Process Of Self-determination Research Articles

Community-Based Sexual and Reproductive Health Promotion and Services for First Nations People in Urban Australia.

ContextLittle is known about sexual and reproductive health (SRH) access and health promotion for First Nations peoples in Australia. This study aimed to better understand community preferences, knowledge and access to contraception and SRH services, and use this understanding to make recommendations which support approaches led by local Aboriginal community-controlled health organisations (ACCHOs).MethodsQualitative First Nations-led yarning circles were conducted with 55 community members and health service providers using and/or working at ACCHOs in urban South East Queensland. Cultural protocols ensured women’s and men’s interviews were separately collected and analysed. Thematic analysis was conducted by multiple coders, privileging interpretations by First Nations researchers.ResultsFamily, kin and friends were described as key knowledge holders and ACCHOs as knowledge spaces for sharing information about maintaining positive SRH and wellbeing for First Nations people. Interviewees wanted accurate and timely information in an accessible, culturally appropriate way. Making informed choices about family planning was described as an important process of agency and self-determination for First Nations people, and contextualized within broader aspirations for growing strong families and healthy relationships.ConclusionUnderstanding SRH through the concept of “knowledge spaces” and “knowledge holders” highlights the collective importance of community relationality to support individual agency and informed SRH decision-making. ACCHOs appear to be acceptable knowledge spaces for SRH information; and evidence-based recommendations may increase their reach. Health services should consider upskilling community SRH knowledge holders to share consistent, accurate and accessible SRH information.

Autonomy and Natural Resources: the self-Determination process in New Caledonia as a Counter-Lesson for Western Sahara

ABSTRACT New Caledonia-Kanaky and Western Sahara have several features in common, beyond the fact that both geographical entities appear on the United Nations list of non-self-governing territories. However, each territory has followed a very different process in its search for a definitive status. Since the late 1980s, New Caledonia has been the site of a bilateral political negotiation process with France that recently reached a milestone: two referendums held on the future of the territory. In Western Sahara, where a Settlement Plan was promoted by the UN, no significant advances have been made in the last 20 years. For New Caledonia, the results of the most recent regional elections and the 2018 and 2020 referendums provide the data to do a critical reading of the strategy deployed by the French government to give the territory significant autonomy and a new development model based on natural resources; instead of achieving the expected objective of winning loyalties, the New Caledonian identity was affirmed and independentist sympathies strengthened. In Western Sahara, Morocco has deployed an autonomist rhetoric and a new model of economic development in the south, but nothing has effectively materialised. New Caledonia has shown that, instead of ensuring loyalties, allowing self-government and partial control over natural resources in a territory in the midst of a decolonisation process fuels independentist movements and broadens their base.

Взаимосвязь самооценки и психологического здоровья у воспитанников суворовского военного училища МВД России

The relevance of studying the self- assessment of cadets of the Suvorov Military School of the Ministry of Internal Affairs of Russia and its relationship with psychological health is due to the need to increase the effectiveness of the system of psychological support for cadets during the period of pre-university education, the purpose of which is to compensate for the deficiencies in the adaptive abilities of adolescents and their further personal and professional self-determination. One of the main criteria for assessing a cadet’s career opportunities in the law enforcement system is his self-assessment. A young man entering the Suvorov Military School of the Ministry of Internal Affairs of Russia does not always proportion the level of his physical, intellectual and personal capabilities with those requirements of the educational environment of a military school. The inability of adolescents to adequately assess their strengths and weaknesses complicates the process of professional self-determination, in connection with which a significant percentage of the pupils who entered the school experience difficulties in adaptation, are disappointed in their choice and make a decision to expel. The study resulted in a correlation between the self-esteem of the cadets of the Suvorov Military School of the Ministry of Internal Affairs of Russia with the resource of their psychological health, reflecting the ratio of constructive and destructive-deficient central (unconscious) personality functions. Another finding is a significant difference in the self-assessment of cadets assigned to different groups of psychological health. The practical significance of the research findings is determined by the possibility of their effective use in the system of psychological support for pre-university training of cadets of the Suvorov military school, including the period of mass psycho-prophylactic examinations and the provision of targeted psychological assistance to cadets with low self-assessment.

