Professional Reflection Research Articles

Juventude ativa: protagonismo juvenil em prática na educação não formal

ABSTRACT: Non-formal education enables learning for citizenship formation, so that individuals understand their political rights and act with a view to changing the status quo in their community. Amid this scenario, youth protagonism is specifically about young people who appropriate their rights and use them to change society. The objective of this research was to understand the educational practices aimed at youth protagonism in a non-formal educational institution. It is characterized as an ethnographic research carried out at Coletivo Mulher Vida (CMV), a non-governmental institution located in Olinda, Pernambuco, Brazil, through participant observation in the formative process called Culture of Peace, with adolescents aged 12 to 15 years old, and “Rede Mobilizacao Jovem de Olinda” (RMJO) with the presence of young people aged 15 to 20 years old. In addition, a document analysis was carried out on documents provided by the institution. The procedures were developed with ethical care through an institutional consent term. It was obtained as results that young people are considered as part of the solutions of the social problems, since in the institution there is the formation of adolescents and young people to act in the communities, besides the plenary sessions for the youth mobilization, which are thought, discussed and placed in practice by them, who demonstrate self-confidence, building knowledge through the exchange of experiences. This occurs through active listening and without punitive or inhibitory attitudes. It was identified that the institution's vision for youth protagonism starts from an incentive to autonomy based on the development of being for society, with the empowerment content about its own existence and the social context in which it is inserted. This study has its relevance because it is a concrete experience that allows reflection for professionals in the areas of education and humanities. Likewise, suitable as an example and basis for formal and non-formal educational institutions. KEYWORDS: social participation, citizen education, youth autonomy.

Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

BackgroundDeveloping self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum.MethodsA randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire.ResultsTwo-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention.ConclusionsProfessional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.

Професійна духовність педагога у контексті викликів сучасності

The paper presents results of the scientific research and authors’ speculations and reflections as to substantiating the significance, role and manifestations of spirituality in teacher’s professional life in the conditions of current transformational challenges; potential ways of spirituality education are determined. Peculiarities of the society social-cultural development are revealed, which stipulates the actualization of the specified topic. The results of the research are characterized by the humanitarian sciences understanding of the categorical status of the concept “spirituality” in the context of ontological, epistemological and content-based approaches. Certain spiritual-moral imperatives, that deserve special attention from the standpoint of today’s pedagogical theory and practice, are singled out from the world heritage. The essential nature of the individual’s spirituality is determined; the authors’ interpretation of the teacher’s professional spirituality is presented: peculiar internal state of the teacher's personality experienced as a holistic existence, it germinates in pedagogical activities that increase and strengthen the spiritual, moral and ethical potential of students. The dominant features and manifestations of professional spirituality are updated and modified (empathy, professional optimism, ability to surprise, self-irony, sense of humor, desire for self-improvement, intelligence, professional reflection). Some key positions that contribute to strengthening the role of the spiritual dominant in the process of teacher training are provided; they include motivational, content-purposeful, activity-oriented and cognitive components.

INTERACTIVE LECTURES IN MEDICAL UNIVERSITY: ACTUAL MEANINGS AND CLINICAL PRACTICE

The authors of the article offer their understanding of the actual meanings of interactive lectures as the important component of the cloud-oriented learning environment of the medical university. We use different research methods for data collection: analysis and generalization of scientific sources to substantiate the theoretical research platform; modeling and research teaching method to determine the components of a lecture and clarify the conditions for conducting interactive lectures; sociometric analysis of the effectiveness of interaction within a small group to assess learning outcomes in different lecture formats. Two lecture formats (with elements of interactive media and interactive) while teaching of clinical disciplines in Donetsk National Medical University is described. The organizational and didactic conditions for conducting interactive lectures on clinical disciplines have been determined and characterized. The organizational conditions include educational resources and active elements of the Moodle educational platform: flexible & functional design of an interactive lecture; cognitive and motivational criteria of the effectiveness of an interactive lecture. It is concluded, that didactic principles of teaching (scientificity, the continuity of obtaining scientific knowledge and the formation of clinical experience, students’ activity and cognitive creative independence, interactivity) ensure the effectiveness of interactive lectures. It has been proven that inquiry-based learning and evidence-based medicine principles enhance the conversion of passive presentation of educational material into communication practices aimed at the development of clinical thinking in students. The authors came to the conclusion that tutoring provides the creation of an individual educational trajectory, contributes to the formation of social skills and professional reflection in the future neurologist.

