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Journal articles on the topic 'Psychological aspects of Nursery schools'
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1
Delarue, V. V., G. V. Kondratyev, O. I. Shutova, and T. I. Guba. "ETHICAL AND PSYCHOLOGICAL COLLISIONS ON REFERRAL OF VIII TYPE INSTITUTIONS LEAVERS TO NURSING HOMES FOR CHRONIC MENTAL PATIENTS." Bioethics 26, no. 12 (November 2, 2020): 50–52. http://dx.doi.org/10.19163/2070-1586-2020-2(26)-50-52.
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Former research showed that up to 20–25 % of those who leave schools of type VIII (schools for children with cognitive development disorders) are referred to nursery homes for chronic mental patients not due to medical problems but because of social ones. According to the authors’ opinion, such social practice has more positive than negative aspects. However, this issue requires extensive discussions. Organizing special post-diploma training courses of 16–24 hours on ethical-psychological aspects of referral various categories of patients (not only leavers of type VIII institutions) to nursery homes for chronic mental patients also seems to be reasonable.
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Ermolova, T. V., A. V. Litvinov, N. V. Savitskaya, and O. A. Krukovskaya. "COVID-19 and students' mental health: foreign studies." Современная зарубежная психология 10, no. 1 (2021): 79–91. http://dx.doi.org/10.17759/jmfp.2021100108.
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This analytical review provides a broad outline of the historically significant process of consolidating the global scientific community in the face of the threat posed to the psyche of children and young people by the COVID-19 pandemic. The formation of vector data arrays, revealing aspects and prevalence of mental disorders of children, provoked by a pandemic, is shown. In the majority of students, the additional neuro-psychological load led to increased anxiety, depressive states, post-traumatic stress, decreased learning capacity. There are studies of the psyche of students in families in connection with the phenomenon of screen-time (time spent at the computer screen), the presence of comorbid disorders, narrowing of communication, closing schools. The importance of adequate parenthood for children's mental well-being, educational strategy for parents, volunteers, nurses is shown. The direction of telepsychiatry as a remote care tool has been demonstrated. Pilots of the concept of mental disorders of students against the background of the pandemic are presented. The questions about the delayed cumulative effect of mental disorders in students and the continuing incompleteness of knowledge about it are also raised.
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Romi, Shlomo. "Psychological Aspects in Religious Residential Schools in Israel." Residential Treatment for Children & Youth 15, no. 1 (May 15, 1997): 27–46. http://dx.doi.org/10.1300/j007v15n01_03.
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Tismer, K. G. "Psychological Aspects of Temporal Dominance during Adolescence." Psychological Reports 61, no. 2 (October 1987): 647–54. http://dx.doi.org/10.2466/pr0.1987.61.2.647.
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To evaluate several assumptions regarding the development of time orientation during adolescence the circles test was administered to different age groups ( M = 13.8 yr.; M = 17.7 yr.; M = 23.3 yr.). Data for this cross-sectional analysis were collected from a sample of 962 German male and female adolescents (secondary modern and vocational schools, teachers' college). The findings show an effect of age, but not of sex-role influences on temporal dominance; especially the data yielded a decrease of future dominance and an increase in present dominance during adolescence. An interpretation for these results may be found in Lewin's 1946 theory of the “reality-irreality” dimension of time perspective.
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Voronkevych, Oksana, and Solomiya Chopyk. "PSYCHOLOGICAL ASPECTS OF SOCIAL EMPLOYEE’S WORK WITH EXCITERS OF BOARDING SCHOOLS." Social work and education 6, no. 1 (March 30, 2019): 8–18. http://dx.doi.org/10.25128/2520-6230.19.1.1.
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Erdil, Fethiye, and Fatoş Korkmaz. "Ethical Problems Observed By Student Nurses." Nursing Ethics 16, no. 5 (August 11, 2009): 589–98. http://dx.doi.org/10.1177/0969733009106651.
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This descriptive study was conducted to determine nursing students’ observation of ethical problems encountered in their clinical practice. Data were collected through a questionnaire from 153 volunteer nursing students at a university-based nursing school in Ankara, Turkey. The students reported that some patients are either physically or psychologically mistreated by doctors and nurses; they were not given appropriate information; they were subjected to discrimination according to their socio-economic situation; and their privacy was ignored. The findings reveal that nurses’ own unethical behaviors contribute to a rise in ethical problems. It is argued that nurses should internalize their professional and ethical roles in order to provide safe and ethical care and be good role models for students.
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Korolenko, Vyktor, and Vladymyr Shenkevich. "Modern aspects of moral health of schools." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 154–57. http://dx.doi.org/10.33310/2518-7813-2019-65-2-154-157.
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Moral education is one of the forms of moral inheritance in society. In the perception of modern society moral is a synonym of ethics. Thus, the term «moral education» means the process of the purposeful forming of child moral values and reinforcement the habit complex which is proper to the norms and moral accepted in a society. Nowadays, when the standards of legal cruelty are widely presented in mass media, entertaining programs and computer games which children are involved in since their preschool age, moral education of young people claims special attention. In the present paper the problem of schoolchildren moral development and socialization is considered. Taking into account current pedagogical conditions various approaches to the issue particularly the ways of the modern youth psychological impact efficiency improvement have been analyzed. The results of the conducted research show the need for higher school children socialization level since it’s the basis of the personality development. The importance of innovative pedagogical achievements use in the course of young people moral education is stressed. Moral education is one of the forms of inheritance of morality in society. A moral is in understanding of modern society, is the synonym of ethics. Thus, under moral education it is possible to understand the process of the purposeful forming for the child of the moral settings, and also fixing of habits of conduct, proper to the norms and moral, accepted in society. Presently, when the standards of legal cruelty with people are widely presented in mass medias, entertaining transmissions and films, and also in computer games which children master from preschool age, moral education of children must spare the special attention.
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Podolian, V. M. "Adolescent Drug Addiction in Ukraine: Social and Psychological Aspects." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 3 (June 26, 2021): 256–62. http://dx.doi.org/10.26693/jmbs06.03.256.
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Adolescent drug addiction in Ukraine is a serious problem that requires proper attention and evaluation from modern society. Timely public reaction to this issue determines the methods of its solution and ways to prevent adolescent drug addiction in Ukraine in the future. The urgency of the subject matter is determined by the danger of drug addiction among Ukrainian adolescents and the lack of attention paid by parents to the study of this problem and the lack of proper attention to this issue in most Ukrainian schools. Prospects for research in this area are determined by the need to identify the main social and psychological aspects that motivate modern Ukrainian adolescents to use drugs. This will allow to redirect the situation and create conditions to prevent a situation in society where drug use by Ukrainian adolescents would be possible. The purpose of the study is to identify the dominant psychological and social factors that motivate adolescents to start using drugs. Materials and methods. The main research method is the method of analysis, which was used to comprehensively consider and describe the factors that push young people to use drugs, despite the obvious threat to their health and life. Authors consider issues of social and psychological aspects of adolescent drug addiction, problems of relations in society and families where adolescents begin to use drugs. The study covers the types of family relations and the nature of intra-family relations, in which adolescents start using drugs. Conclusion. The main social and psychological factors that push modern young people to take drugs are identified. In the course of this study, conclusions were drawn about the significant role of existing problems in modern Ukrainian families, where children begin to use drugs early. Preventive conversations in schools, other educational institutions and at home are effective tools in the fight against adolescent drug addiction. Competitions in various sports among teenagers and mass cross-country races also have pronounced influence. The practical value of the study in this area is to identify and state opportunities to create methods to combat adolescent drug addiction and the complete elimination of the harmful effects of drugs on modern Ukrainian schoolchildren
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Poneliene, Reda, and Danguole Dargiene. "GEROS MOKYKLOS KONCEPCIJOS ĮGYVENDINIMAS IKIMOKYKLINIO UGDYMO ĮSTAIGOJE: LOPŠELIO-DARŽELIO „TRYS NYKŠTUKAI“ ATVEJIS [IMPLEMENTATION OF THE CONCEPT OF A GOOD SCHOOL IN THE PRE-SCHOOL EDUCATION INSTITUTION: THE CASE OF THE NURSERY SCHOOL “TRYS NYKSTUKAI”]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 9, no. 3 (December 25, 2017): 141–50. http://dx.doi.org/10.48127/spvk-epmq/17.9.141.
