The purpose is to discuss the matter of future law enforcement officers’ comprehension of human rights. In a wide context, the concept “human rights education” is used to include education for democratic citizenship and education for mutual trust and respect, both of which are focused on globally agreed principles of human rights. In educational systems, these three fields are seen as interconnected and central in order to prepare young people to be involved, responsible and compassionate participants in the society, both at national and global levels.Methods. Methods used to achieve the set objectives: theoretical modeling, the survey method, methods for statistical data analysis.Results. Human rights considered as a core value and a part of the readiness to the professional activity. Education in the field of human rights has been outlined as education, training and information focused on developing a universal human rights culture. Comprehensive human rights education not only provides knowledge of human rights and the processes that safeguard them, but also provides the requisite skills to support defend and enforce human rights in everyday life.The analysis of international models of human rights education showed some fundamental components and objectives of HRE. It was determined that the human rights education of future law enforcement officers affects the value and normative levels of their professional activity, as well as the cognitive and emotional levels of personal structures. It was emphasized that the capacity of individuals to recognize human rights depends on a clear vision of their importance, purpose, and context.Conclusions. In accordance with three types of mental actions – identification, prediction and integration, the paradigm of empirical research was developed on the basis of a comprehension level model.The findings of the survey of future law enforcement officers showed highest indicators of understanding of human rights in areas related to teacher and peer interactions and extremely low indicators of understanding in relationships with relatives and parents.Key words: human rights, future law enforcement officers, human rights education, levels of comprehension. Мета статті полягає у розгляді проблеми розуміння прав людини як умови реалізації ціннісної складової частини діяльності майбутніх правоохоронців, з’ясуванні їхнього рівня розуміння прав людини у трьох сферах відносин, а саме зі вчителями, з батьками та однолітками.Методи. Для вирішення поставлених завдань використано методи теоретичного моделювання, опитування, статистичного оброблення даних.Результати. Інтеграція України до європейського співтовариства потребує істотної перебудови усіх соціальних інституцій та процесів на нових, демократичних засадах, основні принципи яких ґрунтуються на розумінні прав людини та якісних змін кадрового складу усіх агенцій правоохоронців. Аналіз зарубіжних моделей навчання правам дітей у школі показав, що здатність особистості до реалізації прав людини залежить від її глибокого розуміння їх смислу, важливості та контексту. Постає проблема закріплення на державному рівні уніфікованого способу вбудовування освіти з прав людини у шкільну політику та практику в різних країнах світу. Навчання правам людини майбутніх правоохоронців стосується ціннісного та нормативного рівнів цієї професійної діяльності, а також когнітивного та емоційного рівнів особистісних структур. Надано рівневу модель розуміння як цілеспрямовану діяльність, що розгортається відповідно до трьох видів розумових дій, та результати емпіричного дослідження розуміння прав людини майбутніми правоохоронцями. Виявлено високі показники розуміння прав людини у сферах, які стосуються взаємодії зі вчителями та однолітками, а також вкрай низькі показники розуміння у сфері взаємин з родичами та батьками, що потребує подальших досліджень.Висновки. Розуміння учнями прав людини відбувається відповідно до рівнів розуміння (розуміння-впізнавання, розуміння-гіпотеза, розуміння-поєднання), що визначає їхню готовність розпізнавати порушення прав у різних ситуаціях життєдіяльності (у взаємодії з батьками, вчителями та одноліт-ками), а також визначати власні подальші дії.Ключові слова: права людини, майбутні правоохоронці, освіта в галузі прав людини, рівні розуміння.
Social work education in Ukraine has changed dramatically over the last decades. It has a strong connection with the evolution of social work education as a field of professional practice. Recent changes in Ukrainian social policy, in particular the implementation of professional education requirements, based on the competency-oriented approach, the implementation of professional standards for social workers, the distinction of social work in a separate field of science and the complexity of social practice require the creation of unified training curriculum that corresponds to social needs and practice requirements. Creating a meaningful learning environment and raising awareness of professional objectives would be achievable by applying an activity-oriented approach to the professional education of social workers. This means that knowledge could never be isolated from activity. Activity-oriented educational practices contain the core components of professional activities and concern different aspects of social work. Profession-oriented practice includes general (volunteer activities, research, social project design, organizational and management) and additional (communicative, play and game, teamwork) forms and technologies, which demand from students to accumulate their experience in obtaining the essential forms of professional activities. Professional practice encompasses a set of principles, based on the prioritization of the social work profession, individual activity, participation and reflection, which make possible the development of the student's personal maturity and independence.
men and women considered the ideal entrepreneur as having professional and communicative competences and being financially and socially efficient and highly moral. However, men perceived as a negative feature of the ideal entrepreneur his/her positively correlated 'connections' and 'wealth', which can be explained by the negative environmental factors in entrepreneurial activity.
This paper aims to provide an analysis of the theoretical and methodological grounds of Activity-oriented models of psychological counseling practice, along with an author's model of counseling interaction between a psychologist and a client within the framework of Activity theory. In contrast to majority of psychological theories, Activity theory has not yet been fully reflected in psychotherapeutic and counseling practice. As a consequence, we can see the gap in the relevant methodology of psychological care, despite of multiple theoretical and empirical research, conducted within Activity framework. The structure and procedure of Activity-oriented counselling is based on major categories of Activity theory, developed by S. Rubinstein, A. Leontiev, F. Vasilyuk, G. Schedrovitsky, namely: i) unity of consciousness and activity; ii) experiencing as a form of personal activity; iii) categories of activity analysis. Since the subject of counseling is the problem situation experienced by a client, the main purpose of psychological counseling is to convert the problem into achievable tasks, which requires setting a clear logic and sequencing stages of consultative process. It is shown that the consultant guides the client through a series of stages, which involve consistent changes. Those stages include following: situation scanning; positional analysis; problematizing and capturing of contradictions, repositioning and designing of new activity schemes. Activity-oriented counseling offers a comprehensive, context-sensitive method of client`s life story exploration and highly structured procedure, which allows psychologist and the client to retain its overall meaning and logic. Certainly, an active approach in the psychological practice of counselling requires further methodological developments: in particular, the development of protocols of counseling sessions and non-parametric methods of diagnosis of client advancement.
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