Personal Self-awareness Research Articles

ЗНАЧЕНИЕ ПОЗИТИВНОГО МИРОВОЗЗРЕНИЯ В ФОРМИРОВАНИИ НАПРАВЛЕННОСТИ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ

The article offers consideration of a positive worldview, personal self-awareness as a semantic and behavioral model of development and formation of a healthy lifestyle for students

The name as an important component of self-identity in the context of personal adjustment during wartime

Introduction. The problem of self-identification of an individual has become particularly relevant because of the full-scale war Russia unleashed against Ukraine. The society is facing the question of the moral and spiritual essence, values, capabilities, social place, world outlook, national belonging, self-awareness, and self-perception of human personality. Aim. To explore the peculiarities of work with a person's name as an important component of self-identity in the context of readjustment of the Ukrainians who fled to other countries and/or are staying in Ukraine. Methods. The Lemak and Petryshche Social Adaptability Questionnaire, a personal characteristics questionnaire and The Name as a Component of Self-Identity questionnaire (S. Arefniya), as well as the art therapy exercise called "The Power of the Name". Results. It was shown that a person's name and work with it is an effective means of supporting Ukrainian war refugees' self-identification. Almost every second war refugee had a low level of adjustment. The name-mediated identity was perceived by the displaced from the time perspective, i.e. they remembered the past and identified themselves with it, being aware of the present and the future. The refugees' space integration was done through the restoration of their integrity, which improved the refugees' emotional state and self-awareness through their self-identification and acceptance of themselves in the place where they are. Conclusions. The person's name and work with it is an effective means of supporting personal self-identification during the Ukrainian war refugees' adjustment to a new country and during a personal identity crisis.

Problems of Humanitarian Knowledge in the Era of Total Digitalization

The paper describes the problems that are posed to humanitarian education in the era of global digitalization. The study’s aim is to confirm the substantiation of the significance of humanitarian knowledge in the formation of conceptual thinking as a basic skill of human intellectual activity in the modern world. The study uses a comparative analytical method which examines the features of the conceptual thinking formation in a modern school and university, as well as substantiates the importance of humanitarian knowledge as the basis for the of conceptual thinking formation as an axiological basis for the personal and civic education of students; the formation of their social intelligence, patriotism, civil and personal responsibility. The author analyzed features of the use of visual aids as a deforming method in the conceptual thinking formation of modern students and schoolchildren in the era of total digitalization, as well as the experience of distance learning in the humanities in a pandemic situation. It is concluded that humanitarian knowledge is the most important resource in the formation of conceptual thinking as a basic component of intellectual development, socialization and education of civil and personal self-awareness of students in higher education.

Women’s education and empowerment in the Philippines: A community solution


 
 
 The Advocacy on Women’s Education and Empowerment (AWE) Project is a community action program based in the Philippines that was implemented after participation in the 2016 Community Solutions Fellowship for Global Leaders—a professional leadership development program for community leaders across the world that involves a four-month fellowship with a nonprofit organisation or local government agency in the United States. The inspiration for the AWE project was the Girls Getting Ahead in Leadership (GGAL) program of the Women’s Initiative for Self-Empowerment (WISE) in Minnesota. The AWE project empowers young women through a series of capacity building exercises, beginning with personal self-awareness, leadership development, conflict management, peace circles and gender and human rights. This provides opportunities for female social work students and young social workers to reach their full potential as gender and human rights advocates and leaders in the Philippines. This paper aims to highlight the role of social workers in gender and human rights advocacy at the local and international level, details the experiences, lessons and challenges of running a project which builds the capacity of young women, and promotes the role of higher educational institutions in building the skills and competence of future leaders.
 