ФАКТОРЫ ВОСПИТАНИЯ ЛИЧНОГО СОСТАВА ПОДРАЗДЕЛЕНИЙ РОСГВАРДИИ

At present, the education of personnel of the Federal National Guard Troops Service in line with their professional activities plays an important role in maintaining the high combat readiness of the troops of the Russian Guard, as well as in successful completing service and combat missions for their intended purpose at a stated time. The paper studies the factors influencing the formation and development of professional attributes of personnel of the Federal National Guard Troops Service within the service and fighting activity. Based on the analysis of scientific literature, the author specifies three groups of factors influencing the training of servicemen and the staff of the Federal National Guard Troops Service: service-professional, environmental, and personal. The service-professional factors involve military (professional) training activities, performance of duties of combat service (on military duty), moral and psychological support, and other areas of service and combat activities. The environmental factors include the information environment, military personnel, family, friends, acquaintances, military rituals, wearing military uniforms, and military symbols. Personal factors reflect the intrapersonal level of mental activity of servicemen (employees) and imply motivation for self-improvement, the own activity of a person, and professional reflection. The author studied the opinions of officers regarding the importance of specified factors. The result showed the importance of all three groups of factors influencing the training of the RF National Guard personnel. According to the obtained data, the author concludes on the necessity to optimize the training process of the Russian Guard personnel by covering all areas of military professional activity.

Improving psychological technologies for the development of professional reflection in future teachers

This article provides information on how to prepare future educators for the profession, how to develop their professional reflection, and how to improve the psychological technology of reflection. The formation of professional training in a person is first determined by the composition of the professional imagination, concepts, and then to the specialty. acquisition of relevant knowledge, skills and abilities, decision of professional qualities and the degree of professional adaptation. Vocational adaptation - the mastery of the requirements of the future professional activity of the future specialist in the conditions of objective and subjective education, adaptation to the process of activity is the level of professional competence.

El proyecto intercultural “Hands of the World”: desarrollando las competencias digitales de estudiantes de magisterio a través del aprendizaje contextualizado

This paper reports on the impact on student teachers’ professional skills, knowledge and attitudes of engaging in the eTwinning international Hands of the World (HOTW) project which connects over 2000 students and their teachers in 50 schools across the world to undertake a wide range of educational collaborative work, supported by digital and online technologies. The University of Dundee’s HOTW project won the eTwinning prize for the best project two years running and is the only university to have won this annual prize. Student teachers are working in a world where digital technology is firmly embedded and undergoing rapid expansion and change. This study examined the experiences of student teachers as they engaged in a global project to develop their knowledge and understanding of intercultural learning using ICT. An explanatory sequential mixed method design analyzed data publicly available on YouTube™ and Padlet™. Two main data sets were used: responses to professional development webinars and reflections on participating in the project. Data were analyzed thematically focusing on ICT competence, pedagogy and relevance. Participation in the project enhanced the students' ICT competence and confidence to use and explore technology for current and future teaching practice through contextualization and social learning. Our analysis enabled us to identify that the Covid-19 lockdown had a positive impact on the students' learning due to time, space, and relevance. This paper demonstrates that engagement in a contextualized project enabled student teachers to develop their ICT competences and that for many, lockdown provided a conducive learning environment.