Оценка процессов раннего профессионального самоопределения обучающихся (на материале инженерно-технического профиля)

Оценка процессов раннего профессионального самоопределения обучающихся (на материале инженерно-технического профиля)

Understanding why impact assessment fails; a case study of theory and practice from Wafi-Golpu, Papua New Guinea

From an instrumental or management perspective, impact assessment (IA) is a process of identifying impacts, finding solutions and achieving project approval. A recipient community, however, has a completely different perspective. For them the IA is about living with impacts, individually and collectively, perhaps over generations, and contested processes of self-determination, consultation and exclusion. IA practitioners live in a third space, usually bound to the proponent but also aware of responsibilities to communities and eco-systems. Seeking to better understand how IA is practiced and experienced, we explore the proposed Wafi-Golpu mine, located in the Morobe Province of Papua New Guinea. Determinably focused on local effects we situate the proposed mine within the context of the national mining experience and discuss how IA practices see local and/or Indigenous communities. We find that the Wafi-Golpu IA is blind to local ways of being and seeing the world, with an opaque and arbitrary assessment that reflects its technical and Western basis and bias. We finish with observations about the proposed Wafi-Golpu mine and IA that is relevant to the approval process, as well as making a decolonial, Southern contribution to IA theory and practice, extractive industry regulation and mining-affected communities elsewhere.

Self-Determination Through Autonomy or Independence? – On the Current and Future Position of New Caledonia

Abstract New Caledonia is a colonial territory of France. Since the adoption of the Nouméa Accord in 1998, a period of transition towards the exercise of self-determination has been going on. New Caledonia is currently a strong autonomy, well entrenched in the legal order of France from 1999 on. The legislative powers have been distributed between the Congress of New Caledonia and the Parliament of France on the basis of a double enumeration of legislative powers, an arrangement that has given New Caledonia control over many material fields of self-determination. At the same time as this autonomy has been well embedded in the constitutional fabric of France. The Nouméa Accord was constitutionalized in the provisions of the Constitution of France and also in an Institutional Act. This normative framework created a multi-layered electorate that has presented several challenges to the autonomy arrangement and the procedure of self-determination, but the European Court of Human Rights and the UN Human Rights Committee have resolved the issues regarding the right to vote in manners that take into account the local circumstances and the fact that the aim of the legislation is to facilitate the self-determination of the colonized people, the indigenous Kanak people. The self-determination process consists potentially of a series of referendums, the first of which was held in 2018 and the second one in 2020. In both referendums, those entitled to vote returned a No-vote to the question of ‘Do you want New Caledonia to attain full sovereignty and become independent?’ A third referendum is to be expected before October 2022, and if that one also results in a no to independence, a further process of negotiations starts, with the potential of a fourth referendum that will decide the mode of self-determination New Caledonia will opt for, independence or autonomy.

Self-Determination as a Psychological Resource of Teacher’s Personal and Professional Development

Self-determination in the context of a teacher’s personal and professional development has become a relevant research subject due to the humanistic and person-oriented education focused on the development of an active and self-identifying personality. The aim of the paper is the psychological analysis of motivational self-determination processes as a subjective foundation for the personal and professional development of a teacher. Based on the modern psychological approaches to the self-determination phenomenon, the paper discusses the integrative mechanisms and internalization factors that determine the satisfaction with the activity and productivity of a teacher. The authors present their reasons in favour of a conceptual model of personal and professional characteristics of a teacher’s self-determination. They argue that self-determination and associated concepts of autonomy, internally motivated activity, developing learning environment, dialogue, facilitation, persistence, and involvement identify the essence of personal and professional development of a teacher as a psychological resource system. The authors conclude that the axiological creative content of self-determination processes integrates the diverse types of motivational tendencies in the pedagogical activity, highlighting the consistency and coherence of a teacher’s personal and professional development

СПЕЦИФИКА ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ И МЕЖПОКОЛЕННЫХ ОТНОШЕНИЙ У СТУДЕНТОВ С КРИЗИСНЫМ ХАРАКТЕРОМ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ