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The concept of a Good School creates preconditions for raising the level of quality of the performance of the country’s schools implementing general curricula, for showing the activity direction for schools and for enabling them to act. In order to ensure the quality of pre-school education, self-evaluation of the performance of pre-school education institutions, which promotes reflection on the activities of the staff of pre-school educational institutions and the possibilities for changes in quality, acquires increasing importance. Following the position that self-evaluation of the quality of institutional activities is significantly affected by community agreements on the quality of education and its characteristics, the qualitative research (case study), aiming to find out which aspects of the Good School and features characterizing them are characteristic to a concrete pre-school education institution, was conducted. The study involved various interest groups (parents, children, pedagogues). It was identified that the characteristic features of a good nursery school had included the aspects of the educational environment, life in the school and staff, which enabled to assume that the properly selected educational environment and professional, qualified pedagogues influenced children’s quality participation in the life of the educational institution. Besides, the research results can be the basis for improvement of the educational practice in a particular institution, separately analysing those aspects of the good school (nursery school) and features describing them which received less attention of investigated persons and providing guidelines for further studies on the quality of education. Key words: good school, aspects of the good school, pre-school education institution, self-evaluation of the quality of school performance, quality of education.
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Santos, Patrícia Domingos dos, Franciele Cascaes da Silva, Bruna Weber Santos, and Camila Isabel Santos Schivinski. "Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children." Acta Scientiarum. Health Sciences 41 (July 4, 2019): e43759. http://dx.doi.org/10.4025/actascihealthsci.v41i1.43759.
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The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.
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BORISOVA, Elena P. "STRATEGY OF REORGANIZATION OF RESIDENTIAL ENVIRONMENT OF FIRST SERIES OF LARGE SCALE INDUSTRIAL CONSTRUCTION." Urban construction and architecture 7, no. 1 (March 15, 2017): 74–81. http://dx.doi.org/10.17673/vestnik.2017.01.13.
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This article views the strategy of reorganization of residential environment of first series of large scale industrial construction and town planning development of modern apartment buildings on the example of the city of Samara. The author considers construction organization, town planning solution, transport-pedestrian frame, landscape organization, functional zoning, architectural planning decision, environmental aspects and economic justification. In the article the complex approach to reconstruction is proposed. The main reconstruction principles are: building up, lifts, lettings of ground floors, people with limited mobility access, courtyard space reorganization, garages, schools and nursery schools construction. Now reconstruction of the first large scale building is the main aim of residential fund of the city renovation.
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Benji-Rabinovitz, Shiran, and Izhak Berkovich. "Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture." International Journal of Educational Management 35, no. 1 (September 1, 2020): 75–86. http://dx.doi.org/10.1108/ijem-05-2020-0279.
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PurposeTaking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.Design/methodology/approachA case study method was adopted to investigate the psychological ownership of teams of change agents in schools. Six Israeli secondary state religious schools adopting a new liberal curricular program were studied. Thirty one interviews were conducted with principals, program coordinators, mid-level teacher leaders and teachers who were active change agents in the promotion of the program. The interviews were complemented by quantitative data on students' perceptions of school discipline and tolerance of diversity based on the national school culture survey.FindingsThe analyses revealed the prevalence of three types of psychological ownership in the sample of schools. The analyses also showed how key components of psychological ownership, i.e. responsibility and territoriality in relation to change manifest in the schools that were explored. Institution-level analysis shed light on the different effects psychological ownership of the change team had on sharing within the faculty. In addition, analyses showed how the scope of agreement between two key change agents, the program initiator and the principal, on psychological ownership affected various psychological ownership aspects of the team. Last, the analysis shows that two types of collective psychological ownership emerged in the course of a liberal school change, and that types were differently related to school outcomes.Originality/valueThe study offers an innovative typology of collective psychological ownership during second-order change in schools, mapping two ideal types: cooperative and fragmented collective psychological ownership. The new types provide a better understanding of the dynamic of collective psychological ownership and its outcomes in organizations in general and schools in particular.
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Lennon, M. A., S. Jones, and S. M. Woodward. "Some Operational Aspects of School-Milk Fluoridation in St. Helens, Merseyside, UK." Advances in Dental Research 9, no. 2 (July 1995): 118–19. http://dx.doi.org/10.1177/08959374950090020601.
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St. Helens is a small industrial town situated about 20 km east of Liverpool. It lies in an area of social deprivation and, by UK standards, dental caries experience is high (e.g., dmft at 5 years = 2.8; DMFT at 12 years = 2.7). Water fluoridation is an important part of the government's strategy for improving oral health in such areas; however, in large parts of St. Helens, implementation of water fluoridation is complicated by reason of the multiple sources of water supply. The aims of the St. Helens study are therefore to examine the technical, organizational, and legal aspects of the fluoridation of school milk as an alternative public health approach. In the UK, children attending nursery units (kindergartens) from ages 2-4 years and infant schools from ages 4-7 years are eligible for 189 mL of milk to be consumed each day at school. These two schemes are funded or subsidized by the Departments of Health (UK) or the European Community, respectively. A preliminary review of the possibility of using school milk as a vehicle for fluoride has been published recently (Jones et al., 1992). The current paper will review progress over the past 12 months, including the response of schools, dairies, and other organizational considerations.
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Zhukenova, G., and D. Kozhakhmetova. "Psychological, pedagogical and organizational conditions of joint education of children with special educational needs (on the example of Akkol secondary school number 4)." Pedagogy and Psychology 47, no. 2 (June 30, 2021): 223–30. http://dx.doi.org/10.51889/2021-2.2077-6861.26.
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In this article, we will consider the psychological, pedagogical and organizational aspects of inclusive education in the 4th secondary school of the Akkol district of the Akmola region. This school is a reference school for inclusive education in the Akkol region and, in our opinion, deserves special attention. The relevance and scientific novelty of this study lies in the fact that the need for inclusive education is currently growing in the Republic of Kazakhstan, and it is necessary to know all the psychological, pedagogical and organizational aspects of its implementation. The objective of the research is the need for scientific substantiation of the psychological, pedagogical and organizational aspects of inclusive education. The object of the research is the educational system of inclusive education. Purpose: to determine the psychological, pedagogical and organizational aspects of inclusive education in the Akkol secondary school. Research results: We conducted a study where for each criterion we formed our own level of significance in the teaching and educational process of Akkol secondary school No. 4, and also identified a number of psychological, pedagogical and organizational aspects that prevent educational policy from including inclusive education in schools.
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Podolian, V. M. "Adolescent drug addiction in Ukraine: social and psychological aspects." Shidnoevropejskij zurnal vnutrisnoi ta simejnoi medicini 2021, no. 2 (2021): 62–67. http://dx.doi.org/10.15407/internalmed2021.02.062.
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Adolescent drug addiction in Ukraine is a serious problem that requires proper attention and evaluation from modern society. Timely public reaction to this issue determines the methods of its solution and ways to prevent adolescent drug addiction in Ukraine in the future. The urgency of the subject matter is determined by the danger of drug addiction among Ukrainian adolescents and the lack of attention paid by parents to the study of this problem and the lack of proper attention to this issue in most Ukrainian schools. Prospects for research in this area are determined by the need to identify the main social and psychological aspects that motivate modern Ukrainian adolescents to use drugs. This will allow to redirect the situation and create conditions to prevent a situation in society where drug use by Ukrainian adolescents would be possible. The purpose of the paper is to identify the dominant psychological and social factors that motivate adolescents to start using drugs. The main research method is the method of analysis, which was used to comprehensively consider and describe the factors that push young people to use drugs, despite the obvious threat to their health and life. Authors consider issues of social and psychological aspects of adolescent drug addiction, problems of relations in society and families where adolescents begin to use drugs. The study covers the types of family relations and the nature of intrafamily relations, in which adolescents start using drugs. The main social and psychological factors that push modern young people to take drugs are identified. The practical value of the study in this area is to identify and state opportunities to create methods to combat adolescent drug addiction and the complete elimination of the harmful effects of drugs on modern Ukrainian schoolchildren.
