Behavioral Tendencies of Single Parent Students

Usakli H.1 

 1 Sinop University, Turkey

 

Abstract

Background and Aim of Study: A Family is social unit of two or more people related by blood, marriage, or adoption and having a shared commitment to the mutual relationship. The definition of single parent is someone who has a child or children but no husband, wife, or partner who lives with them. Death of a partner and divorce are main causes of being single parent. Children are affected by divorce in many different ways, varying by the circumstances and age of the child. Children whose ages are seven to twelve are much better at expressing emotions and accepting parentage breakage, but often distrust their parents, rely on outside help and support for encouragement, and may manifest social and academic problems. The aim of the study: to find out teachers opinion of single parents’ students’ behavioral tendency. Material and Methods: This qualitative study represents 30 teachers’ opinions on single parent students’ problems. Results: Not only in deep theoretical framework but also recent studies underline the importance of healthy family relation on child wellbeing. Every child may have potential for single parent in nowadays society. Experienced elementary teachers claim that single parent students are more submissive and aggressive. In addition of this, they are less assertive when comparing to their two parents counterparts. Conclusions: Not only school psychologists and guidance practitioners but also teachers and school principles should be aware of the potential single parent students’ needs. Being more assertive or aggressive creates fewer opportunity for single parent students. Productive society will be raised with only equal sublimation of all children’s developments. 

 

 

 Keywords

single parent students, elementary teachers, behavioral tendencies; assertiveness; aggressiveness; submissiveness. 

 

 

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 DOI: http://dx.doi.org/10.26697/ijsa.2018.1-2.03 

 

 

 

 Information about the author:

Usakli Hakan – https://orcid.org/0000-0003-4307-2226; Doctor of Pedagogical Sciences, Associate Professor, Department of Elementary and Early Childhood Education; Sinop University; Sinop; Turkey. 

 

  

 

 Cite this article as

Usakli, H. (2018). Behavioral tendencies of single parent students. International Journal of Science Annals, 1(1-2), 21-27. doi:10.26697/ijsa.2018.1-2.03

 

Verification of the System of Preparation of Future Specialists of the Social Sphere for the Prevention of Maladjustment of Pupils in Various Social Institutions

Kostina V. V.1

 

 H. S. Skovoroda Kharkiv National Pedagogical University, Ukraine

 

Abstract

Background and Aim of Study:  The article is devoted to the problem of professional preparation of specialists in the social sphere. The aim of the study: to describe the structure of conducting a pedagogical experiment on the research problem and determine its qualitative results. Material and Methods: During the implementation of the pilot study to determine the effectiveness  of the the impact, made by developed system of training future specialists in the social sphere to prevent the maladjustment of pupils, on their professional competence, methods of comparing, analyzing and generalizing the results of the process of professional education in the control and experimental groups were used. Results: The logical structure of conducting an experimental research on the training of future social pedagogues and social workers for the prevention of maladjustment of pupils, which envisaged the implementation of five consecutive stages and methodological support for its implementation, as well as a system of criteria (motivational and value-based, affective-conative, cognitive-instrumental and professional activity competencies) and corresponding indicators (interest and need of prevention of maladjustment of pupils; professional worldview as the basis for the development of professional culture, characteristics of temperament and will, that are ensuring the successful implementation of prevention of maladjustment of pupils; personal qualities necessary for working with vulnerable contingents, general-pedagogical potential, developed social intelligence, knowledge of the organization of socio-pedagogical and social activities of prevention of maladjustment of pupils in various social institutions; knowledge of the technological basis for the prevention of maladjustment of pupils; professional knowledge and skills in the prevention of maladjustment of pupils; experience in social-pedagogical and social preventive work). Conclusions: Qualitative changes in personal and professional characteristics of future specialists of the social sphere are determined in accordance with the presented criteria system after the implementation of the forming part of the study.

 

 

 

Keywords

training, specialists in the social sphere, prevention of maladjustment of pupils, social institutions, system of preparation of future specialists of the social sphere.

 

 

 

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DOI: http://dx.doi.org/10.26697/ijsa.2018.1-2.02

 

 

 

Information about the author:

Kostina Valentyna Viktorivna – https://orcid.org/0000-0003-2410-7497; Doctor of Philosophy in Pedagogy, Associate Professor, Doctorant of the Department of Pre-school, Primary School and Professional Education; H. S. Skovoroda Kharkiv National Pedagogical University; Kharkiv, Ukraine.

