The article addresses an acute problem of contemporary psychology-theoretical and empirical study of authenticity development of psychology students. The articles describes awareness of authenticity of psychologists as a professionally important integral personal characteristic based on a theoretical analysis of existing approaches in Ukrainian and foreign psychology. This construct implies respectful attention and fair treatment of oneself and own feelings, recognition of own value which makes clients feel that they are understood and accepted. This helps clients understand and accept their own feelings, learn to trust themselves, find strength to realize their own uniqueness, and acquire the ability for self-development. The Authenticity Scale methodology by Alex M. Wood, P. Alex Linley, J. Maltby, M. Baliousis and S. Joseph was used in an empirical research of the authenticity development features in future psychologists-Bachelor's degree graduates (adaptation of S. Nartova-Bochaver, V. Bardadimova). The basis for this methodology is personality focused understanding of authenticity, which has three levels: self-alienation, authentic living, and acceptance of external influence. Quantitative and qualitative analysis of the obtained results show that most students-future psychologists have high level of awareness of their authenticity. At the same time, a majority of students show dependence from thoughts, evaluations and expectations of their environment, as well as insufficient level of understanding of themselves and their inner world, which, in turn, can lead to self-alienation. There is also correlation between empirical indicators on the Authenticity Scale and respondents' age. It has been established that with age the level of authenticity awareness, the ability to uphold own beliefs and live in accordance with own values gradually decreases.
The purpose of our research is to carry out empirical study and analysis of internal factors of the development of psychological readiness for professional activities in cynologist officers. The article gives empirical evidence of internal factors of psychological readiness for professional activities in cynologist officers. The motivational and purposive, active and operational, emotional and volitional, reflexive and controlling components of psychological readiness are outlined. Three internal factors of psychological readiness of cynologist officers for professional activities are identified and analysed with the help of factor analysis of empirical indicators: awareness of psychological readiness for professional activities, a responsible subjective position, the ability to act independently, and take decisions.
The article carries out a theoretical and methodological analysis of the main scientific approaches to the definition of resilience in domestic and foreign psychology, attention is paid to conceptual ideas regarding the substantiation of the psychological conditions for the development of resilience: 1) restoration of a sense of security through an understanding of the specifics of living by each person in situations related to the threat to life in the conditions of martial law; 2) a safe andecological response to the emotional problems of the individual, which accumulate due to significant stress factors associated with the violation of the basic sense of security and military actions; 3) taking into account the peculiarities of brain functioning in conditions of external threats; 4) formation of a resilient educational environment filled with group and social values; 5) relying on the resource of psychological and physical comfort, which is an important element for restoring the resilience of the individual. The specified conditions formed the basis of the Teacher’s Stability Rules, specially formed for use in the educational environment: 1) «We take care of our own safety and the security of those around us»; 2) «We react to our feelings and help children live theirs»; 3) «We take into account the capabilities of the brain working under stress»; 4) «We create an environment of shared values»; 5) «We cultivate the skill of taking care of ourselves.» The psychological content of the five rules of teacher resilience, based on the main components of resilience, is revealed. The author’s approaches to fostering the teacher’s resilience are justified on the basis of the proposed psychological rules of resilience, which take into account the most effective modern psychological practices. Features and recommendations regarding the use of the rules of stability of a teacher who teaches under martial law are characterized. Attention is focused on the fact that an emotionally stable teacher can become a psychological support and a source of psychological security for children. The proposed rules, their psychological content and recommendations for effective implementation in the educational process can be useful to educators, both for their own self-support and for maintaining the psychological stability of students in war conditions
The article presents a theoretical and methodological analysis of modern educational paradigms and presents axiological vectors of higher education development. The authors identify four basic educational paradigms: cognitive informational, personal (humanistic), competence based and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on development of a holistic personality, ensuring its nature and uniqueness (personal and cultural paradigms). It has been proven that at the theoretical level there has been a drastic narrowing of the semantic field of scientific and pedagogical reflection: the focus is on the production of the amount of knowledge, programmed social behaviour, technologies of activity of the future specialists. It has been shown that higher education institutions are more and more inclined to provide pragmatic education, and training professionals-functionaries. It is determined that the reform of modern education should be based on the idea of integrity, which actualises the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.
The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue.
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