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Curatola, Annamaria, Felice Corona, Carmelo Francesco Meduri, and Carla Cozzarelli. "Emotional Competence and Affective Computing as Factors of Formation of Individual and Social Identity." International Journal of Digital Literacy and Digital Competence 4, no. 4 (October 2013): 28–46. http://dx.doi.org/10.4018/ijdldc.2013100103.
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This experience of psycho-emotional education is part of more extensive international researches based on the hypothesis that the “emotional experience”, if inserted in the daily conduct of the school curriculum, especially in the nursery school one, represents an excellent training opportunity, since it fosters the learners' best perception of the self, thus strengthening their expressive and communicative attitude. On the basis of Social and Emotional Learning (SEL) principles and inspired by a previous experience carried out by the Department of Human Science for training, this experimental project has been put into practice by some nursery schools in RC, thus providing very interesting data for the confirmation of the hypothesis. It has been also developed a study on the affective computing and the cognitive computing pursuing a new perspective that exceeds the traditional vision of what is defined as artificial intelligence and analyzes intelligence and aspects of perceptions, often neglected, with a methodological approach considering the emotional processes as important as the cognitive ones.
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Sadick, Abdul-Manan, and Mohamed H. Issa. "Differences in teachers’ satisfaction with indoor environmental quality and their well-being in new, renovated and non-renovated schools." Indoor and Built Environment 27, no. 9 (June 26, 2017): 1272–86. http://dx.doi.org/10.1177/1420326x17717074.
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Most studies on buildings’ renovations in relation to indoor environmental quality (IEQ) and occupants’ well-being have focused on offices, while those investigating schools focused on students rather than teachers. Most of these studies limited their assessment of well-being to occupants’ satisfaction with IEQ factors, overlooking essential aspects related to psychological, social and physical well-being. This article presents results of a research conducted in 32 schools in Manitoba, Canada, to assess teachers’ IEQ satisfaction and well-being in new, renovated and non-renovated schools. The research involved adapting and refining an IEQ satisfaction survey and developing and refining three new surveys to assess teachers’ psychological, social and physical well-being. The results of the refined surveys showed statistically significant differences in teachers’ satisfaction with IEQ factors between the new and renovated schools on one hand and the non-renovated ones on the other. However, no statistically significant differences were found in teachers’ psychological, social and physical well-being perceptions between all pairs of the three school categories analysed. Association analyses suggested a potential indirect impact of schools’ renovations on teachers’ well-being via their satisfaction with IEQ. The results of this study should aid school managers in making strategic decisions about the maintenance of their existing schools.
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Bosova, L. L., and A. V. Kaplan. "THE INTERNATIONAL CONFERENCE ON INFORMATICS IN SCHOOLS ISSEP 2018." Informatics in school, no. 9 (December 20, 2018): 2–6. http://dx.doi.org/10.32517/2221-1993-2018-17-9-2-6.
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The article describes the main areas of work of ISSEP — the international conference on school informatics, which has been held since 2005; in 2018 the conference was frst held inRussia. There is the summary of the main reports by sections: “Sustainable Education in Informatics for Pupils of All Ages. Role of Programming and Algorithmics”, “National Concepts of Teaching Computer Science. Research on Informatics in Schools”, “Teacher Education in Informatics”, “Contests and Competitions in Informatics”, “Socio-Psychological Aspects of Teaching Informatics”, “Computer Tools in Teaching and Studying Informatics”.
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Kafi, Fina Aunul. "أسس الثقافة الإجتماعية والسيكولوجية في إعداد المواد التعليمية لغير الناطقين بالعربية." Al-Fusha : Arabic Language Education Journal 2, no. 1 (September 4, 2020): 1–10. http://dx.doi.org/10.36835/alfusha.v2i1.349.
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In the preparation of Arabic teaching materials for schools need to be adjusted to the socio-cultural and psychological aspects so as to minimize the difficulties of students in understanding the Arabic language lessons presented. Characteristics of good Arabic teaching materials include balanced material between the four competencies and grammar and are adapted to the local conditions of the students. In addition, the relevance of teaching materials is largely influenced by the perception of Arabic teachers on student needs and success in learning. This study aims to discover how the socio-cultural and psychological aspects of preparing Arabic language teaching materials. This research uses descriptive qualitative methods. The results of this study indicate that there is a need for harmony between socio-cultural and psychological aspects with the condition of students to increase success in learning.
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Egamberdievich, Tursunov Jurabek. "The Problems Of Formation Of Students Creative Abilities Through Design Projects." American Journal of Social Science and Education Innovations 03, no. 01 (January 30, 2021): 253–58. http://dx.doi.org/10.37547/tajssei/volume03issue01-49.
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This article discusses the problems of formation of creative abilities of students through design projects in the process of technology science in general secondary schools, philosophical, psychological, pedagogical and technical-technological aspects of the problem of formation of creative abilities of students.
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Dozortseva, E. G., D. S. Oshevsky, and K. V. Syrokvashina. "Psychological, Social and Informational Aspects of Attacks by Minors on Educational Institutions." Psychology and Law 10, no. 2 (2020): 97–110. http://dx.doi.org/10.17759/psylaw.2020100208.
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The article examines the factors influencing the attacks by minors on educational institutions. The analysis of publications offering explanations and theoretical models of such crimes is performed. The authors present the results of their own qualitative analysis of data from an empirical study of 9 teenagers who attacked schools, and materials of criminal cases. The analysis is performed as part of a comprehensive forensic psychological and psychiatric examination. The data indicate the specific personality structure of adolescents and their existing mental disorders, as well as their special socio-psychological status in the classroom as outcasts and isolated. A compensatory mechanism of identity development is described with a focus on the role model of teenagers who attacked the Columbine school in the United States, and who imitated their actions. The role of the Internet in this process is evaluated. It is concluded that there is a need for a multidimensional analysis of such actions and appropriate preventive work.
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Kobernyk, Alexander, Inna Osadchenko, and Larysa Tkachuk. "The Ukrainian context of Comenius studies: philosophical, pedagogical, psychological aspects." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VI (December 22, 2019): 209–24. http://dx.doi.org/10.5604/01.3001.0013.6254.
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The article describes philosophical, pedagogical and psychological aspects of Comeni-us’s scientific ideas based on the analysis of scientific findings of Ukrainian authors in different historical times. It is found that the works of the prominent educator began to be analyzed in detail by Ukrainian scholars in the second half of the 19th century. The article also thematically chronologizes studies on the work of John Amos Comenius: pedagogical ideas; biographical data; the role of ideas in the context of developing sciences of different fields, such as philosophy, history, pedagogy. The article shows that the philosophical aspect of Ukrainian Comeniology is characterized by the focus of scholars of the 19th century on Comenius’s theological ideas and, through their prism, on the functioning of the Ukrainian education system; the exemplarity of his figure in overcoming obstacles to Ukraine’s independence; the analysis of his ideas from the beginning of Ukraine’s independence through a nationally updated context of socio-cultural relations; the quintessence of the philosophical concept of “eternal peace”. The philosophical aspect of Ukrainian Comeniology is substantially connected with the pedagogical aspect: the everyday relevance of Comenius’s pedagogical ideas in all the analyzed historical periods of Comenius studies (from the middle of the 19th century up to the present day); the eloquence of the educator’s ideas, in particular the deterministic historical and social conditions of the teach-er’s professionalization and the image of the modern pupil; the permanent relevance of Comeni-us’s pedagogical principles (democracy, cultural conformity through national identity); ideas for schools teaching in national languages, etc. The psychological aspect of Ukrainian Сomeniology has not yet been revealed. Considerable attention has been paid to the psychological ideas of John Amos Comenius through the compilation of the quotations corresponding to the psycholog-ical concept of today.
