Process Of Personal Development Research Articles

Antisuicidal (protective) factors in recovery from schizophrenia

IntroductionDetermination of antisuicidal factors (AF) in balance with risk factors for suicidal behavior (SB) is essential for treatment and prophylactic measures.ObjectivesStudy AF in a sample of schizophrenic recovered patients (F.20, ICD-10) according to operational criteria R.P. Liberman et al. (2002).MethodsThe content analysis of published self-reports of a sample (n = 13) of Russian and foreign psychiatrists and clinical psychologists with psychotic experience was used as a part of a more extensive qualitative analysis of «wounded healers».ResultsIn the history of > ½ (i.e., 7) ex-patients, repeated SPs (aborted suicides), as well as non-suicidal self-harm (e.g., self-cutting), were noted during the active period of the disease, and in four of them – during untreated psychosis. Following AFs can be distinguished in recovery state: clinical (absence of potentially suicidogenic residual depression or/and anxiety, according to criteria N.C. Andreasen et al. (2005) social (professional goals, coping with stigmatization), and existential (e.g., hope, gaining a whole Self ).ConclusionsAF is an important integral component of recovery in schizophrenia as a process of personality development despite a burden of severe mental disorders.DisclosureNo significant relationships.

The issue of developing legal consciousness of the population in contemporary Ukrainian community (example of rural inhabitants)

The purpose of the study is to consider the procedure of developing legal consciousness of rural inhabitants, as the development of legal culture, education of of rural residents is one of the priorities of the State and society. Methodology. The following methods are applied in the course of the study: dialectical, logical, hermeneutic, synergetic, analysis, axiological, logical, systematic, summarizing. Results of the research. It is established that legal awareness is one of the forms of public consciousness with certain features. Developing sense of justice of rural residents occurs in the process of socialization at several levels. Practical meaning. It is proven that the process of developing legal consciousness should begin with family upbringing and continue at school. The development of legal awareness takes place in the very process of personal development, when a child gradually becomes a student, i.e. a person who changes and improves himself (herself). Value / originality. The need to adopt a program aimed at forming general knowing of law and legal culture of rural residents at the State level is substantiated.

Improvement of the Quality of Future Engineers’ Social and Humanitarian Training in the Higher Technical Education Institution

The article highlights the urgency of training highly qualified and competitive engineers in the labor market under the requirements of the world economy, the level of technological development, and taking into account societal demands for the quality of educational services. International experience of training future specialists and directions of improving the skills of engineering and technical personnel are analyzed. The results of the study of educational programs for the training of future engineers in the institution of higher technical education are presented. The necessity of updating the content of education based on professional and creative training of specialists in the field of engineering has been proved, considering it as a holistic process of personal and professional development of the graduate. The pedagogical potential of social sciences and humanities about the professional development of engineering and technical specialists is presented. Interdisciplinary courses are offered, which are aimed at philosophical understanding of the socio-economic situation in the country and the world, the development of critical thinking and abilities to organize one's own business, management skills, and more. Several methodological aspects of the implementation of pedagogical innovations in higher education are substantiated, including business and role-playing games, Problem Based Learning, Project-Based Learning, Oxford Debates, group work, interactive training, and workshops. The importance of professional communication as a complex socio-psychological formation is associated with the process of training future engineers and characterizes the level of formation of integrative knowledge, professional skills, and abilities. Emphasis is placed on the necessity to develop highly qualified specialists’ creative thinking, the initiative in decision-making, the ability to work in a team on solving philosophical issues, etc. The author has proven convincingly the urgency for preventing various forms of discrimination against people with special educational needs, as well as avoiding gender stereotypes and ideas in the institution of engineering and technical profile.

Traditions and experience of professional training of pedagogic personnel for the system of social upbringing of children and youth in the second half of the 20th century: experience of comprehension and interpretation

The author of the article turns to the socio-pedagogic and psychological analysis of the process of formation and development of historical and pedagogic faculties in the system of higher professional pedagogic education in the USSR in the second half of the 20th century. In terms of the creation and life of the Faculty of History and Pedagogy at Kursk State Pedagogic Institute, the author shows the most characteristic tendencies repeated in the fate of such faculties in Kostroma, Voronezh, Chelyabinsk, Novosibirsk. The author shows the role of Lev Umanskiy and Anatoliy Lutoshkin, who formed a unique experience of professional education, laid the tradition of combining advanced science and professional psychological and pedagogic education, focused on training specialists for working with children's and youth public organisations. The author characterises the life activity of the faculties of history and education in the 1960s-90s, shows the complex and contradictory processes of the growing ideological crisis, as a result of which adolescent and youth organisations ceased their activities and announced their dissolution. The author believes that the need for training specialists in working with youth has not disappeared today; many of the ideas and experience on which the training of such specialists in the USSR was built are quite appropriate for reproduction today. The author draws attention to the traditions of the formation of a collectivist climate in the life of student communities, the need to combine the entire process of personal and professional development of specialists with the practical work of students with adolescents and youth. In this regard, the author focuses on the role of large scientific and methodological centres in replicating the advanced experience of social upbringing of children and youth, referring to such centres as ‟Artek”, ‟Orlyonok” (Eaglet), ‟Komsorg”. In the article, the author emphasises the uniqueness of the interface between history and pedagogy in training specialists for working with teenagers and youth public organisations and associations.