In the present paper we discuss the results of the study specifics of intergenerational relationships in the family and nonfamily spheres among students with a characteristic character of professional development. We assumed that the experience of harmonious family intergenerational relations will contribute to the establishment of constructive relationships with representatives of other generations outside the family; the nature of professionogenesis (crisis and prosperous) will affect the specifics of intergenerational relationships. We also suggested that in the period of late adolescence and early adulthood, the stage of professional training is one of the central processes, and teachers are important figures in social interaction. Participants were 176 students aged 17-25 from Saint-Petersbur; 3 groups were defined: crisis, prosperous and a group with an acute crisis in the learning process. As a result, according to the results of the study, we studied the ambiguous impact of intergenerational relationships on the process of professional self-determination in a situation of crisis development. We have identified markers that indicate the experience of an acute crisis of professional development at the initial stage of professional training. We found a significant role of the teacher in the formation of the character of professionogenesis in young people, and revealed the contribution of family intergenerational relationships to the professional development of the student

MODEL OF PSYCHOLOGICAL SUPPORT OF THE FUTURE PSYCHOLOGIST PROFESSIONAL DEVELOPMENT IN HIGHER SCHOOL

The article develops a model of psychological support, which contributes to the formation of conditions for professional development of psychologists; features of psychological support are determined: directions, principles, levels, types; the criteria for evaluating the effectiveness of psychological support are indicated. At different stages of professional development of psychologists in universities, psychological problems inevitably arise due to the content and features of the process of professional and personal self-determination. A positive role in overcoming these problems, reaching the peaks of self-realization can play a comprehensive psychological support of the process of professional development, which must be carried out based on the personal potential of the student. The article examines the features of the technology of psychological support: its directions, principles, levels, types; criteria for evaluating the effectiveness of psychological support for future psychologists are defined. As a result, the author of the article notes that the created model of psychological support in the context of psychological services will be effectively implemented in practice, as this innovative technology allows to significantly enrich the training of future psychologists.

Formation of professional competencies as a basis of professional self-determination of students of agricultural universities

The article presents an analysis of the problem of the formation of professional competencies as the basis of students’ professional self-determination. Attention is paid to comprehending the aspects of the competence-based approach in professional education, which was developed in foreign practice and introduced into the Russian educational paradigm and acquires specificity in the space of interaction with Russian scientific psychological and pedagogical traditions. The article describes the components of professional competence, comprehends the important points of professional self-determination of students, and presents the main tasks of psychological and pedagogical support of the process of professional self-determination of students. A person in the reflexive-value space of his professional self-determination can become the author of personal self-development and consciously transform his professional biography. However, it is important to understand that this process is largely determined by the external circumstances of life, economic, political, social conditions. In this regard, it is necessary to note the importance of the educational space, the activity of teachers, who by their activity create certain psychological and pedagogical conditions for the professional self-determination of students.

БАЛКАНЫ / ЮГО-ВОСТОЧНАЯ ЕВРОПА: РЕГИОН-ЗАГАДКА И РЕГИОН ЗАГАДОК

Based on the study of various types of sources and analysis of Russian and foreign literature, the author conceptually substantiates an approach to the study of the Balkan region / South-Eastern Europe. One of the main problems considered in the article is the change in the course of the history of the 19 th-21 st centuries the ratio of the concepts of «Balkans/South-Eastern Europe», «Eastern Europe», «Central-Eastern and South-Eastern Europe», «Western Balkans», «Western Balkan countries» and «European Western Balkans». The author characterizes various historical stages of the development of the region in the context of world wars and revolutions of the 20 th century, shows the specifics of political and ethnic processes, the internal political situation in each country and relations between the states of the region, the correlation between the processes of regionalization and globalization. With the disappearance of Eastern Europe in the form in which it existed in 1949-1991, after the anti-communist social and national revolutions in the former socialist countries of Europe in 1989-1992, an integral part of the process of national self-determination was the change in the regional self-identification of each people, society and state. If in the 2000 s, positive dynamics prevailed both in terms of internal political development, intraregional and global international relations, then in the 2010 s, the forward movement has stalled in terms of both the internal economic, social and political development of the states of the region, and the settlement of interethnic and interstate conflicts in the region against the background of a general aggravation of international relations. The article examines the role of regional identification and self-identification as elements of national self-awareness. The author also characterizes the challenges facing the countries of the region in the short, medium and long terms and indicates that the choice of the Balkans / South-Eastern Europe, despite the specificity caused by their historical fate, and all the difficulties of development and conflicts, has already been made: the Balkans (like Russia as well) is an integral part of Europe.