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Nurseskasatmata, Satria Eureka, Idola Perdana Sulistyoning Suharto, Eva Dwi Ramayanti, and Endang Mei Yunalia. "How Student’s Mental Health Affected During the COVID-19 Pandemic : A literature review." Journal for Quality in Public Health 4, no. 1 (November 30, 2020): 181–87. http://dx.doi.org/10.30994/jqph.v4i1.137.
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As the world continues to battle the day to day issues of the coronavirus pandemic, one aspect is the increasing problem of mental health for students. As schools have closed down and had suddenly transitioned to online classes. The model is currently the best alternative as keeping schools open poses a safety risk for students. Students with pre-existing mental health problems such as stress disorder, general anxiety disorder, post traumatic stress disorder, depression, or loneliness have become more vulnerable due to lockdown policies and showed itself in different ways. Lockdowns, travel restrictions, school closings and social/physical distancing have created a level of social isolation previously unseen across the globe. This upend, for many, can have profound consequences on one’s mental health.
This paper aims to investigate the mental health status of student due to the policy response to Covid-19 Pandemic. The database searches used include Google Scholar, Research Gate, Science Direct, frontiersin, World Journal of Pharmaceutical and Medical Research.
Keywords used in the search of the article was student, covid-19, mental health, epidemic, college by getting 19 articles and only 9 articles that were used through goal analysis, topic suitability , research methods used, sample size, the results of each article, and limitations that occur.
This study found that mental health of college students is significantly affected when faced with a public health emergency. Student are likely to be experiencing stress, anxiety and depression. They need attention, help, and support from the community, family, and tertiary institutions.
Therefore, the nurse need to consider planning for acute and long-term subsequent psychological interventions should focus on strengthening psychological counseling and emotional comfort for students through the involvement of counselors, psychologists. It is suggested that the mental health of college students should be monitored during epidemics.
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Sugiyanto, Sugiyanto, Emiliana Tarigan, and Indriati Kusumaningsih. "PENGALAMAN SPIRITUALITAS DOA PASIEN HIV/AIDS DI RSUD SAWERIGADING PALOPO DENGAN PENDEKATAN TEORI CALISTA ROY." Jurnal Kesehatan Saelmakers PERDANA 1, no. 2 (September 29, 2018): 85. http://dx.doi.org/10.32524/jksp.v1i2.386.
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When a person has been diagnosed with HIV/AIDS, he will experience changes in his life such as changes in behavior, social change, and psychological changes. These changes can be a mental pressure or psychological stressors for people with HIV/AIDS. Conditions like this, people with HIV / AIDS need a lot of support, one of which is the support of spirituality. Spirituality and praying aspects may not be separated from human life, either in health or unhealthy/ill condition. Closely, it is correlated with treatment process for patient with HIV/AIDS. The aim of research is to discovering spirituality and praying experience to patient with HIV/AIDS with the approach of the Calista Roy Nursing Theory. This research design is qualitative with phenomenology approach. Four participants had participated in this research by telling his/her related with spirituality and praying experience. Data collection conducted using of indeepth interview and using aid tool of interview guide, field research/notes, and document study. The data analyze using both Collaizi (1978) and software of QSR Nvivo. This research result reveals seven (7) themes those are: (1) sorrow process of HIV/AIDS patient; (2) family support to HIV/AIDS patient; (3) HIV/AIDS value against sufferer; (4) method of approaching God (5) essence of praying for HIV/AIDS sufferer; (6) life wishing/acceptance, and (7) nursery service wish. This research recommend for further research related with gender variance, increasing of service quality of nursery holistically and spiritual aspect more specifically as well as to grow caring attitude to implement nursery to patient. Keyword: Spiritual, Praying, HIV/AIDS, Calista Roy Nursing Theory
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Naicker, Anand. "The Psycho-Social Context of Career Counselling in South African Schools." South African Journal of Psychology 24, no. 1 (March 1994): 27–34. http://dx.doi.org/10.1177/008124639402400104.
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In this article the author examines the role and relevance of career counselling in schools, as an aspect of the school psychological services. In particular, the psycho-social aspects of career counselling are studied against the background of education for democracy in a changing South African society. A major argument advanced in that the training programmes of school career counsellors should be made more relevant to the specific social and educational needs of disadvantaged pupils. This would mean effecting changes in some prevailing practices, and adopting different paradigmatic perspectives when viewing career counselling for a new South African society. In the movement away from rigid social control, mechanistic and behaviouristic tendencies towards emancipatory practices, both psychological as well as sociological perspectives will have to be taken into account. This will enable youngsters to discover their strengths and weaknesses and to be able to respond creatively to the prevailing socio-economic constraints which influence job choices.
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González, Agustín, Olga Bernad, María Paz López -Teulón, Núria Llevot, and Roger Marín. "Rural schools from its weaknesses to its strengths: current analysis." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 15 (January 10, 2021): 135–60. http://dx.doi.org/10.15257/ehquidad.2021.0006.
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Thanks to the joint struggle of rural teachers and other social agents, since the end of the 20th century, the reviled image of rural schools has been reversed and their potential has become evident, until they are now perceived as educational institutions of great value. This paper analyses the current situation of rural schools. Specifically, it aims to look in depth at its strengths and weaknesses, emphasising four aspects which stand out in previous studies: organisation of the school, teaching team, students, relationship with families and material resources. This is based on a set of in-depth interviews and a survey, carried out in the first phase of the project, aimed at 240 representatives of the management teams of the nursery, primary, compulsory secondary, secondary school and vocational training centres in the province of Lleida, of which 71 were rural schools. The quantitative results, limited to schools located in rural environments and analysed in this study, show that the rural school is full of potential thanks largely to an organisation that makes the most of limited resources and makes it possible to create better coordinated working environments. The involvement of families is also highlighted and a very positive view of the school climate and good coexistence in rural schools is detected, an issue that has not been identified in recent scientific literature on this type of centre.
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Dr. Anwar Hamad Alrashidi, Dr Share Aiyed M. Aldosari,. "The Degree of Practicing Toxic Leadership by School Principals and its Relationship to the Level of Psychological Well-being out of Teachers Perspective in public schools." Psychology and Education Journal 58, no. 3 (June 16, 2021): 733–50. http://dx.doi.org/10.17762/pae.v58i3.2792.
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The study aimed to show the degree of school leaders’ practicing of toxic leadership, the level of psychological well-being, and the relationship between the two variables from the teachers’ point of view in public schools in Riyadh; as they represent the study population. A random sample of (252) male and female teachers was selected. The two researchers designed a questionnaire as study tool consisting of two aspects: First: (toxic practicing); In three fields, the second (psychological well-being); In six fields. The results showed that the degree to which school leaders practice toxic leadership is (low), and that the level of psychological well-being is (high)
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Budyakova, T. P., and T. А. Polyakova. "Psychological Aspects of Employment of Modern Graduates of High Schools (Round table «Partnership in the Field of Training» Yelets, June 26, 2018)." Psychological-Educational Studies 10, no. 3 (2018): 160–65. http://dx.doi.org/10.17759/psyedu.2018100314.