Diagnostic support of the formation of the communicative competency of future pedagogues in the process of solving professional tasks

The article presents the results of experimental work on monitoring the communicative competency of future pedagogues based on diagnostic support. The scientific research is based on the provisions that during the diagnostic support during the period of study at the university, closely interrelated and interdependent processes of students' own personal and professional development take place; their psychodiagnostic culture is formed as a substructure of the general professional culture; students' interest in self-development and professional self-improvement is stimulated. One of the directions of diagnostic support is presented in detail, namely the formation of students' communicative competency as the most important factor in the formation of future professionals. The system of technological effects carried out in the process of studying psychological and pedagogic principles is characterised, the central link of which is teaching students to solve practical psychodiagnostic pedagogic tasks. The results of experimental work with students on the formation of communicative competency, presented in the article, convincingly proved the effectiveness of this system. The support of the personal and professional development of future pedagogues on the basis of a diagnostic basis allows them to provide targeted assistance in the development of communicative competency and a key role in this process is assigned to the solution of professional tasks.

Saving the Mask

"The Article defends the actor’s mask training from the reformist trends that consider the mask study to be no longer necessary or topical. The author identifies one of the causes of this attitude in the purpose of higher education in Europe that has changed in the recent years. Students are unfortunately encouraged to have employment-focused consumer behaviours, therefore are more concerned with the results than with the process of learning and personal development. Specifically, the question arises whether academic studies, theatre, in this case, are intended only for the training of future employees or, without excluding, of course, this goal, they are rather ways to model behaviours, to (in)-form the spirit, to educate critical thinking and, last but not least, to endow students with an ethos that will allow them to be, as future theatre artists, spokesmen of free expression, the “mirror of the times”? The study continues with a brief exposition of the principles, themes and benefits of mask training. In the final part, the author presents the results of a mini-survey among graduates of the Cluj theatre school, questioned about the role of mask studies in their professional careers. Keywords: reforms, theatrical studies, mask, actor, commedia dell’arte, Cluj "

Pedagogical activity of John Dewey in the electronic information and bibliographic resource "Outstanding teachers of Ukraine and the world"

The pedagogical ideas of American teacher and philosopher John Dewey in the domestic pedagogical discourse, in particular, in the fundamental scientific research of leading specialists in the field of innovative pedagogical science, lays the foundations for the civilization development of the educational system of Ukraine, in the content of which the educational paradigm of pragmatism is an effective tool for influencing the change of approaches to traditional educational practices, providing an opportunity for individual development in the modern educational system. The essence of the social and pedagogical heritage of the American philosopher, who defined learning as an active, creative process of personal development, is justified. It focuses on methodological principles of the social and educational concept of the scientist in the sense of modernization of historical education. On the basis of the study of historical sources, the leading directions of pedagogical activity of the teacher have been identified, and a comparative description of teaching methods in the traditional educational system and pedagogical theory of John Dewey has been made. The basic principles of learning (behind John Dewey) are highlighted: problems, interactivity, orientation towards personal development of students. It has been established that the idea of developing a child, according to John Dewey, should be in the interests of the child and directed to the formation of his or her progressive and active personality; focus it on identifying personal interest in acquiring new knowledge and its scope of application in one's own life. It is stated that the most important task of the teacher is to create conditions for the student's interest in obtaining new knowledge, to promote the education of active, proactive, independent and responsible people who are ready to plan, make decisions and be responsible for them. John Dewey's views have been proven to be an alternative to the traditional education System developed by the system of argument, which is based on exclusion from well-established norms of social growth, an orientation towards decision-making based on one 's own experience, which is more orderly and meaningful in content to shape the individual. It was concluded that in the context of the reform of historical education, interest in the philosophical and educational heritage of John Dewey, who proposed a model of a socially oriented school based on the development of a child, is again growing.