SUBJECTIVE WELL-BEING IN THE DIGITAL WORLD (BASED ON THE MATERIALS OF THE INTERNATIONAL ONLINE CONFERENCE «THE TOPICAL ISSUES OF APPLIED PSYCHOLOGY IN THE CURRENT SOCIAL AND CULTURAL CONTEXT»)

The paper describes the main results of the intense discussion of current challenges related to using new digital technologies and emerging online risks in various spheres of human life within a framework of the International Online Conference «The Topical Issues of Applied Psychology in the Current Social and Cultural Context» (November 30 – December 3, 2020) organized by the Udmurt State University (the city of Izhevsk, Russian Federation). The conference has been held primarily due to the necessity of drawing the authorities’ attention to the critical concerns regarding psychological prevention of suicidal behavior in the region. The conference included a variety of the events: three symposia, sections for university and secondary school students; workshops and a documentary film discussion. According to the results of the conference debates and discussions, it has been pointed out that incorporation of digital technologies in psychological practice (counselling, therapy, etc.) provides psychology professionals with new opportunities through expanding their self-boundaries and enriching the field of professional reflection with additional meanings and senses. It is recognized that using artificial intelligence tools for initial appointments, basic diagnosis, and psychological prevention will facilitate professional activities of a psychology practitioner. The problem of psychological effects of everyday life application of digital technologies to maintain individual well-being, notably, the regulation of one’s own inner space and coping with difficult situations is specified. It has been stated that transdisciplinary studies of the effectiveness of diverse organizational forms of teaching and learning (onsite, distance, online, etc.) in connection with the subjective well-being of students are believed to be forward-looking and promising.

FORMATION OF METHODOLOGICAL CULTURE OF THE FUTURE TEACHER-MUSICIAN

In the article the author considers the ways of forming the methodological culture of the future teacher-musician, which is considered as a system that includes scientific knowledge, experience of creative activity and experience of emotional and value attitude to research activity. The current stage of development of the education system in Ukraine is characterized by educational innovations aimed at preserving the achievements of the past, and, at the same time, to modernize the education system in accordance with the requirements of the time, the latest science, culture and social practice. A characteristic feature of this period of educational development is the search for new content, forms, methods and means of teaching, education and management; deployment of extensive experimental work aimed at implementing educational innovations, which provides a high level of methodological culture of the teacher. To understand the importance of project activities as the basis for the formation of methodological culture of modern teachers, it is important to understand its essence - from theory to practice, combining academic knowledge with pragmatic and maintaining the appropriate balance at each stage of learning, because today there is a wide difference in definition. We consider methodological culture as a socio-cultural philosophical phenomenon in the plane of the following parameters: project as a method; project method as a system; organizational form of formation of methodological culture of the teacher; introduction of innovative technologies in the educational process as a kind of productive activity of a modern teacher. The introduction of project activities in the practical work of teachers is becoming one of the important needs of today, but it is possible only with thorough training. Unfortunately, there is a simplified understanding of the essence of the project method only as a means of cognitive activity, in-depth study of the subject, development of new knowledge, although it is known that the mission of the project method is to overcome the contemplative dogmatic approach to knowledge, competence, skills solving life problems and the formation of the methodological culture of the teacher. Thus, the formation of the methodological culture of the teacher on the basis of project activities is one of the current areas and main tasks of modern education. This requires the teacher to understand the essence of educational phenomena, familiarize with the logic of the research process, the formation of experience to analyze and predict its further development, which, in turn, will increase the level of methodological culture, contribute to innovative solutions to extraordinary problems.. The purpose of professional education of the future teacher-musician is to form the foundations of his methodological culture. The leading tasks of professional education of a specialist include the formation of skills of practical artistic and pedagogical activities (music performance, vocal conducting, musicology, etc.); formation of bases of methodological thinking; formation of readiness for independent research activity; formation of skills of methodological analysis; formation of skills of professional reflection.

Pedagogical reflection as a professional competence in conditions of lifelong pedagogical education

In the article, pedagogical reflection is considered as a professional competence, its essence, stages and mechanisms for reflexing pedagogical activity are presented. The reflection phenomenon is revealed in an integrative context, the specifics of its revealing in the professional experience of the teacher is described. The role of reflexive thinking in professional pedagogical activity is justified. The conditions for the development of professional reflection of the teacher were highlighted. The most important among them are: updating the teacher’s reflexivity; specially organized reflexive activity of the teacher; the presence of a reflexive environment; enhancing the interpersonal relationships of participants in reflexive activities; development of professional reflection using educational programs. The model of personal reflexive support of the specialist is analyzed and necessity of its application is justified. The main goal of reflexive support for the development of the teacher’s personality should be the creation of favorable conditions for the formation of a mature professional identity. Continuing pedagogical education represents the constant creative development and improvement of each person throughout life by means of the interaction of all the knowledge obtained at different life stages and stages of learning.