 

Relationship between personal and professional self-determination among high school students

Introduction. Many international organizations are increasingly raising the issue of developing state vocational guidance programs. An intensive study of the labor market, its changes and the evolution of skills needs is being carried out. An important aspect was the possibility of choosing a profession in accordance with the abilities and interests of not only everyone, but also taking into account the needs of society. Now it is not necessary to follow the principles of profitability or prestige of the profession. Now you can choose a business to your liking. The most significant group of the population in this area are schoolchildren who are just starting their career path. It became possible to choose a job due to one’s liking. So, a natural question arises about the features of students’ professional and personal self-awareness. The research aims to study the relationship between students’ professional self-determination and personal self-awareness. Materials and methods. The sample consisted of 60 students from the secondary school "Eureka-Development №96" and the Specialized educational and scientific center of the Southern Federal District, whose average age was 17 years. The respondents completed socio-demographic survey as well as psychological assessment of personal and professional identity. To assess personal self-awareness, the authors used Pantileeva’s self-attitude test, and to indicate the level of professional self-determination, we used A.A. Azbel - A.G. Gretsovas’ questionnaire of students’ self-determination. For data analysis, we used Spearman's Rank-Order Correlation and the Friedman test, processed in the software of RStudio and STATISTICA 13.3. Results. There was significant correlation between such variables as status of imposedon professional identity and openness (r = 0.37; p < 0.05), uncertain professional identity and internal conflict (r = 0.39; p < 0.05), moratorium and self-blame (r = -0.44; p < 0.05), also between formed status of professional identity and self-guidance (r = 0.3; p < 0.05). Results show that almost 40% of respondents are in a state of crisis in choosing a profession. At the same time only 20 % of students are ready to make a conscious and independent choice in their further professional development. Conclusion. High school students are in a difficult period when self-confidence, faith in the surmountability of obstacles collides with inner experiences for their qualities and actions. The study showed that for self-determination, schoolchildren need to see their gaps and shortcomings, but at the same time consider themselves the main source of personal development, a regulator of achievements and success and accept responsibility for their professional choices.

DINAMIKA LITERASI INFORMASI POLITIK DI KALANGAN AKTIVIS MAHASISWA ISLAM

This study aims to determine the profile of student political literacy among student organizations PMII, HMI and KAMMI at UIN Sulthan Thaha Jambi. A qualitative approach with semi-structured interviews, observations and literature studies was carried out to obtain informant data from each student organization consisting of the General Chair, Deputy Chair of the advocacy section, Secretary General, Action Coordinator.This study shows that being an Islamic student activist is driven by personal internal factors such as a sense of conformity with the ideology and spirit of Islamic da'wah, personal self-awareness and a critical attitude. External factors such as the influence of seniors and a positive image of student organizations. Sources of student political information are conventional media, new media such as websites and social media, discussion forums and experts. The search for political information is driven by the need for political information, leadership spirit, political awareness and interest in understanding the good/bad world of politics. Evaluation of each political information is carried out by comparison of sources and discussion. Political information is useful for students to meet the information needs and discussion material of their peers. Synergy between students, higher education institutions and student organizations is an important factor in increasing political information literacy among students.

СРАВНИТЕЛЬНЫЙ АНАЛИЗ МЕДИАОБРАЗОВАТЕЛЬНЫХ МОДЕЛЕЙ

The article shows a detailed analysis of media education models in the system of higher education. The distinctive features and media education models of Russian and Western media researchers are studied. The characteristic of media literacy as a criterion of the culture of tolerance is given. The article notes that the development of social and personal competence is a condition for the formation of personal self-awareness by the method of media educational models. Well-known media technologies highlight many unsolved problems in the educational system. A factor in the modernization of the educational system is the improvement of competencies by means of media educational technologies, which are scientifically grounded levers that contribute to the formation of a worldview concept among modern youth. Educational technology is included in cycles (blocks, modules) of independent, creative discussions, debates, special courses, and electives, in integrated academic disciplines. Developing general didactic principles of teaching, applying the main provisions of the media competence model for the formation of a culture of youth tolerance. An important condition for the study of media culture is the creation of a perceptual and interpretive environment: taking into account emotional intelligence, mental characteristics, and individual thinking, contributing to the development of the level of consciousness for analyzing the spatiotemporal, audiovisual structure of the media text, in providing creative, therapeutic, hedonistic capabilities of the media.

Externalizing Behavior Problems Among Hui Ethnicity Left-Behind Children in Rural China: A Cross-Sectional Study.