Cybersocialization as a factor of university students’ adaptation to distance learning conditions

This paper examines the problem of cyberspace, which is becoming a field for discussion of both political, economic, social problems and issues related to personal life, learning and development processes. The process of spontaneous socialization, where the agents have traditionally been the institutions of family and education, is complicated by modern global information computer technology, which has naturally led to cyberevolution. The necessity of entering cyberspace in the sphere of education is considered. The authors describe the need to include the student community in the learning process through online technologies using modern learning platforms (Moodle, Microsoft Teams, etc.). The paper considers cybersocialization phenomenon as the main factor of socio-pedagogical adaptation of students with the need to exit to a positive cybersocialization. Particular emphasis is placed on the positive aspects of cybersocialization of students, and the problems of students adaptation to distance learning conditions are studied. The paper presents the results of the development and implementation of socio-pedagogical program of students adaptation to distance learning conditions. The conducted research showed the orientation of students to distance learning format, where a certain role is given to curators of study groups and teachers in solving the problems of students cybersocialization. At the same time, the independence and motivation of students in solving this problem is important. The obtained materials can serve as a basis for understanding the process of socialization of modern students to the conditions of distance education.

Psychological conditions and means of ensuring continuity in students’ development at the stage of transition from secondary education to higher education

Introduction. In an integral system of continuous education, a number of interrelated stages can be distinguished, between which a through vertical integration must be carried out, ensuring the continuity and integrity of the process of personality development, the continuity of the general and professional education. There are still no empirically verified data on the gaps (crises) of continuity at the stage of school-university and psychological means of overcoming them. The research purpose is to study the psychological conditions and develop psychological and pedagogical means to ensure the continuity in the development of students’ personality at the stage of transition from general education to higher education. Research materials and methods. The study involved 280 respondents: 43 schoolchildren and 32 school teachers and 177 students and 28 university teachers. The experimental study was carried out using methods aimed at studying the level of personal and professional development, self-awareness, psychological defenses of an individual, the features of interaction between teachers and students, the development of corrective and developmental programs. Research results. The research results made it possible to single out three continuity crises: the crisis of transition from general education to higher education, the crisis of the middle of studies at a university and the crisis of transition from university studies to professional activity. It is shown for the first time that overcoming and preventing continuity crises depend on a set of psychological conditions: 1) the level of the student’s self-awareness, 2) the level of the teacher’s personal and professional development, 3) the degree of formation of the polysubject community at school and university. Psychological and pedagogical means (psychological programs) aimed at preventing and correcting continuity crises have been developed, implemented and they proved their effectiveness. The students of the experimental group showed an increase in indicators on most scales of the CAT test in the ratio “before” and “after” the formative experiment (p < 0.01), which indicates an increase in the level of their personal and professional development and self-awareness. Conclusion. The identification of psychological conditions and integration of corrective and developmental programs into the educational process of a university to ensure continuity in students’ development is a promising direction for improving the training of students – future teachers.

The person between the vertical of spirit and the horizon of soul: Pedagogical processes of personal growing, development and formation in the light of Orthodox anthropology

This article examines the relationship between pedagogical processes of personal growing, development, and formation in the light of Orthodox anthropology. The author makes an attempt to coordinate the concepts of theological anthropology with pedagogical terminology, as well as to harmonize key principles of Soviet, humanistic, and co-Image Orthodox-oriented pedagogy on the basis of an anthropological approach. Particular attention is paid to an attempt to explain the essence of the spiritual and mental structure of human nature without using theological terminology for lay teachers. This is done with the help of the basic metaphors of “spiritual formation vertical” and “mental development horizon”, which make it possible to explain clearly the fundamental differences between the spiritual and mental components of human nature. Spiritual development is seen as a process of human improvement through overcoming moral relativism and temptations by sin and vice, and mental development as an expansion and dissemination of reasonable, volitional, and sensual-emotional forces of a person through the creation of favorable conditions. The formation of a person through external influence on the mental part of human nature is an organized process that balances the spontaneity of the process of mental development. The article makes an attempt to reconcile the patristic doctrine of man and the provisions of modern pedagogical anthropology.