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This material is a short report on the round table "Partnership in the field of training of personnel" held on June 26, 2018 in Yelets, organized in the framework of the All-Russian scientific and practical conference with international participation "Adaptation to the labor market of young specialists and facilitating their employment ". The round table was attended by more than 50 people, including representatives of Lebanon, Bulgaria, Germany and other countries. The main directions of discussion of the stated problem are presented and the most important elements that provoked discussions during the exchange of views at the round table. The emphasis is on the psychological and pedagogical aspects of the issues under consideration. Issues of the round table were interdisciplinary, but the main line of discussion was the psychological problems of the modern labor market, employment, employment and partnership in this area. In particular, the subject of discussion were the issues of forming the personality qualities of the graduate, contributing to his successful employment, the psycho-logical aspects of labor adaptation of graduates of higher education institutions, the psychology of self-reflection in employment, etc. Presentations were made by academics, conducting psychological, pedagogical and social studies -psychological research in the field of human resources and employment, as well as employers (employers' representatives), managers and employees of public services for yatosti population. During the discussions, existing gaps and shortcomings were identified in solving the problems of finding employment for graduates, and suggestions were made to improve mechanisms for solving employment problems in Russia using the potential of psychological science.
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Ilyin, V. A., and E. V. Khrisanova. "Intellectual Development Features and Status in the Nursery Group in Preschool Age." Психологическая наука и образование 20, no. 4 (2015): 46–56. http://dx.doi.org/10.17759/pse.2015200405.
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The article presents the results of a study of intellectual development of high-status, middle-status and low-status members of the educational preschool groups. It is shown that the intellectual development of high status and middle status 4-5 years old children is higher than their low-status peers, especially in such aspects as perception, attention, and memory. This integral indicator of high status subjects corresponds to the average or high level of intelligence, and for most of the subjects of this category is characterized by a high level. An integral component of intellectual development of middle-status children is comparable to the one in high-status. In fact, there is only one, but not least, difference between the two categories: among high-status children there is no kids whose integral indicator of intellectual development is below average. Integral indicator of intellectual development of most low-status subjects corresponds to the low intelligence level. We analyzed a dialectical relationship of intellectual, social, and psychological development of preschool children according to the concept of «interpersonal situation of development». The article presents methodical maintenance of structure definition of interpersonal relations in the preschool educational groups. The study proposed a number of scientific and practical recommendations.
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Alzamil, Aljawharah A. "A Proposed Counseling Program to Confronting Cyberbullying among High School Students." Journal of Educational and Social Research 11, no. 1 (January 17, 2021): 136. http://dx.doi.org/10.36941/jesr-2021-0014.
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The present study aims to identify the most significant psychological, social, and community aspects of cyberbullying from the perspective of the social worker and to define the most important roles of the social worker among high school students to develop a counseling program that helps confront cyberbullying among the participants. The author developed a questionnaire to identify the most significant psychological, social, and community aspects of cyberbullying and to define the most important roles of the social worker. The author adopted the analytical-descriptive approach and applied the questionnaire to (120) social workers in public high schools in Riyadh. The results showed that the means of the community aspects were ranked first. The roles of the social worker with students, teachers, and guardians were high, suggesting the importance of these roles in handling and confront the psychological problems experienced by students. The most important roles of the social worker were used to develop the proposed counseling program to confront cyberbullying among high school students. The study recommends adopting counseling programs in handling the psychological problems among students because of their positive results in reducing such problems.
Received: 17 October 2020 / Accepted: 9 December 2020 / Published: 17 January 2021
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Milutinovic, Jovana. "Educational progressivism: Theory and practice." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 264–83. http://dx.doi.org/10.2298/zipi0902264m.
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The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice.
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Paliy, Anatoliy. "Cognitive-Style Approach to Psychological Support of the Gifted Pupils Mountain Schools of the Ukrainian Carpathians." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 181–87. http://dx.doi.org/10.15330/jpnu.1.2-3.181-187.
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The differential-cognitological point of view, giftedness is “a systemic quality of apersonality that develops throughout life and determines their abilities to achieve exceptionallyhigh results in one or more activities compared to those of other people”. Herewith, it is thefundamental concept of general aptitude, under which “the level of general abilities developmentthat determines the range of activities in which a person can achieve great success” is understood.Within the structure of general aptitude intellectual giftedness is singled out as the level ofdevelopment, as well as the type of organization of individual mental experience, which ensure anopportunity of creative intellectual activity, i. e. an activity, related to the creation of subjectivelyand objectively new ideas, to the use of innovative approaches to solving problems and opennessto controversial aspects of the situation and so on. In order to identify talented children and adultsthe value of intellectual quotient (IQ) is still most commonly used. Psychometric approach (themeasurement of psychic phenomena with the help of standardized IQ tests) to the diagnosis ofintellectual giftedness, which is dominant in psychological diagnostics today, by definition, cannot“measure” the phenomena of an individual psyche, since the modern level of psychological sciencedoes not allow to proceed to psychological diagnosis, let alone prediction of a certain person`sbehavior, on the basis of individual results in performing a psychological test (psychometric test ofintelligence, personality questionnaire, projective methods etc).In our opinion, many problems in psychological and pedagogical support of gifted childrencould be avoided by making use of cognitive-style approach to diagnosis of intellectual giftedness,creative abilities, propensities and peculiar mental traits of a separate individuality. Objectivity ofsuch an approach is corroborated by the results of individual cognitive styles (hereinafter CS)diagnostics, carried out by means of experimental techniques. In contrast to standardized tests,such techniques allow to perform diagnostic tests individually and reveal the peculiarities of thearrangement and functioning of an individual mind.Obviously, nowadays we are faced with the need for providing theoretical, methodological andempirical grounds for the development of a conceptual model that would consider giftedness as anintegral psychological system, all aspects of which could be understood in the context of agedynamics and mental experience of an individual. CS approach to interpreting and diagnosis ofgiftedness provides a reliable theoretical basis for working out a systematic methodology ofpsychological diagnostics of the general aptitude, as it meets the basic principles of humanizationof the educational environment in Ukraine. CS approach is child-centered, therefore, it brings infocus individual uniqueness and originality of each child.
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Kinnally, Erin L., Genesio M. Karere, Leslie A. Lyons, Sally P. Mendoza, William A. Mason, and John P. Capitanio. "Serotonin pathway gene–gene and gene–environment interactions influence behavioral stress response in infant rhesus macaques." Development and Psychopathology 22, no. 1 (January 26, 2010): 35–44. http://dx.doi.org/10.1017/s0954579409990241.
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AbstractA subset of serotonin (5-HT) pathway polymorphisms has been shown to confer risk for psychological dysfunction, particularly in individuals who experience early adversity. Understanding the developmental processes underlying these Gene × Environment interactions will strengthen the search for risk factors for behavioral dysfunction. We investigated the combined influence of two serotonin pathway polymorphisms and species-atypical, and possibly adverse, rearing (nursery rearing [NR]) on two dimensions of behavioral stress response in infant rhesus macaques. We hypothesized that the experience of NR and possession of both “high-risk” genotypes (genotypes that are thought to confer low 5-HT function) would predict the greatest behavioral stress response to maternal/social separation. Using a matched-pair design, the impact of early experience and the serotonin transporter (rh5-HTTLPR) and monoamine oxidase A (rhMAO-A-LPR) promoter polymorphisms on behavioral reactivity of 136 infant rhesus macaques (90–120 days of age) during a 25-hr social separation/relocation procedure was assessed. Each pair included one infant reared with mother in a large, outdoor field enclosure (field rearing) and one infant reared in a nursery (NR). Pairs were matched for putative gene activity of each polymorphism, sex, age, and weight at testing. Behavioral responses in a “human intruder” test were recorded, and activity and emotional reactivity composites were created to detect different aspects of psychological adaptation to stress. Our hypothesis that high-risk groups would be the most reactive to stress was not entirely borne out. Rh5-HTTLPR × rhMAOA-LPR interactions predicted emotional reactivity and tended to predict behavioral activity scores. Carriers of the two “low-risk” alleles exhibited the lowest behavioral activity, as might be predicted, but carriers of both “high-risk” alleles were two of four genotype groups exhibiting the highest observed Emotional Reactivity. Gene × Gene interactions were exacerbated by the experience of nursery rearing, as predicted, however. Finally, we suggest that genetic or environmental factors may mitigate the risk for behavioral dysregulation illustrated in the patterns of behavioral activity and emotional reactivity displayed by infants.