Objective This study aimed to investigate the prevalence of externalizing behavior problems (EBPs) and its influencing factors among Hui left-behind children (LBC) in rural China. Methods A cross-sectional study was conducted among school students from the southern rural areas in Ningxia, China (2012–2013). The general self-made questionnaire, Egma Minnen av Bardndosna Uppforstran, Eysenck Personality Questionnaire (for Children), Piers-Harris Children’s Self-Concept Scale, and Achenbach’s Child Behavior Checklist (for parents) were used to investigate the related information. Binary logistic regressions were conducted. Results The prevalence of EBPs in boys Hui LBC was significantly higher than that of non-LBC (12.37% vs. 6.84%, χ2=4.09, and p=0.04). Multivariate logistic regression analysis showed that low self-awareness of behavior (odds ratio [OR]=29.78), introversion (OR=21.67) and intermediate personality (OR=15.83), poor academic performance (OR=11.65) and both parent migrating (OR=2.73) were the risk factors for the EBPs of Hui LBC, while middle and high father refusal and denial (OR=0.11, OR=0.09) were their protective factors. Conclusion Our findings suggest that both parent migrating is a potential risk factor for EBPs among Hui LBC. Hui boys LBC should be paid more attention when formulating relevant policies.

Pregnancy, Motherhood and Partner Support in Visually Impaired Women: A Qualitative Study

Background: This qualitative study aimed to explore the experiences of women with vision impairments regarding the meaning of motherhood and their mothering-related issues and priorities. Methods: In-depth individual, semi-structured interviews were conducted between July and December 2020 with a group of visually impaired mothers residing in Italy. The interviews explored experiences related to pregnancy, childbirth, and motherhood; support received from partners, family, and friends; ways of interacting and communicating with the child; and the participants’ sense of personal self-efficacy and self-awareness. Results: Fifteen women participated in this study, ten with a congenital visual impairment and five with an acquired disability. The mean age of the sample was 49 years. The qualitative content analysis of the transcripts of the interviews pointed out four main themes or categories: (1) pregnancy and motherhood experiences, (2) family and social support, (3) relationship and communication with the child, and (4) self-efficacy and self-awareness. Conclusions: This study underlined that mothers with visual impairments show a strong desire to be recognized and accepted as women and mothers by their social environment. Adequate social and family support is associated with a better sense of personal self-efficacy and greater confidence in one’s skills as a mother.

Human Dignity from Inherent to Constitutional Value

Human dignity is the nature of a human being. It became a modus of human existence, which differentiates humans from other biological species. Human life and human dignity are declared the priority values in international conventions and declarations. Intrinsic character of human dignity was the forerunner for the development of the new multidiscipline named bioethics in the XX century. This article begins with the basics of international regulations in the field of human dignity, definitions, analysis of main characteristics and doctrines of human dignity, inherent values and constitutional values. Further the author stresses the importance of understanding the meaning of inherent human dignity in connection with manipulations with somatic rights. The author concludes that the lack of human life and human dignity evaluation is the main point of the core principle of inherent human dignity based on personal selfawareness. In this regard the article focuses on the statement that human dignity should be an absolute value based on bioethical principles. Then the author goes on to compare constitutional values and human dignity as a value. The research is concluded with the suggestion that inherent human dignity is a base of constitutional values in the particular field of legal relations. In addition, inherent dignity may be the framework of constitutional values.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ РОЗВИТКУ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ У ДІТЕЙ ІЗ ОCОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

The authors consider the development of communicative competence of children with special educational needs. Communicative competence includes the following components: psychophysical features of personality; social characteristics and status; cultural fund of the individual; language competence; pragmaticon of personality. Communicative competence is one of the key components of personality adaptations to the constantly changing conditions of the surrounding reality, which is of great importance in the mental development and in the process of social training of students. Focusing on the psychological and pedagogical features of teaching children with special educational needs, we can say that the level of development of communicative competence in the recognized category of children is low. Researchers emphasize that this category of students avoid communication. Speech contact is characterized by shortness and inferiority. This is due to the speed of testing social responsibility, the low level of vocabulary formation, which hinder the formation of utterances; misunderstanding of the interlocutor. Communication is the most important factor in the overall mental development of children, which plays a crucial role in enriching the content and structure of human consciousness. Through communication a person acquires all his higher cognitive abilities and qualities. With its help, people exchange information and transmit it for many years. Personality development largely depends on the social environment of man. Through interaction with people, a person, and in particular a child, satisfies his most important need - communication, improves mental and cognitive abilities and reaches a higher level in its development. With speech disorders in children there are difficulties in meeting and developing such needs. Establishing language communication is one of the main conditions for the full development of the child. Communication affects all the achievements of preschool age: the development of the cognitive sphere and the formation of the foundations of children's worldview; on the emergence of arbitrary behavior, the ability to act in accordance with the rules; on the formation of personal self-awareness. For children with special educational needs, learning to communicate is of great importance. If the child is able to express their desires, needs, ask for help and respond to the words of others, he will be able to enter society. Key words: communication, competence, inclusion, children with special educational needs, consciousness, educational process