The cloverleaf model of cognitive behaviour therapy as experiential learning: implications for case formulation, therapeutic practice and practitioner development

Abstract Cognitive behaviour therapy (CBT) is an evidence-based psychotherapy for a wide variety of psychological problems. While the exact working mechanisms of CBT remain unknown, its mode of action might usefully be conceptualised as facilitated experiential learning. An adapted ‘cloverleaf’ version of Borton’s ‘what, so what, now what’ learning model is presented to elaborate some of the potential benefits of taking an experiential learning perspective on CBT. These include conceptualising the maintenance of client problems as inhibited experiential learning and the CBT therapeutic process as the cultivation of more effective experiential learning. An experiential learning perspective might also provide an accessible way for trainee and early-career CBT therapists to understand more clearly the learning methodology that underlies CBT’s distinctive approach to psychotherapy. The model is also intended to create an overarching conceptual bridge between reflective practice, the therapist’s experiential learning in the client role, and the client’s experience of CBT as facilitated experiential learning. Key learning aims (1) To introduce a modified ‘cloverleaf’ experiential learning process model that can be applied to the conceptualisation of client difficulties, CBT therapeutic processes, and practitioner development. (2) To demonstrate how the model can be used to develop cross-sectional and descriptive maintenance formulations of client problems and client wellbeing. (3) To show how the model can be used as a conceptual and practical tool to help formulate both the therapeutic process and challenges and obstacles to that process. (4) To help practitioners make links between the process of personal and professional development and client change processes.

ОЦІНЮВАННЯ ПРОФЕСІЙНОГО РОЗВИТКУ ВЧИТЕЛІВ ТА ШКІЛЬНИХ АДМІНІСТРАТОРІВ У СВІТЛІ ВИМОГ МІНІСТЕРСТВА НАЦІОНАЛЬНОЇ ОСВІТИ ТУРЕЧЧИНИ 2023 РОКУ

Education is a humanitarian action that has been going on since mankind existed. Efforts to systematize education have revealed educational systems. Since education systems do not have static characteristics, they have a great importance in every field. The change characteristic inherent in the educational system forces the relevant administrations to work on a continuous improvement. In this regard, it is possible to see that there is a constant dynamics of change and development in educational systems. One of the most important cases of this dynamic is hybrid development. Looking at the developmental process of school administrators and teachers, it becomes clear that the process of personal and social development can not be considered independent of professional development. Professional development is also a process that continues throughout life, such as the personal and social development of an individual; It is realized through the transformation of concepts such as in-service training, personnel development, career development, human resources development. The aim of this study is to evaluate the professional development of teachers and school administrators according to the 2023 vision of the Ministry National Education in Turkey.

GIM Training Supervision as Personal Growth and Development Process: A Heuristic Self-Inquiry

Little research exists to date concerning Bonny Method of Guided Imagery and Music (GIM) advanced trainees' experiences of supervision. This study seeks to fill a gap in the literature by presenting a thorough heuristic self-inquiry into the researcher's experiences of personal growth and development related to GIM advanced training supervision. Three primary themes are identified and discussed: Knowing, Willfulness, and Relationality/Voice. Creative syntheses in the form of a poem and a music program are presented to further explore and express the researcher's experiences at symbolic and archetypal levels.

Pedagogical education at the university: from a single standard to methodological diversity

The article discusses the problems of modern higher pedagogical education in the context of the Declaration of the basic principles of the implementation of pedagogical education programs by higher educational institutions, presented at the meeting of the Council of the Russian Union of Rectors in June 2021 at Lomonosov Moscow State University. The article shows the influence of tendencies of standardization associated with the centralization of the higher education system on the development of Russian higher pedagogical education as well as the trend of democratization, reflecting the process of autonomization of universities that train future teachers. The ways of development of pedagogical education internationalization in Russian universities are proposed, taking into account the complication of the geopolitical situation in the modern world. The features of educational work at the university are considered, which, in the conditions of information diversity is aimed at forming information and civic culture among students, which allows reduction of the negative impact of various sources of information placed on the Internet, on the process of personality development of young people, the formation of their civic position. The article presents the results of an empirical study of the influence of standardization of pedagogical education on individual style and creative self-realization of university teachers in their professional activities. It is proved that the unity of requirements for future teachers training at the university should be combined with the creative approach of teachers to the organization of the educational process in higher education, its methodological and technological diversity in the context of academic freedom of scientific and pedagogical staff and the autonomy of universities.

ВОСПИТАТЕЛЬНАЯ СОСТАВЛЯЮЩАЯ СОЦИАЛИЗАЦИИ В СИСТЕМЕ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ ДЕТЕЙ

Modern supplementary education of children objectively defines education as a dominant, considering it as a priority component of supplementary education. Despite the fact that in the Federal Law of July 31, 2020 No. 304-FZ “On Amending the Federal Law” On Education in the Russian Federation “On the education of students” there is no direct indication of the obligation to develop an exemplary program of education in organizations of supplementary education, objectively in the modern sociocultural situation, there is a need to implement the educational potential of supplementary general education programs. In this regard, this article deals with new approaches to organizing educational activities in the educational system. It is noted that in modern socio-cultural conditions, education should be focused on achieving two interconnected goals: the success of socialization of younger generations and the self-development of a person as a subject of activity, as a person and as an individual. Education is considered as a pedagogically organized process of personal development, development and acceptance of values, moral standards of society. The article takes into account that in connection with the legislative initiative of the President of the Russian Federation V. V. Putin of May 21, 2020 on the draft federal law “On Amendments to the Federal Law” On Education in the Russian Federation “on the education of students”, the appeal to the problem of education in the education system becomes especially relevant. The emphasis is placed on the State's conscious need to restore the educational function of education and its new understanding.