Pedagogic position of resident physicians as a factor contributing to forming a healthy-oriented lifestyle in patients

The paper describes the features and components of the academic course content and teaching techniques aimed at forming the pedagogic position (a set of pedagogical knowledges, skills, competences, values, and attitudes) of a doctor in young resident physicians. This position contributes to an effective health-oriented lifestyle dissemination and adoption, especially in patients with chronic diseases. It reflects a new perception of physician’s vocational duties, including care for patients’ life and their need for psychological support. Biopsychosocial approach to health and disease was chosen as a conceptual core of the academic course content and methodology design, specially elaborated to unite pedagogical aspects of the physician’s job with the clinical ones. The set of methods aimed at doctor’s pedagogical position formation and development of professional reflection, values and attitudes included lecturing, interviewing, case studies and clinical cases analysis, discussion, questionnaires, brainstorming, trainings and testing. Eighty-six resident physicians were observed within this study. Such components of the pedagogic position as knowledges, skills, attitudes and motivation showed more dynamics, whereas personal traits were seen as a more static and stable component of the pedagogic position in resident physicians. A remarkable divergence of progress was elicited between doctors of various specialties.

Reflective professional supervision in education

Over the past 18 months there has been a significant focus on staff wellbeing in schools to support them through the additional stress they have been experiencing during the global pandemic. In addition to local supports and developments in local authorities, there has also been a national offer of coaching, mentoring and the provision of reflective spaces for teachers who wanted to take up this opportunity. The offer of these additional supports has contributed to the ongoing national conversation about professional supervision for teachers. Some commentators have asked why regular time and space for professional reflection hasn’t been available to date and have asked how it might become a more regular offer to teachers. This paper highlights some of the potential benefits of supervision for teachers and head teachers and considers how Educational Psychologists (EPs) might position themselves in a way that enables them to contribute to this discussion and also to consider their possible future role in the delivery of supervision for teachers.

Musical and psychological anthropology: scientific and educational project

The relevance of the article lies in the need to comprehend at a new level the methods of organizing education at a university in order to actualize the professional and personal reflection of students in the context of the analysis of existing artistic anthropopractics, including in the aspect of personal preferences of cultural and stylistic phenomena. The purpose of the author's scientific and educational project – musical and psychological anthropology – was to create a course and organize the learning process at the humanities faculties of a pedagogical university through self-knowledge of young people in the process of getting education. To organize the process of self-knowledge of students and actualize reflection, a complex of methods of musical-psychological anthropology was developed and tested: analysis of ideal and real artifacts of musical consciousness; analysis of types of musical behavior; analysis of intonation archetypes; case analysis "psychological complex of a modal personality – a carrier of a certain musical style"; analysis of precedent texts of musical culture (generational, ethno-cultural and confessional preferences) and other author's methods. The developed methods constitute a methodological toolkit that is studied and used in the course of musical and psychological anthropology at a university for research and self-understanding of university students (learning through research of self). The generalization of the results allows us to speak about the effectiveness of the approach to the study of the mentality of the implicit social groups of the modern metropolis (Moscow) by studying the musical preferences and value orientations of young people. The general significance of the project of musical-psychological anthropology as a scientific field of knowledge and anthropopractic within the educational process is seen in the creation of conditions for students to acquire "living" new knowledge and to satisfy the need for self-understanding and "care for oneself" (M. Foucault) as a subject of an emerging culture.