Бытие и саморазвитие личности в социокультурном пространстве

The article is devoted to the philosophical study of personal life as a process of constant formation, development and improvement of the personality during which its qualities, properties and functions related to the physical, social and spiritual aspects have been formed. The emphasis has been made on the differences in the interpretation of the characteristics of personal life and its dynamics in various socially-cultural and historical contexts — from antiquity to the present. Such aspects of personality formation in the space of society and culture as personal self-awareness, freedom and creativity have been analyzed. It has been concluded that personality is a sociocultural construct the development of which is determined by both biological and sociocultural factors.

Часовий аспект образу Я у дітей старшого дошкільного віку із затримкою психічного розвитку

The article presents the results of an empirical study of the features of the temporal aspects of the image of the self in children with mental retardation. It is shown that the most adequate way of knowing time can be selectivity in the perception of life events, the subjectivity of their assessments, arbitrariness in interaction with time. Subjective time is an important component of the development of personal selfawareness. Unfortunately, in the modern domestic scientific space the temporal aspects of self-consciousness are presented on normative samples. For children with special educational needs, there are no such studies. The results of the empirical study significantly expand the boundaries of the notion of the peculiarities of children's self-awareness of mental retardation associated with the time of their own lives, as it contributes to the development of their self-organization and further inclusion in social life. The study was conducted with comparison groups, but since most of the results of children in the mental retardation group 6-7 years are similar to children 4-5 years, the research interest was focused on only one age sample of children with mental retardation. It was stated that they have a weaker attitude to age groups than in the group of 4-5 years of normative development, and the content of the age itself is not reflected by any visual means. In addition, temporal elections were made situationally, and the motivation for elections was rarely realized and verbalized. It turned out that children with mental retardation have difficulty describing their past, the emotional component of memories is often negative. A diagnostic game was developed, in the process of which children's behavior was monitored according to the parameters: acceptance of the task, interest in such activities; involvement in the game situation as an indicator of motivational activity; role claims; the impact of a delayed goal on behavior and activities; ways to achieve the goal; memorizing the original meaning of the goal. It was found that children with mental retardation do not always accept and retain the game task, they rarely remember anything more than the fact of action in the near future, they do not remember the role responsibilities of players.

Theoretical-conceptual and empirical study professional self-assessment of the doctor

In the structure of self-consciousness of the individual a significant place is occupied by self-esteem. Domestic psychologists consider the concept of «self-esteem» in the context of personal self-awareness. Self-esteem is a dynamic formation that regulates personal and professional development.
 According to the developed theoretical model of the professional I-concept of the doctor, the professional self-assessment of the doctor is provided as a modality of cognitive, emotional-value, professional and social components. The subjective picture of a doctor's professional self-esteem consists of three groups of ideas / values / beliefs / attitudes: 1) cognitive-professional components; 2) professional reflexive and evaluative indicators; 3) socio-communicative indicators.
 The psychological mechanism of formation and development of professional self-esteem of a doctor is: professional genesis, professional I-concept, integration of personal and professionally important qualities of a doctor. Professional self-esteem is influenced by the content of professional activity (patients' desire to follow the doctor's recommendations, lack of medical and psychological compliance, medical and technical equipment, conditions, and remuneration, etc.).
 The interrelation and dependence of the level of self-esteem on the length of professional activity of the respondents is determined. Respondents have a high level of self-esteem, starting with 10-15 years of work experience, who, thanks to their professional experience, quickly evaluate the results of their activities based on professional competencies and other factors. As the length of service of a doctor increases, the percentage of a high level of self-esteem of a doctor increases. High self-esteem allows you to focus on the process of solving a medical problem, low - on the analysis of possible options for solving the problem.
 As a result of the analysis of diagnosing professional self-assessment of doctors, its functions are determined: prognostic (which consists in planning the sequence of medical actions from its initial to final stages); concentrating (aimed at monitoring the implementation of professional medical actions); reflexive (analysis of the results of the applied professional medical actions and monitoring of the patient's recovery).