Digital self-determination of participants of modern school educational process

The article analyzes the technology of ensuring the process of self-determination of participants in pedagogical activity in the digital environment of the school, based on the wide variety of provided opportunities and the conscious choice of the subjects of educational relations of their own ways of development. Examples of the specific construction of the educational process in conditions of quarantine restrictions, data from a survey of the school collective on work in these conditions are given. The conclusion is made about the further prospects for the development of modern education, taking into account the risks and threats, as well as the received impulses for the necessary changes.

Spiritual and mental foundations of personality self-determination against the background of the importance of environmental problems

Rigorous transformations taken place in Russian society owing to information influence had drastically altered moral behavior patterns of an individual by designing different patterns of social reality. Transformation of reflexive structures of mental programs came into contradiction with normative (traditional, basic) behavior patterns of Russians that can be characterized as non-reflexive, conveying successive values and meanings, as well as mechanisms of development and self-determination of an individual. Hence, the article addresses features of self-determination of an individual in modern society determined by spiritual and mental sources of development. Trans-disciplinary approach is the theoretical and methodological basis of the scientific research. Analysis of mental programs and mental traditional matrixes of Russians, as well as spiritual meanings and values that define the process of self-determination corroborate the effectiveness of the research. Analysis of research papers suggests that self-determination relates to: self-actualization of potential, self-realization, spiritual self-comprehension, destination and integrity achievement, as well as to supreme values and meanings of culture of each civilization.

Undergraduate Nursing Students’ Motivation for Learning

This paper aims to evaluate nursing students’ academic motivation, using as methodology descriptive research with quantitative approach. The result indicates a significant statistic of students already working in the nursing technical area (p 0.001). The results show self-determined motivational profile in regard to motivations and academic perspectives, with higher level of motivation autonomy, featuring students committed to satisfying their personal and professional need for development. It was verified the absence of motivation in small groups of students. The conclusion indicates that learning about the students’ academic motivational profile highlights the importance of examining the continuous process of self-determination, following paths for growth and quality of human relatedness, and giving us a glance into effective and significant learning toward excellence in the professional training and efficient and humanized professional practice.

Особливості соціалізації і індивідуальні експектаціі особистості

The article considers the features of socialization and individual expectations of the individual as components of its spheres of life. It is shown that the peculiarities of the subject's self-attitude determine the attitudes to life. Transforming, creative activity is one pole. The opposite pole - passivity, expectations, dependence. The result of psychological "tightness" is a feeling of failure. To solve the corrective tasks of forming an active life position, it is important that this transformative, corrective process begins with the analysis and work with self-assessment judgments. Individuals who have, in general, a fairly positive experience of social adaptation and self-realization will tend to form positive, flexible, realistic and concrete expectations. At the same time, individuals who have experienced numerous disappointments and conflicts in the past will be more likely to have negative, rigid, unrealistic and diffuse expectations in their respective fields of activity. Accordingly, the selected indicators are expressed in the features of the expectations of the individual in such areas as significant interpersonal relationships, ideas about their own potential and prediction of the future. The role of individual expectations (as components of cognitive development), as well as their relationship with the process of self-determination of the individual, which provides an opportunity to develop new, more effective programs of socio-psychological adaptation of the younger generation. Key words: specialty, socialization, examination, life.