ПРАКТИКА СОЦІАЛЬНОЇ РОБОТИ В УМОВАХ КАРАНТИННИХ ОБМЕЖУВАЛЬНИХ ЗАХОДІВ: ШВИДКА ОЦІНКА ТА УРОКИ

One of the modern challenges for the practice of social work has been the COVID-19 pandemic, which has direct and indirect social consequences. Our intelligence is designed to draw attention to the specifics of the activities of social workers in Ukraine who provided social services to the elderly (the group recognized as most vulnerable to COVID-19), under severe quarantine restrictions, or lockdown. The study was conducted according to the methodology of rapid appraisal (rapid appraisal), which involves achieving a preliminary understanding of the situation, identifying the most acute problems and available solutions. During August 2020, 11 representatives of the administrative staff of the territorial centers of social services (provision of social services) in Kyiv and Dnipro were interviewed. The study identified a number of problems in the activities of the centers due to quarantine restrictive measures: the need to purchase hygiene products; difficulties with the arrival of employees to work, food delivery, restrictions on the provision of social services in the center; increasing the workload due to personnel changes, filling in additional documents, providing explanations to clients, etc. The answers of the respondents also give grounds to note the positive changes in the activity of the centers due to the change of the usual format of providing services: mastery of remote forms of communication by employees, in particular, their use of communication in group chats adjustment of the work schedule of social workers and workers; receiving in-kind assistance in the form of food, hygiene products from retail chains, charitable foundations for low-income single elderly people and people with disabilities who belonged to the high-risk group; involving volunteers in helping clients and ensuring the work of employees. The study of Ukrainian and international experience shows that the response to the challenges of a difficult situation depends on local characteristics and mostly on human resources - work organization and professional adaptability. An important role here is the preparation of social workers to act in extreme and emergency situations, the availability of standard procedures, protocols and resources for use in emergencies, understanding the need to adhere to the principles of social justice and solidarity. At the same time, in the conditions of quarantine measures, the development of the ability to self-analysis, professional reflection, introduction of practices of professional interaction, formation of networks of professional support acquires special urgency.

Reshaping the University Curriculum through the Visiting Lectureship

The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.

The reflective diary experiences of EFL pre-service teachers

ABSTRACT This study investigated the use of reflective diaries by novice teachers in the teaching practicum course. In these diaries, novice teachers wrote about the activities they had undertaken during the week in detail. These novice teachers were also interviewed in order to garner rich, in-depth, and nuanced perceptions of their experiences in writing reflective diaries and ascertain whether the diaries helped or hindered their teaching. Fifty Saudi pre-service teachers who taught English in intermediate schools participated in the study. The in-service teachers in these schools were interviewed so that their voices and evaluations regarding the reflective diaries could be added to the study; this was done because they were considered as secondary supervisors for the pre-service teachers. Results revealed that the majority of pre-service teachers and all of the in-service teachers showed positive attitudes toward reflective diary use. Although most of the diaries were descriptive rather than reflective, the pre-service teachers did focus on key classroom elements such as teaching techniques, activities, teaching resources. The results also suggested that a number of participants recommended that the diaries should be mandatory and embedded in the teaching practicum course. Dedicated coaching, mentoring, and modelling could further develop their approach to professional reflection.

Talk Like Me: Supporting Students Who Are African American Using Augmentative and Alternative Communication

Purpose With the changing demographics, speech-language pathologists are increasingly supporting diverse caseloads. Research and discussion within the profession often look at culturally and linguistically diverse populations as a monolith and may provide heightened focus on the complexity of bi/multilingual communicators who require augmentative and alternative communication (AAC); however, an exclusive focus on African Americans who use AAC is limited within the published body of research. This article aims to open discussion around the unique and specific supports needed to provide ethical services for African Americans who require AAC systems. Method A review of published literature across disciplines, including communication disorders, health and medicine, education, and social sciences across the last two decades was synergized with analysis of government and professional organization data sets, and professional reflection based upon clinical experience. Results Speech-language pathologists developing a practice embedded with cultural competence and client advocacy will support not only just the AAC user but also their family as primary communication partners. Analysis of the institutional barriers, and how to mitigate the impact, will lead the clinician to culturally responsive intervention strategies. Conclusions It is imperative to use culturally responsive techniques from the stage of referral through the assessment and into intervention. Clinicians engaging in a culturally responsive practice will help reduce institutional barriers for African Americans using AAC, while also increasing the participation and engagement of both the person who uses AAC and their family communication partners. Evidence-based practices already being implemented for supporting African Americans with communication disorders can be extrapolated to support the specific subgroup who require AAC for functional communication.