Knowing me, knowing us: Personal and collective self-awareness enhances authentic leadership and leader endorsement

In the present research, we examine how two aspects of leader self-awareness — namely, leader awareness of their (a) personal identity and (b) collective (group) identity — influence perceptions of authentic leadership and leader endorsement. Study 1 provides experimental evidence that (a) leader personal self-awareness has a somewhat stronger impact on perceptions of their authentic leadership than leader collective self-awareness, but that (b) leader collective self-awareness has a stronger impact on leader endorsement. These findings are replicated in a second field study with political leaders, and in a third experimental study with workplace supervisors. Results suggest that for leaders to be seen as authentic and garner support, they need to be seen as aware not only of who they are as individuals, but also of who they are as members of the collective they seek to lead. Implications for theories of the nature of self, authenticity, and leadership are discussed.

Multi-Tiered Intensive Supervision: A Culturally-Informed Method of Clinical Supervision

n this exploratory phenomenological study, the authors researched the experiences of doctoral level supervisors (N=5) who piloted a new supervision approach, Multi-Tiered Intensive Supervision (MTIS). MTIS is a 13-week supervision intervention that involves hierarchical supervisory experiences which includes clinical supervision with three different professionals. This approach applies an anti-racist framework and merges the components of traditional supervision models which allows concepts such as knowledge development of multicultural counseling theory, conceptualization of the intersectionality of cultural identities and enhanced personal self-awareness across each layer of supervision. Five themes were identified: (a) recognition of power, privilege, and oppression; (b) personal impact; (c) deficits in current supervision training and models; (d) supervisory skill development; and (e) impact of MTIS. Implications and recommendations for supervisors, counselor education programs, and researchers are provided.

Theoretical and practical background of the education of students of a technical university

The article analyzes the problematic trends of education of students of a technical university at the present stage, reflects their historical aspects. It actualizes the goals, formulates the tasks that the technical university sets itself today in the issue of education, including the development of personal self-awareness, the upbringing of a professional and political and legal culture, the formation and development of skills of a socially active, professional, personal and civic position of students. The work presents the solutions that implement the mechanisms of the student's personal development, moving along the path of intellectual, cultural and moral upsurge and improvement, gaining in the university the main socializing experience of becoming as a professional and as a person.

CONTENT DIRECTIONS OF CONSCIOUSNESS HUMANIZATION OF FUTURE TEACHERS AS A FACTOR OF TRAINING THEM FOR CHILD GUIDANCE AND UPBRINGING