Identification and Self-Identification Terms of Udi-Christians Based on Materials of Armenian and Udi Written Sources

After the abolition of the second kingdom of Caucasian Albania, accompanied by the process of Islamization of its peoples, the remaining Christian Albanians, who retained their Albanian identity until the 18th century, were concentrated on the territory of the historical regions of Shaki and Kabala. Created in the 7th century, the myth about the Apostle Yeghishe contributed to the “nationalization” of Christianity in the Shaki–Kabala region in Albania. In parallel with islamization and the loss of a common Albanian identity, among the islamized Caucasian-speaking groups of Albanians, processes of the formation of a narrow ethnic “me”, “we”, and a significant number of various names close to ethnonyms gradually emerged. The Christian-Albanian identity of the Christian part of the population was concentrated among the worshipers of the Apostle Yeghishe Albanian Christianity up to the 18th century. The most visible group with the Albanian identity were the Udins. During the 18th century most of them were forcibly islamized and assimilated. Among the remaining Christian Udins, the cultural and political importance of the “Albanian national-religious dissidence” disappeared, and new processes of self-determination emerged, leading to multi-level group ethno-religious loyalties. Religious commonality with the Armenian Church and the Armenian people was reflected in the common Udi word գshton and the literary Armenian word lusavorchakan. Ethnonymic designations “uti/udi”, “Udin-speaking tribe”, “Udin-speaking nation” reflected their own narrow ethnic belonging. In the Udi language, there is no word that marks ethnicity – the equivalent of the words “people”, “nation”, they are replaced by words xalq, milleti borrowed from the Turkic language.

Analysis of the practice of regulating the professional self-determination process

Analysis of the practice of regulating the professional self-determination process

El autogobierno P’URHÉPECHA de Cherán y las estrategias comunitarias frente a la pandemia

El articulo analiza la reaccion frente al Covid-19, en la comunidad p’urhepecha de San Francisco Cheran, Michoacan, Mexico. Sostiene que esta reaccion se articulo con base en las practicas e instituciones propias que surgieron en la lucha por el reconocimiento de derechos colectivos, procesos de libre determinacion y formas propias de autogobierno iniciadas en el ano 2011, detonada en el contexto de defensa del bosque comunal frente a la tala ilegal permitida por la vinculacion entre gobierno y criminalidad organizada. En las estrategias comunitarias para enfrentar al Covid-19 se entrelazan memorias de la salud de largo plazo a traves del uso de la medicina tradicional y la parteria, con medidas de higiene y vigilancia sanitaria clinica.

Political uncertainty of the nation as an objective factor in shaping the life plans of the Kurdish youth (empirical research experience)

The article presents both legal and sociological views on the problems of Nations living in the conditions of another state. The article examines the impact of the contradiction between the right of a nation to self-determination and the principle of territorial integrity as an urgent problem for the Kurdish youth. Attention is drawn to the need to humanize international law in relation to Nations in conditions of political uncertainty. It is proposed to use the following means to reduce violence: international law, international supranational organizations, and General humanization of social processes. To ensure that this contradiction does not remain practically insoluble and to reduce the level of violence in existing conflicts, it is necessary to develop certain international rules that would allow Nations fighting for sovereignty to exercise their right to self-determination. Based on the results of a sociological study of the life plans of Kurdish youth living in the Republic of Iraq, it is shown how such an objective factor as political uncertainty affects the formation of life plans of young people and what consequences this leads to. It is proved that the situation of the Kurdish people is not only a political, but also a social problem. A low horizon for planning a life strategy deprives the young generation of the opportunity to be confident in the future, hinders the creation of a family, and forms migration moods. For a person, the inability to plan their life turns into a state of frustration, depressive States, and the need to find a way out of this situation. The need to humanize the processes of self-determination of Nations is caused by the fact that life in a state of uncertainty has a negative impact on the ethnic group as a whole, and on young generations in particular.

Civic Learning and Self-Determination: A Model of User-Generated Content and Civic Readiness Among Actualizing Citizens

AbstractParticipation in user-generated content (UGC) consistently relates to participation in various forms of online and offline politics, suggesting that it is likely to complement or even serve as a gateway to instrumental engagement. Yet, there has been little attempt to offer a comprehensive account of the mechanisms that explain these relationships. We address this gap in the literature by theorizing how participation in UGC contributes to civic readiness. Specifically, we advance a conceptual model relating the attributes of UGC involvement to civic readiness through two concurrent processes: a civic learning process that relates the attributes to civic ability and a self-determination process that relates them to civic motivation. In doing so, we suggest that in addition to the development of civic skills, participation in UGC also contributes to civic readiness by promoting the perception that such participation is self-determined. The result is the development of competent and engaged citizens.