages, manifested when working in the conditions of interaction of preschoolers with peers with disabilities should be considered when planning and implementing pedagogical procedures. We reveal difficulties of realization of the designated stages of pedagogical technology of social experience formation of preschoolers and offer variants of their constructive overcoming. Formation technologies for related constructions in the psyche of preschoolers interacting with peers with disabilities (social intelligence, social competencies, social representations, etc.) can also be developed based on the selected stages. The results obtained can also be useful in the framework of the organization of experimental work with children studying at other stages of the educational process, since they are largely devoted to the basic basics of building pedagogical technology, rather than specifically developing technologies for working with preschoolers.

Social representations of students with different suggestibility levels on a socially profitable person

The issue of the interrelation of social representations of students with different levels of suggestibility about a socially profitable person is discussed. The content of the concept of a “socially profitable person” is revealed. The analysis of theoretical and methodological literature concretizes the content of the concepts of “social representations”, “suggestibility”. In the study we take into account the gender characteristics of the subjects. The obtained results have a scientific novelty, since this kind of work was carried out for the first time. It was found that the sample has mainly an average suggestibility level, is malleable and tends to allow other people’s ideas into their consciousness. Semantic units (descriptors) describing the ideas of a socially profitable person in boys and girls do not have significant differences. Factors were formed from the obtained descriptors: 12 – in boys, 13 – in girls, 11 factors coincided. The dominant factors were “Social and material well-being”, “Benevolence”, “Cultural and cognitive factor”. The practical significance of the study is in the possibility of organizing purposeful work on the formation of a positive image of a person in demand by society. Representations determine the assessment of one’s own qualities, regulate human behavior. Further development of the problem can be aimed at expanding the sample of subjects and creating a psychological and pedagogical program.

Theory and methods expertise of implementation of Internet addiction prevention program among students

We present a detailed theoretical and methodological expertise for the implementation of the author's program for students “Safe Internet”. This program is relevant due to the need to study the effectiveness of comprehensive preventive work, including primary, secondary and tertiary prevention of Internet addiction among students in an integrated group in the conditions of the educational process at the university, since this approach helps to reduce the risk of the occurrence and development of this addiction in the student environment. We present the methodological basic principles of the program and its novelty, which fundamentally distinguishes the author's preventive program from similar ones. The form of organizing work with students in this direction and the content part of the program include three blocks: a block on working with the family (focused on educating the family); a block of personal development (focused on revealing students' personal resources that prevent the emergence or development of addiction); a leisure block (focused on productive employment of students and exciting leisure). We disclose and developed methodically each block. The structure of the program is built in such a way that the holistic and consistent implementation of all its constituent parts ensures that the primary, secondary and tertiary prevention of Internet-addictive behavior among students is carried out simultaneously in the conditions of the university.

Features of fears expression among preschool children

The emotional sphere is significant for the mental and social development of preschool children. We consider the main causes of children’s fears; the role of parents in their appearance and consolidation. We analyze the features of actual fears in preschool children with mental retardation and normative development. The empirical study (the ascertaining stage) was performed on a sample of 31 subjects (6–7 years old) using diagnostic tools such as: technique of “Choosing the Most Terrible Picture” (T. V. Lavrentiev), test “Fears in Houses” (modified by M.A. Panfilova), projective method “My Family”. Qualitative and quantitative analysis of the results allowed to identify 6 groups of dominant fears among preschool children: medical fears (fear of doctors, injections, blood, getting sick, getting infected), night fears (fear of being alone, terrible dreams, darkness), fear of natural disasters (fear of storms, hurricanes, floods, earthquakes, war, fire), specific fears (fear of darkness, height, depth, confined space, pain), social fears (fear of being late, parents, punishment, large areas), fear for their own lives and the lives of parents.