KOBRII Olha – PhD hab. (Education), Professor of General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, 24 Ivan Franko Str., Drohobych, 82100, UkraineE-mail address: olha_kobriy@ukr.netORCID: http://orcid.org/0000-0003-3098-5878 ResearcherID: https://publons.com/researcher/1967189/olha-kobrii/ To cite this article: Kobrii, O. (2020). Zmistovi napryamy humanizatsiyi svidomosti maybutnoho pedahoha yak chynnyka yoho pidhotovky do opikunsko-vykhovnoyi diyalnosti [Content directions of consciousness humanization of future teachers as a factor of training them for child guidance and upbringing]. Human Studies. Series of Pedagogy, 11/43, 115‒128. doi: https://doi.org/10.24919/2413-2039.11/43.220480Article historyReceived: September 28, 2020Received in revised form: November 4, 2020 Accepted: November 23, 2020Available online: December 30, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Author. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). The article substantiates the main directions in the development of the problem concerning consciousness humanization of future teachers as a factor of preparing them for child guidance and upbringing. It is determined that a return to traditional values which focused on the Christian worldview in the context of idealistic Christian approach to upbringing indicates the development of the dual nature of man (that has a body and a soul), the priority of morality and recognition of these tendencies as a component of the integral system, which creates conditions for the formation of personal self-awareness and self-fulfilment of young people. It is taken into account that the orientation of the process of humanization of the future teacher’s consciousness towards the idealistic Christian approach to education presupposes recognition of the latter as the basis for the formation of value orientations, characterized primarily by the awareness of the Christian essence of man, recognition of the priority of morality, emphasis on respect towards a person, the formation of one’s spiritual world, aspiration to achieve perfection, implementation of moral virtues in practice, rethinking and believing in the need to focus information on the ideals of the good, and so on.The directions of humanization of the future teacher’s consciousness (in preparation for child guidance and upbringing) are: implementation of a personality-oriented approach to personality upbringing, taking into account individual features of the future teachers, their creative ideas, formation of the ability to interact with children; creating a well-organized environment, ensuring a successful child socialization as a mechanism of upbringing, prompt adjustment of the process of upbringing, as well as a practical implementation of the individual’s relationship with the environment, creating conditions for independence and activity of higher education students, focusing on the national traditions, free choice of life outlook, religious affiliation, value orientations, everything that characterizes humanization as self-humanization.It is emphasized that the process of socialization of the personality as a process of development of one’s social capabilities (coexistence in society, establishing relationships with people) in preparation for guardianship and upbringing becomes valuable if its consciousness is freed from social myths and illusions, and the value orientations are filled with the content which presupposes cultural assimilation of the reality and provides the main purpose of human life, shapes a person’s spiritual principles to live by. The specifics of socialization as a mechanism of upbringing is defined by external social influences that acquire a certain personal meaning, and specific social phenomena – the formation of personal qualities, social needs, orientations, social activity – and personal values determine one’s inner world, while the quality teacher training (higher education students) for child guidance and upbringing involves providing optimal conditions for professional self-development, self-awareness, self-fulfilment, personal growth. The process of humanization of a person’s consciousness means not only the cultural assimilation of reality but also the priorities of values, which provide real humane relationships with other people, the embodiment of spiritual and moral values as the most important factors in human life.

Empirical research the professional identity of the doctor

The article offers a theoretical overview of the main views on the problem of a person's professional identity. In the concepts of the professional development of the individual, three aspects of the consideration of professional identity are noted: 1) professional identity as a tendency of becoming a professional; 2) professional identity as an individual-personal emotional state in which a person is at different stages of the professional path; 3) professional identity as a structural element of the professional path.
 It has been determined that the professional identity of a doctor as an individual psychological phenomenon is characterized by the coordination of cognitive, personally valuable, and professional paradigms of the personal “I-image of a doctor”, professional self-realization and identification-differentiation with the professional community. In the paradigm of studying the professional self-concept of a doctor (cognitive, emotional-evaluative, behavioural, and social components), the professional identification of a doctor is characterized by three patterns: communicative, professional, and reflective.
 The specificity of the components identified in the theoretical model of the professional identity of a doctor is due to the characteristics of the profession, the combination of structural components, and the nature of their combinations, the specificity of professional activity, as well as socio-psychological conditions and factors.
 Respondents, answering the question «Who am I?», Represent identities (personal, professional) that have already taken shape. The following categories became professional identities: «Person», «Profession», «Family», «Personal qualities», «Communication characteristics / roles in communication». Identity performs the function of determination and regulation of behaviour, performance of role and professional functions, reproduction of behaviour patterns.
 Conceptual markers of the professional identity of the individual are the phenomenon of personality self-awareness; professional identification is dynamic; it is formed and develops in the process of personality's professional genesis; professional identity is associated with the professional community and communicative models of interaction.

The image of the profession in the system of personal identity of a doctor-psychologist

The article is devoted to the study of the components of the image of the profession of a doctor-psychologist. Theoretical analysis of the relationship between the formation of personal identity and the image of the profession in adolescence is presented. A study of the formation of the image of the future professional activity of a doctor-psychologist was conducted. The results of SWOT-analysis of personal self-awareness of opportunities and risks in future professional activities are presented.