EXPERIENCE CONSTRUCTING AS A FACTOR OF PROFESSIONAL COMPETENCE DEVELOPMENT OF A PSYCHOLOGIST

The article is devoted to substantiation of influence of personal experience as an organized semantic formation on the development of a psychologist professional competence. It is shown that the problem of professional competence development should be considered in the context of a post-nonclassical methodological approach that interprets an individual as a person which is capable of self-determination, self-creation and self-designing. The experience constructing as a necessary condition for personal development is interpreted as bringing sociocultural and personal information into the system, organizing this information into related structures that help to understand its meaning. Professional competence is considered as the unity of knowledge, which is necessary for successful professional activity and experience, which involves not only the possession of necessary practical skills and abilities, but also the presence of a specialist’s developed field of professional meanings, which determine the creative nature of the psychologist’s professional activity to a large extent. The personal experience is an organized and holistic structure, the source material for which is provided by real life and professional events. It can be considered as comprehension and ordering of current events, which arise in certain life and professional situations, and, being defined, understood and interpreted, they are transformed into personal experience. The main components of professional competence are cognitive, operational and communicative. They are formed at different stages of education in the process of carrying out the following activities: educational quasi-professional and educational-professional. It is shown that the development of all professional competence types is based on understanding a students’ personal experience and to a great extent depends on the successful resolution of major conflicts – inconsistencies, desemantization and semantic conflict. Failure to resolve these conflicts blocks the development of the future specialist’s semantic sphere and leads to the person’s professional experience rigidity, uncertainty in his own professional capabilities, frustration in the future profession. It is proved that one of the conditions for resolving major conflicts is the development of the ability to understand and interpret, which are important procedures of the psychologist’s practical activities, as well as his self-knowledge, self-development and professional reflection, thus enriching his professional and personal experience. It is also shown that the development of new schemes and scenarios of professional activity with the help of two main mechanisms for understanding and interpreting personal experience – semiotic and communicative, as well as the development of dialogism as one of the professionally important qualities of a psychologist, plays an important role in the development of a psychologist’s professional competence.

Climate change education: the need for comprehensive climate change education in environmental public health curriculum

Climate change is a significant issue impacting human and environmental health. Public health professionals will play an important role in responding to this crisis. This research investigated the need for enhanced climate change education for those in a Canadian Institute of Public Health Inspector (CIPHI)-accredited post-secondary program. In February 2020, a web-based survey was sent to public health professionals via the Ontario Branch of the CIPHI and the Association of Supervisors of Public Health Inspectors in Ontario listservs. The survey explored the climate change subject areas most relevant to public health work, reflections of public health professionals’ own climate change education, and opportunities for improvements in climate change education. The results showed most public health professionals are aware of climate change’s relationship to human health, recognize its impacts in their field, and believe in the value of climate change education. Understanding climate change impacts within this public health profession and the need for climate change education can influence future curricula for prospective public health professionals, resulting in professionals entering the field prepared to tackle the challenges of the future.

Социально-психологические аспекты профилактики школьного буллинга в условиях цифровой среды

The article is devoted to the analysis of overcoming the risks of digital socialization in the context of the ideas of adolescents and teachers about the phenomenon of bullying in the school environment. The relevance of addressing the topic is due to the need to develop a regional model for the prevention of bullying, which requires the study of deficits and resources in the professional position of teaching staff. The purpose of the article is to show the possibilities of professional reflection to reduce the contradiction between the significance of bullying problems for teenagers and the unpreparedness of pedagogical teams to effectively respond to this problem. The article contains the results of empirical studies – data from the annual socio-psychological testing of adolescents in the Saratov region (90,422 students), exploring problems that reduce the psychological stability of youth – aggressive manifestations in the teenage environment as well as an analysis of teachers’ ideas about the causes, participants and prevention of bullying and cyberbullying (125 people). The article focuses on actually available and desirable strategies for teachers to respond to aggression in the teenage environment. The conclusions indicate that the collective moderation of the problem allows us to identify the components of the school’s anti-bullying strategy, the study defines the need for including response skills in the bullying situation in continuing education programs for teachers.