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Josephs, Ingrid E. "A psychological analysis of a psychological phenomenon: the dialogical construction of meaning." Social Science Information 39, no. 1 (March 2000): 115–29. http://dx.doi.org/10.1177/053901800039001007.
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It is the task of psychologists to describe and explain psychological phenomena, though the meaning of both description and explanation varies widely. One way to deal with psychological phenomena is to transform them as soon as possible into data (by which is meant quantitative data), which then can be analysed by ready-made methods (by which is meant inferential statistics). An unfortunate result of this politically fortified procedure is that the availability of methods (for data “collection” and analysis) comes to dictate the whole research process, including the construction of the phenomenon and its operationalization. As a consequence, various opponents of this non-scientific procedure have challenged psychology with a new dogma: the need to replace quantitative methods by their qualitative counterparts. Recently appearing “new turns” in psychology (as the narrative, the hermeneutic, the discursive turn, etc.) in particular, define qualitative approaches as the via regia for psychological analyses. I argue that both “schools” are caught in the same trap: ready-made methods and belief in the superiority of one rather than the other dominate all other aspects of methodology and psychological inquiry in general. I suggest that it is the theoretically derived phenomenon that - depending on the specific research question under consideration - requires the construction (rather than the application) of an adequate method for its analysis - be it qualitative or quantitative. I give an extended example for a psychological analysis of a psychological phenomenon - the construction and reconstruction of meaning - with the help of a qualitative experimental approach.
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Karakitsiou, Georgia, Anna Tsiakiri, and Katerina Kedraka. "Investigating the Effects of Sociodemographic Characteristics on Psychological Factors That Impact on Educational Process of Adult Learners in Second Chance Schools in Greece." Review of European Studies 13, no. 2 (May 18, 2021): 122. http://dx.doi.org/10.5539/res.v13n2p122.
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The present study deals with the influence of various psychological factors faced by adults during the educational process at Second Chance Schools in Greece. We studied how the feelings of shame, anxiety and depression were associated with the demographic characteristics of the adult learners of these schools. Ninety-five trainees took part in the research whose results indicated that socio-demographic characteristics have an impact on psychological factors that can contribute to the educational process of adult learners.
Sex and marital status were related to the feeling of shame (especially the body shame) and this may be an inhibitory factor to initial integration in or continuation with the studies in SCSs. Single and employed individuals were less vulnerable to development of depression and anxiety disorders, which has been found to have a negative effect on academic achievement. Based on such aspects, counseling approaches and interventions could be designed and implemented by Counselors Psychologists to improve the counseling services provided by the SCSs.
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Pecina, Pavel, and Ivo Svoboda. "Aspects of Learning in Didactics of Technical Subjects and Practical Training in the Context of Teaching Methods." Lifelong Learning 5, no. 2 (2015): 172–200. http://dx.doi.org/10.11118/lifele20150502172.
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Aim of this study is to introduce issue of employment of psychological knowledge in the process of teaching of technical subjects and practical training at secondary technical schools to the professional public. In these processes application of adequate teaching methods plays a key role. In the first part we defined the solved issue, we explained topicality and seriousness of this issue, we described the aims of the study, its content and we focused on current state of solution of this issue. In the following part attention is paid to two questions of learning and mastering of knowledge in the process of technical subjects teaching with gradation to creativity dimension. Next part focuses on psychological questions concerning practical training with emphasis on mastering the psychomotor skills and employment of creative approaches in the course of teaching. Also partial findings in the field of development of technical creativity of secondary school students are presented.
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Fernandes, Marcos Henrique, and Vera Maria da Rocha. "Impact of the psychosocial aspects of work on the quality of life of teachers." Revista Brasileira de Psiquiatria 31, no. 1 (March 2009): 15–20. http://dx.doi.org/10.1590/s1516-44462009000100005.
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OBJECTIVE: To investigate the impact of psychosocial aspects on the quality of life of teachers from municipal schools in Natal, Brazil. METHOD: descriptive study with a cross-sectional design and a sample of 242 elementary school teachers. We used the WHOQOL-bref to assess the quality of life as well as questions about the level of control and the psychological demand of work from the Job Content Questionnaire. RESULTS: the overall evaluation of quality of life showed that the physical and environmental domains had the lowest mean scores. According to the psychosocial aspects, most of the subjects (67 individuals = 32.1%) were characterized as having active work (high demand and control), followed by 54 teachers (25.8%) with demanding work (high demand and little control). These two groups have shown to be more affected in the assessment of physical (p < 0.001), psychological (p < 0.001), and environment (p < 0.001) domains of quality of life. CONCLUSIONS: Teachers who had tasks characterized as active and demanding were more affected in the quality of life domain. This finding suggests the need for greater investment in health-promotion policies among teachers.
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Nagel, Julie Jaffee. "How to Destroy Creativity in Music Students: The Need for Emotional and Psychological Support Services in Music Schools." Medical Problems of Performing Artists 24, no. 1 (March 1, 2009): 15–17. http://dx.doi.org/10.21091/mppa.2009.1004.
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A decision to pursue a career in the performing arts is a lifelong and complex undertaking. Musicians begin instrument lessons in early childhood, when the ego and talent are developing simultaneously. In these vulnerable years and at any age, music teachers and schools can inhibit the creativity, musical and personal growth, and careers of their students by various common attitudes: e.g., overemphasis on improving technique and winning competitions; stress on prestigious performance careers; denial of the psychological implications of playing-related injury; or failure to promote other professional outlets in music as well as other professions. Sometimes, a musician's career plans are altered or aborted altogether. The author advocates the establishment of psychological and physical interdisciplinary programs and courses in the curriculum as important aspects of healthy music programs as well as career services programs to assist students with both performance and non-performance careers.
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McCrindle, Cheryl M. E. "The role of the veterinarian in the education and health of pre-school children." Journal of the South African Veterinary Association 62, no. 4 (December 31, 1991): 176–81. http://dx.doi.org/10.4102/jsava.v62i4.1784.
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Two surveys conducted in pre-schools (n=156) located in advantaged areas and disadvantaged areas in Pretoria, indicated that animals had social and psychological as well as educational value for pre-school children. All schools (n=156) utilised animals in some way for the education of pre-school children. Nineteen of the pre-schools in advantaged areas kept animals permanently at the school. All of these schools utilised the zoo. Only 3 of the schools in disadvantaged areas (n=106) were able to keep animals permanently on the premises although 69 would have liked to keep animals and 77 of the schools visited the zoo at least once a year. Limiting factors included lack of finances and facilities, lack of knowledge on animal management and anxiety about zoonoses. No cases of zoonotic disease in children were recorded. The species of animals utilised at the pre-schools differed from those found most commonly as household pets. Pre-schools favoured rodents, fish and birds rather than carnivores.The role of the veterinarian may include clinical treatment of the animals from the pre-school, advice on management and zoonosis prevention, pet-care counselling, communication with children and their parents in the consulting room, public health aspects and promotion of environmental education.
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Rose, Elizabeth. "Poverty and Parenting: Transforming Early Education's Legacy in the 1960s." History of Education Quarterly 49, no. 2 (May 2009): 222–34. http://dx.doi.org/10.1111/j.1748-5959.2009.00198.x.
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Head Start, the federal program that provides preschool education, health, and social services for children from poor families, is one of the United States' most popular government programs. Created in 1965, it has endured as a symbol of commitment to children, serving just fewer than one million children a year in neighborhood sites across the country. Most accounts of Head Start's history do not start much before 1964 when Sargent Shriver, charged with directing Lyndon Johnson's antipoverty campaign, decided to focus funds on young children. Neither Shriver nor most of those he consulted in planning the new program were particularly conscious of earlier efforts to combat poverty by educating young children. Nevertheless, the program they designed carried forward important aspects of turn-of-the-twentieth-century free kindergartens and day nurseries, as well as the nursery schools sponsored by the federal government in the 1930s.