 

 

 

 

Cite this article as

Kostina, V. V. (2018). Verification of the system of preparation of future specialists of the social sphere for the prevention of maladjustment of pupils in various social institutions. International Journal of Science Annals, 1(1-2), 12-20. doi:10.26697/ijsa.2018.1-2.02

 

Training of Future Specialists in Higher Educational Institutions 

Melnyk Yu. B.1,2, Pypenko I. S.2,3

 

1 National Academy of the National Guard of Ukraine, Ukraine
2 Kharkiv Regional Public Organization “Culture of Health”, Ukraine
3 Scientific Research Institute KRPOCH, Ukraine


  

 

 

Abstract

Background and Aim of Study: The research deals with studying issues concerning training of specialists in high school and the student’s role in this process. The perspective trends of training specialists in higher educational institutions are determined. They relate to such, where the university is a configuration part of much bigger establishments and processes and where it corresponds to the social and individual demands of the youth. The aim of the study: to ascertain competences, pedagogic technologies and methods, demanded by cadets and students, as well as to forecast perspective trends of studying in higher educational institutions. Material and Methods: A set of methods is used to study issues of training specialists in high school: collection of information, systematisation, rating assessment, analysis and results interpretation. The dispersion coefficient of Kendall concordance is calculated, its significance is proved on the basis of determining Pirson’s criterion for the significance level of 5% and 1%. The research was held in the academic years of 2013-2018 on the basis of National Academy of National Guard of Ukraine within the framework of the subject “University Education”. The average number of respondents was 535 people (35 groups), who studied at the Humanities Faculty, Technical Faculty, the Faculty of Economics and Management. Results: It is specified that there is a tendency of decreasing number of students who want to study in higher educational institutions. The demand of the student youth is determined for competences, pedagogic technologies and methods which are mostly required in high school. It is proposed to specify competences classification and content of the notions “professional competences” and “special competences”. Conclusions: On the basis of modern scientific and technical achievements, application of educational logistics and social demand, the main tendencies and future trends of training specialists in higher educational institutions in IT-sphere, technical, military, economic, medical and educational fields are forecast.

 

 

 

Keywords

high school, training of specialists, student youth, professional competences, special competences, educational logistics.

 

 

  

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Zakon Ukrainy “Pro vyshchu osvitu”: pryiniatyi 1 lyp. 2014 roku № 1556-VII [Law of Ukraine “On higher education” from July 1 2014, № 1556-VII]. (2014, August 6). Holos Ukrainy – Voice of Ukraine, 148, pp. 4-67. [in Ukrainian]

  

 

 

DOI: http://dx.doi.org/10.26697/ijsa.2018.1-2.01

  

 

Information about the authors:

Melnyk Yuriy Borysovych – https://orcid.org/0000-0002-8527-4638; Doctor of Philosophy in Pedagogy, Associate Professor, Professor of the Department of Psychology and Pedagogy; National Academy of the National Guard of Ukraine; Founder and Chairman of the Board, Kharkiv Regional Public Organization “Culture of Health”, Kharkiv, Ukraine.

Pypenko Iryna Sergiivna – https://orcid.org/0000-0001-5083-540X; Doctor of Philosophy in Economics, Associate Professor, Scientific Research Institute KRPOCH, Kharkiv, Ukraine.  

 

 

 

Cite this article as:

Melnyk, Yu. B., & Pypenko, I. S. (2018). Training of future specialists in higher education institutions. International Journal of Science Annals, 1(1-2), 4-11. doi:10.26697/ijsa.2018.1-2.01
 

Program of Psychological Rehabilitation of the National Guard of Ukraine Military Personnel Participated in Combat Actions

Prykhodko І. І.1

 1 National Academy of National Guard of Ukraine, Ukraine

 

Abstract

Background and Aim of Study: Combat actions that have taken place over the past f our years in eastern Ukraine have a negative impact on the physical and mental health of the combatants. Under these conditions, the psyche of military personnel operates on the brink of its own resources, and prolonged participation in hostilities can lead to the development of post-traumatic stress disorder. Therefore, timely measures of prevention and control of combat stress, psychological rehabilitation of military personnel after engagement in combat will significantly reduce psychogenic injuries, prevent the emergence of mental disorders from combatants. The aim of the study: to develop, scientific ally substantiate and to test a program of psychological rehabilitation of combatants. Material and Methods: To determine the effectiveness of the program of psychological rehabilitation at the beginning and at the end was used by authorial diagnostic of mental disorders methodology “Psychological Safety of Personality”, as well as “The Questionnaire Evaluating the Effectiveness of Psychological Training” after completing the psychological training . In total, 70 military men of the National Guard of Ukraine from all regions of Ukraine participated in the program of Psychological rehabilitation, and the practical implementation and testing of the program took place in 2017. Results: The program of psychological rehabilitation of combatants based on psychological training for restoring the psychological safety of a military man’s personality has been developed and scientifically substantiated. The practical implementation of the program of the psychological rehabilitation of the combatants proved its effectiveness: the results of the dynamics of the components of psychological safety of a person increased on average by 16%. Conclusions: Proposed program of psychological rehabilitation of combatants helped to improve the mental condition of military personnel, to restore psychological resources of a person and to prevent the development of mental disorders.