NEET YOUTHS – TRAINING AND INCLUSION ON LABOR MARKET

The NEET concept, an acronym for “Not in Education, Employment or Training” is used as of 2010 within the European Union for describing a category of youths with ages between 16 and 24 years, who are not professionally employed, nor pursuing any educational or vocational training program. Also as of 2010, on the political agenda of the European Union were included in the discussion the issues related to this category regarding the labor market addressing this, diminishing unemployment, and finding solutions so that as many as possible NEET young Europeans might be effectively employed. Romania’s goals must be updated with the purpose of integrating the situation of the young Romanian NEET, the gender perspective, and their needs of employment on the labor market in the future planning. In this context, the paper presents statistics and national strategic documents, ways of monitoring and analyzing the prevalence of labor market vulnerability, as well as the quantification of issues that are met and/or are created by the young NEETs, because labor market exclusion most often than not results in financial difficulties and their extended dependence on family, which might slow down the process of personal development.

Human Development Management as the Basis for the Pre-Adaptation of Complex Systems in Conditions of Uncertainty and Unpredictability

The article is devoted to the issue of managing the balanced development of human potential in a new socio-economic reality, which is characterized by a high degree of unpredictability, interconnectedness and interdependence, globalization and informatization of the environment and introduction of digital, cognitive and hybrid technologies. There is a need to recognize the dominant role of scientific knowledge and creative implementation, wise management and consumption. For the first time, the term “noo- management” was introduced: it is a method of intelligent management of the fundamental processes of personality development focused on higher-order values and creative implementation.

THE STRUCTURAL COMPONENTS OF PROFESSIONAL SELF-CONSCIOUSNESS OF FUTURE SPECIALISTS

An important condition of the effective process of professional personal development is professional self-consciousness. It manifests in various forms related to the cognitive, emotional and volitional aspects of human mental activity.The educating process of professional self-consciousness is complicated and controversial. It involves many factors, the action of which can often lead to opposite consequences.The purpose of the article is a theoretical analysis of the structural components of professional self-consciousness, definition of the formational stages and evaluation criteria.Professional self-consciousness is a complex mental formation of a person, which is self-awareness of involvement in the profession, encourages professional self-realization and orients the person to active work in the professional field.We can distinguish three stages of professional self-consciousness formation: the stage of early professional self-consciousness that develops during the game (childhood), adolescent professional self-consciousness, characterized by prioritization in choosing future profession (middle and senior school age) and the stage of mature professional self-consciousness (university period, professional activity).The formation of professional self-consciousness at these stages is quite conditional because not every child has professional preferences. Every person following appropriate work can simultaneously form traits that reflect the characteristics of different stages of professional self-consciousness.We can distinguish three main criteria of different levels of professional students self-consciousness: cognitive, motivational-valued and activity-practical, which reveals the presence or absence of certain features that characterize professional self-consciousness.These criteria for assessing the levels of professional self-consciousness make possibility to establish the degree of presence of certain personality traits that are indicators of professional self-consciousness of each phenomenon component: a personʼs attitude to the profession, attitude to himself as a subject, to colleagues, to the object of labour.
 Keywords: self-consciousness; professional self-consciousness; structural components; formation system; stages of formation; self-awareness; evaluation criteria; levels of development; performance indicators.

The crisis of self-knowledge

This article addresses the subject of self-knowledge as a necessity for the personaldevelopment process in achieving the own life ideal. We have set out to consider whether the self-knowledge process is an approach that occurs naturally, as a trend towards the integrity of a human being or synergy with the surrounding world, up to the union with transcendence or a preoccupation, a conscious, eff ervescent search, that requires interest and eff ort in developing the potentialities until the fulfi lment of the achieved self at the highest level. Is this process a component part of motivation in achieving success within profession, our relations with others or our development actions, from intuitive structures of individual thinking and primary conduct of group and society integration, to elements of metacognition, creativity and society integration through high moral values?

Analysis of Personal Development Process in Human Resource Management Training System (Case study: with emphasis on the development of education in the insurance industry)

Analysis of Personal Development Process in Human Resource Management Training System (Case study: with emphasis on the development of education in the insurance industry)