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Mykhailyshyn, Halyna, and Olena Budnyk. "Features of Social and Educational Support of Young Parents and their Children." Journal of Vasyl Stefanyk Precarpathian National University 5, no. 1 (April 20, 2018): 107–13. http://dx.doi.org/10.15330/jpnu.5.1.107-113.
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The article presents social and educational aspects of early (teenage) pregnancy, young motherhood. The authors grounded negative consequences of early pregnancy and the peculiarities of social and educational support for young parents and their children. The authors described experience Centre for Teen Parents: moral and psychological preparation of pregnant teenagers to deliver the baby, directions and methods of working with young families, especially setting up comfortable psychological interaction using innovative methods of working with preschool children, providing conditions for young mothers to continue education in schools, counseling young families on resolving housing issues, financial support and others.
The paper emphasizes the need for preventive work to keep teenagers from pregnancy, carrying out social and educational events in terms of promoting healthy and responsible parenthood and others
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Blyznyuk, Tetyana. "Readiness of Senior Students from the Carpathian Terrain to Choose Teaching Profession: Pedagogical and Psychological Aspects." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 18–21. http://dx.doi.org/10.15330/jpnu.1.2-3.18-21.
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The article presented at the conference is the study of the problems of upbringing andeducation of senior pupils from the Carpathian mountain area. Namely the author investigates thestudents’ readiness for choosing the teaching profession and willingness to work at rural mountainschools. Despite the big number of teachers in the labor market of Ukraine, now the system ofeducation meets an acute issue dealing with the selection to the pedagogical specialties talentedcreative young people who actually choose teaching profession by nature and strong personal will.Today there are very few teachers whose level of commitment to perform professional duties inUkrainian education is really high, and this is especially true about mountain school teachers. Thisphenomenon can be partially explained by the fact that teaching profession has low prestige in oursociety for the recent decades (Ukrainian teachers are not well-paid, their working conditions inrural Carpathian schools leave much to be desired). Therefore the problem of readiness of highschool students to perform professional-pedagogical duties is of particular relevance. The authoranalyzes the psychological and pedagogical basis of the presented problem, defines the essenceand structure of the notion “readiness for choosing the teaching profession”. In the context ofsolving this issue one of the important conditions the author considers the comprehensivedevelopment of senior school students, particularly the development of their creative abilities.
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Boukamcha, Fayçal. "Situational and personality effects on smokers’ psychological reactance." International Journal of Pharmaceutical and Healthcare Marketing 10, no. 4 (November 7, 2016): 432–48. http://dx.doi.org/10.1108/ijphm-10-2015-0052.
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Purpose This paper aims to investigate the situational and personal aspects that may trigger smokers’ psychological state reactance. It was hypothesized that situational factors, such as perceived threat to freedom and perceived loss of control, which are supposed to be triggered by an anti-smoking persuasive message, and a personality pattern, such as trait reactance proneness, predict the psychological state reactance. Design/methodology/approach An experiment and a survey were conducted on a random sample of 246 smoking undergraduate students in two Tunisian business schools. Four anti-smoking print ads, with two different levels of negative emotional intensity, were manipulated. Findings The findings depict the importance of the anti-smoking ads with a high negative emotional intensity, the perceived threat to freedom and trait reactance proneness in the smokers’ psychological reactance prediction. Originality/value This work seems to be important to the extent that few works have combined situational and dispositional factors to explain the smokers’ psychological reactance. The findings in this paper seem interesting insofar as they show the importance of the personality factor and the fear appeal in triggering smokers’ anger and negative cognitions that lead, in turn, to the arousal of psychological reactance. This paper should be of interest to readers in the areas of health communication, social psychology and social marketing.
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Tereshchenko, V. V. "DYNAMIC ASPECTS OF GROWING UP OF RURAL ADOLESCENTS." Vestnik of Minin University 7, no. 1 (March 17, 2019): 13. http://dx.doi.org/10.26795/2307-1281-2019-7-1-13.
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Introduction: growing up of a child is a process of constantly changing the structure of his subjective and objective characteristics, including the formation in ontogenesis of the image of adulthood, its development and implementation, as well as the reflection of the development of adulthood by children in the psychological and pedagogical space by participants of the educational process (parents, educators). In the framework of one of the particular hypotheses, we define the psychological and pedagogical space for the development of a rural schoolchild by the dynamics of maturation of the components of self-awareness: self-understanding, self-actualization and selfattitude. The data of an empirical study of the dynamic aspects of the maturing of schoolchildren in the space of the village, who are going through the inter-age transition, are presented. The goal is determined by the need to study the specific characteristics of growing up of rural adolescents living in the Velizhsky and Smolensk districts of the Smolensk region, who are studying in rural schools for a total of 120 people, 68 of which are boys and 52 are girls. Materials and methods: to study the structural and content characteristics of the dynamics of growing up, determined by the development of the components of self-awareness: selfunderstanding, self-actualization and self-relation, we used the following psychological tools: 1) the method of assessing the level of self-actualization of the person (SAMOAL) Kalina (1987); 2) the method of the study of self-attitude (IIA) Pantileev and V.V. Stolin (1989); 3) the method of free self-description of M. Kuhn and T. McPartland (1992). Results: the results of the study showed that adolescents in the studied sample are characterized by high self-understanding scales (χ = 7.82), which is evidence that adolescents are sensitive, sensitive to their own needs and desires, are free from psychological defenses that separate their personality from its own essence, and also not inclined to the substitution of their own tastes and evaluations by external social standards adopted in society. The data of the correlation analysis in the studied sample of adolescents self-understanding positively correlates with p <0.01 with autonomy (r = 0.47), spontaneity (r = 0.31), autosympathy (r = 0.49) and contact (r = 0, 18). High values were determined on the scales of reflected self-relation (χ = 6.05), self-value (χ = 6.89) and selfattachment (χ = 5.92). These data reflect adolescents’ perceptions that their personality, character, and activities are capable of giving others respect, sympathy, approval, and understanding; and also point to some rigidity of their «self-concept», conservative self-sufficiency, denial of the possibility and desirability of developing their self hood against the background of the characteristics of growing up. Discussion and conclusions: the content of adolescents’ self-understanding presents the realities and aspects of their own inner life that are relevant for the development of their personality. High school students seek to understand not only their personal qualities and character traits, interests and abilities, attitudes towards themselves and with other people, but also their feelings and motives, values and beliefs, life plans and goals. The process of growing up of adolescents involves the development of the main components of their self-awareness, and in this process adults can be of great help to the teenager. The data obtained are taken into account in the psychological and pedagogical support of adolescents in the socio-cultural space of the village; a program of socio-psychological training sessions has been developed, aimed at developing their self-understanding, self-actualization and self-relationship, which will ensure the development of their adult self-consciousness. There is a tendency to further research on the influence of sociocultural factors on the implementation of a particular strategy of growing up and the attitude of growing children to it at a distance of adolescence.
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Villoro i Armengol, Jordi, and Santiago Estaún i Ferrer. "May Schools Develop Their Students' Intuition?" Multidisciplinary Journal for Education, Social and Technological Sciences 5, no. 2 (October 4, 2018): 19. http://dx.doi.org/10.4995/muse.2018.9958.