 

Keywords.

prevention of mental disorders, psychological rehabilitation psychological training, military personnel, combat actions, combatants

 

 References

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Brailey, K, Vasterling, J. J, Proctor, S. P, Constans, J. I, & Friedman, M. J. (2007). PTSD symptoms, life events, and unit cohesion in US soldiers: Baseline findings from the neurocognition deployment health study. Journal of Traumatic Stress, 20, 495–503.

Brewin, C. R, Andrews, B., Hejdenberg, J., & Stewart, L. (2012). Objective predictors of delayed-onset post-traumatic stress disorder occurring after military discharge. Psychological Medicine, 42(10), 2119–2126. doi:10.1017/S0033291712000189

Browne, T., Hull, L., Horn, O., Jones, M., Murphy, D., Fear, N. T., ... Hotopf, M. (2007). Explanations for the increase in mental health problems in UK reserve forces who have served in Iraq. British Journal of Psychiatry, 190, 484–489. doi:10.1192/bjp.bp.106.030544

Hunt, E. J. F., Wessely, S., Jones, N., Rona, R. J., & Greenberg, N. (2014). The mental health of the UK Armed Forces: where facts meet fiction. European Journal Psychotraumatology, 5(1), 23617. doi:10.3402/ejpt.v5.23617

Lefterov, V. O. (2008). Psykholohichni treninhovi tekhnolohii v orhanakh vnutrishnikh sprav [Psychological training technologies in internal affairs bodies]. Donetsk: DUI. [in Ukrainian].

Marx, B. P., Jackson, J. C., Schnurr, P. P., Nelson, M. M., Sayer, N. A., Keane, T. M., ... Speroff, T. (2012). The reality of malingered PTSD among veterans: Reply to McNally and Frueh. Journal of Traumatic Stress, 25(4), 457–460. doi:10.1002/jts.21714

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Pasіchnik, V. І., Lіpatov, І. І., Shestopalova, L. F., Prykhodko, I. I., Moldavchuk V. S., Irkhin, Yu. B. … Stadnik, A. V. (2011). Teoriia ta praktyka psykholohichnoi dopomohy [Theory and practice of psychological help]. Kharkiv: Akademy of VV MVS of Ukraine. [in Ukrainian]

Prykhodko, І. І. (2014). Psykholohichna bezpeka personalu ekstremalnykh vydiv diialnosti (na prykladi viiskovosluzhbovtsiv vnutrishnikh viisk MVS Ukrainy) [Psychological safety of the personnel of extreme activities (for example servicemen of Internal Troops of the Ministry of Internal Affairs of Ukraine)]. Kharkiv: NUCZU. [in Ukrainian]

Prykhodko, І. І. (2015). Psykholohichni osoblyvosti sluzhbovo-boiovoi diialnosti viiskovosluzhbovtsiv Natsionalnoi hvardii Ukrainy pry provedenni antyterorystychnoi operatsii [Psychological peculiarities of service and combat activity of military service members of the National Guard of Ukraine during the antiterrorist operation]. Visnyk Kyivskoho natsionalnoho universytetu imeni T. Shevchenka. Viiskovo-spetsialni nauky – Bulletin of Taras Shevchenko National University of Kyiv. Military-Special Science, 2(33), 35–39. [in Ukrainian]

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DOI: http://dx.doi.org/10.26697/ijsa.2018.1-2.05

 

 

 

Information about the author:

Prykhodko Ihor Ivanovich – https://оrcid.оrg/0000-0002-4484-9781; Doctor of Psychological Sciences, Professor, Chief of the Scientific and Research Center for Service and Combat Activities of the National Guard of Ukraine, National Academy of National Guard of Ukraine; Kharkiv, Ukraine.

 

 

 

Cite this article as:
Prykhodko, І. І. (2018). Program of psychological rehabilitation of the National Guard of Ukraine military personnel participated in combat actions. International Journal of Science Annals, 1(1-2), 34-42. doi:10.26697/ijsa.2018.1-2.05 
 

Еmpathy in the Structure of Psychological Competence of the Teacher of the Higher Educational Institution

Mitina S. V. 1

  

 1 V. I. Vernadsky Taurida National University, Ukraine

 

Abstract

Background and Aim of Study: The efficiency of pedagogical activity depends not only of the level of professional knowledge and abilities of the teacher but also of the presence for him of the personality qualities necessary for optimal cooperation. One of such professionally-meaningful qualities of the teacher is the empathy able to do the process of education emotionally comfortable and productive. The aim of the study: to explore of level of empathy’s display of the teachers depending on experience of their pedagogical activity. Material and Methods: Theoretical (analysis and synthesis of the psychological literature); empirical (pilot study). 97 teachers of the higher educational institutions participated in the study; at the age of 27 to 62 years, with the work experience from 1 year to 30 yearsResults. The results obtained indicate that the empathy is the important component in the structure of the professional competence of the teacher of the higher educational institution, and also that the empathic ability of the teacher is transformed with the development of life and professional experience. The empirical research shows the lowest rates of empathy among the teachers with the work experience of more than 25 years and among the young teachers with the work experience up to 10 years. Conclusions.It is concluded that there is the dependence of the empathy of professional experience, necessary to develop the empathy both at the stage of the training of the future teachers in the higher educational institutions and in the process of continuous professional education. 