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<p class="Textoindependiente21">The main purpose of the research has been to dictate the role intuition plays in the decision-making of undergraduate marketing students.</p><p class="Textoindependiente21">The study and process of decision-making has always been focused on statistics and mathematics by the business world and universities, while most psychological aspects have been avoided.</p><p class="Textoindependiente21">In recent years emotions, cognitive processes, intuition, etc., have increased their importance in the decision-making process; but they still have a long way to go.</p><p class="Textoindependiente21">The research, which this article is based on, has been performed under a sample of 404 individuals aged 20 to 25 years; half of which are marketing students in ESIC Business & Marketing School. Their decisions are analysed and compared with other collectives to observe if the information is an accurate significant variable for their decision-making.</p><p class="Textoindependiente21">A questionnaire was administered to the participants in which they were asked the possible success or failure of specific products if they were to be launched on the market. These products were real and chosen by marketing experts.</p><p class="Textoindependiente21">The participation of the individual in physical, cultural, etc. activities was also taken into account as well as their personal profile and psychographic data.</p><p>The results obtained vary significantly from a statistical point of view and prove that training, background, participations on social activities and the perception of one's intuitive capacity are keys to success when it comes to decision-making.</p>
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Tytova, Nataliya, Oksana Katsero, and Oksana Kondur. "System Analysis of the Future Educators’ Psychological and Pedagogical Training Experience." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (April 21, 2020): 199–206. http://dx.doi.org/10.15330/jpnu.7.1.199-206.
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It is established that the integration of the higher education of Ukraine to the European educational space is connected to the problems of vocational education system reformation in order with the international requirements. It was determined that an effective way to implement the requirements to the future specialists' professional qualities is to diversify their professional training as well as to create and provide conditions for a positive synergy with the aim to ensure scientific character, conformity to culture, fundamentals, humanization, consistency, innovation, accessibility, unity and accessibility, continuity and diversity training for applicants. The research work deals with the terminological aspects of future specialists’ psychological and pedagogical training in higher education institutions. The essential analysis of vocational training teachers’ psychological and pedagogical training is based on the unity of pedagogical theory and practice and considers contextual education and upbringing, based on the laws and mechanisms of pedagogical creativity. The analysis of scientific works, published up till now by domestic and foreign researchers, made us come to the conclusions that one of the reasons for the backwardness of the students' psychological and pedagogical training is a low level of pedagogical science development, inflexibility of educational programs, fragmented courses, lack of practical orientation. Development of requirements for the training of vocational teachers, with sectorial and integrated psychological and pedagogical components, is a priority now. The main task of higher vocational education is to prepare teachers who are ready for the organization and implementation of fundamental, technical and vocational training in practice at all levels of vocational education: vocational schools, technical schools, colleges, professional lyceums and gymnasiums, etc. The research work analyzes the terminology and clarifies the concepts “training”, “vocational teacher training”, “general pedagogical training” and “psycho-pedagogical training of future specialists in pedagogical institutions”.
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Tatsiopoulou, Paraskevi, Georgia-Nektaria Porfyri, Eleni Bonti, and Ioannis Diakogiannis. "Priorities in the Interdisciplinary Approach of Specific Learning Disorders (SLD) in Children with Type I Diabetes Mellitus (T1DM). From Theory to Practice." Brain Sciences 11, no. 1 (December 23, 2020): 4. http://dx.doi.org/10.3390/brainsci11010004.
Full textAbstract:
Background: A considerable endeavor had taken place in order to understand the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also in order to describe the necessary skills and approaches that the care givers have to develop to assist both children and parents. (1) Aim: The aim of this review is twofold. Firstly, to highlight the T1DM’s potential impact on psychological well-being, on cognitive functioning and on school performance in children and adolescents who confront SLD. Secondly, to discuss the necessity of a multidiscipline approach of poor school performance in students with SLD and T1DM, presenting the serious contribution of care providers: (a) parents/carers in the family setting, (b) teachers and psychologists in the school setting and (c) health specialists (pediatricians, nutricians, nurses, child psychiatrists and psychologists) in the medical setting. (2) Methods: In this narrative literature review of 12 selected articles, each one studies a special aspect of approach, during the diagnosis and the treatment of individuals with T1DM and SLD. The review concerns the arising problems and difficulties in the adherence to diagnosis, the management of insulin, the mental and physical wellbeing, the school performance, the cognitive functioning and learning difficulties of patients. We tried to synthesize an interdisciplinary approach that involves collaboration between family, school and medical frame; facilitating children’s and adolescents’ difficulties management, as well as parent and teacher involvement during the intervention implementation. (3) Results: The main issues of concern were examined through the available literature, as different factors had to be re-examined in the previous studies, regarding the potential impact of T1DM in cognitive and psychological functioning, as well as the effects of the intervention/approach/treatment of children and adolescents with SLD and T1DM. (4) Conclusions: Although T1DM diagnosis and demanding treatment are a heavy burden for children and their families, T1DM may or may not be associated with a variety of academic and psychological outcomes. Despite the variability of the reviewed research design quality, it was clearly defined that the impact of T1DM is not uniform across educational and mental variables. Strengthening the children’s physical, psychological and social wellbeing is an especially important factor, as it facilitates the insulin’s management as well as the learning difficulties. This is possible by supporting the parental and teacher involvement in the intervention process. This review highlights the need to reduce the distance between theory/research and practice, in some of the proposed areas in this field of knowledge.
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Matthews, Emily L., Michelle L. Townsend, Annaleise S. Gray, and Brin F. S. Grenyer. "Ideal standards for policy on student self-harm: What research and practice tells us." School Psychology International 42, no. 2 (January 18, 2021): 187–209. http://dx.doi.org/10.1177/0143034320975846.
Full textAbstract:
School communities face challenges in responding effectively to the rising incidence of student self-harm. Evidence-informed guidelines may provide a platform for schools to provide better responses and improve the outcomes of students who engage in self-harm. This paper critically reviews policies published in English targeted for schools or education settings on effective early identification and intervention for children and adolescent self-harm. A grey literature search was conducted using Start Page web search engine with a documentary analysis approach applied to review polices that met criteria. The review identified 16 policies that aim to help school and education staff to identify and respond to student self-harm. The key themes include identification and risk assessment, intervention, roles and responsibilities, as well as addressing issues surrounding evidence-based psychological education and intervention. An evidence-informed policy that addresses multiple aspects of responding to and reducing student self-harm may be a vital foundation of a school’s response to this growing public health issue. This paper outlines key points that will help inform the development of evidence-informed guidelines for schools to respond to student self-harm and presents an exemplar policy framework for use by schools.
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Pascual-López, Xavier. "La herencia de las Sententiae de Publilio Siro en las paremias españolas en torno a la avaricia." Studia Romanica Posnaniensia 46, no. 4 (December 15, 2019): 101–10. http://dx.doi.org/10.14746/strop.2019.464.009.
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The aim of this paper is to present the Spanish proverbs related to the topic of greed that can be understood as a continuation of Publilius Syrus’ sentences. For the analysis are taken into account the contributions of two Hellenistic philosophical schools (Stoicism and Epicureanism), which illuminate the scope of the criticism of greed that occurs in these proverbs, both from a psychological as a social point of view. Latin sentences and Spanish proverbs are compared according to their formal or semantic continuity, as well as depending on other aspects (such as the tone or prosodic issues).
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Darussyamsu, Rahmawati, and Neviyarni Suhaili. "FAMILY EDUCATION THAT COMPREHEND INDIVIDUAL DIFFERENCES; DETERMINANTS OF CHILDREN’S LEARNING MOTIVATION IN THE COVID-19 PANDEMIC." Jurnal Perspektif Pendidikan 14, no. 2 (December 28, 2020): 109–24. http://dx.doi.org/10.31540/jpp.v14i2.1078.
Full textAbstract:
The Covid-19 pandemic made a change in the learning process from offline to online. This has inevitable positive and negative effects from various aspects, such as learning objectives, students, educators, infrastructure, and the learning environment. All aspects of education that used to take place predominantly in schools are now all at home. Therefore, the key aspect of implementing education is now played by parents. But, the problem is, not all of parents have adequate knowledge about how to educate children and the psychological aspects that accompany it. The individual difference factor is the main aspect that determines children success in learning. This happens with the interaction between the accuracy of parental treatment that takes into account individual differences, thus making children motivated in learning. When the children’s learning motivation is good, the learning will take place effectively and make a meaningful contribution to the childs’ life. Thus, parents must strive for this achievement in order to get good results in children’s education even during the pandemic.