 

 

Keywords

competence, psychological competence, teacher, pedagogical activity, empathy.

  

 

  

References

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Boyko, V. V. (1996). Energiia emotsii v obshchenii: vzgliad na sebia i na drugikh [The energy of emotions in communication: a look at yourself and others]. [DX Reader version]. Retrieved from: http://osp.kgsu.ru/library/PDF/389.pdf [in Russian]

Cooper, B. (2004). Empathy, interaction and caring: Teachers’ roles in a constrained environment. Pastoral Care in Education, 22(3), 12–21. doi:10.1111/j.0264-3944.2004.00299.x

Dolby, N. (2013). The decline of empathy and the future of liberal education. Liberal Education, 99(2), 60–64.

Goroshit, M., & Hen, M. (2016). Teachers’ empathy: can it be predicted by self-efficacy? Teachers and Teaching: Theory and Practice, 22(7), 805–818. doi:10.1080/13540602.2016.1185818

Holovan, M. S. (2014). Profesiina kompetentnist vykladacha vyshchoho navchalnoho zakladu [Professional competence of a teacher of a higher educational institution]. Problemy suchasnoi pedahohichnoi osvity: Pedahohika i psykholohiia – Problems of modern pedagogical education: Pedagogy and Psychology, 44, 79–88. [in Ukrainian]

Ilin, E. P. (2013). Psikhologiia pomoshchi. Altruizm, egoizm, empatiia [Psychology of help. Altruism, selfishness, empathy]. St. Petersburg: Piter. [in Russian]

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Kyrychok, V. A., Mitina, S. V., & Ilchenko, A. A. (2017). Communicative competence formation of a higher educational institution lecture by means of interactive technology in teaching and education. Deutscher Wissenschaftsherold, 1, 38–41. doi:10.19221/2017.18

Melnyk, Yu. (2017). Study of trends of students’ demand for the formation of competences by higher educational institutions. Science and Education5, 128–134. doi:10.24195/2414-4665-2017-5-22

Mitina, S. V. (2016). Psykholohichna skladova v strukturi profesiinoi kompetentnosti vykladacha vyshchoho navchalnoho zakladu [Psychological component in the structure of professional competence of a teacher of a higher educational institution]. In Т. V. Kolbina, & Yu. B. Melnyk (Eds.), Aktualni pytannia osvity i nauky – Current issues of education and science (pp. 301–305). Kharkiv: KRPOCH. doi:10.26697/9789669726070.2017.301 [in Ukrainian]

Mitina, S. (2017). The factors of emotional burnout of the teacher of the higher educational institution. Psychological and pedagogical problems of modern specialist formation, 1, 34–37. doi:10.26697/9789669726094.2017.34

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Stojiljkovic, S., Djigić, G., & Zlatković, B. (2012). Еmpathy and teachers’ roles. Procedia – Social and Behavioral Sciences, 69, 960–966. doi:10.1016/j.sbspro.2012.12.021

Strelnikov, V. Iu. (2013). Komponenty profesiinoi kompetentnosti vykladacha vyshchoi shkoly [Components of the professional competence of the teacher of higher education]. Humanitarnyi visnyk – Humanitarian Herald, 28(1), 278–285. Retrieved from: http://nbuv.gov.ua/UJRN/gvpdpu [in Ukrainian]

Vitvytska, S. S. (2006). Osnovy pedahohiky vyshchoi shkoly [Fundamentals of higher education pedagogy]. [DX Reader version]. Retrieved from: http://194.44.152.155/elib/local/sk702798.pdf [in Ukrainian]

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DOI: http://dx.doi.org/10.26697/ijsa.2018.1-2.04

  

 

 

Information about the author:

Mitina Svitlana Vladimirovna – http://orcid.org/0000-0001-9520-0272; Doctor of Philosophy in Psychology, Associate Professor, Professor of the Department of Psychology and Pedagogy; V. I. Vernadsky Taurida National University, Kyiv, Ukraine.

  

   

 

Cite this article as

Mitina, S. V. (2018). Еmpathy in the structure of psychological competence of the teacher of the higher educational institution. International Journal of Science Annals, 1(1-2), 28-33. doi:10.26697/ijsa.2018.1-2.04.

 

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