Pub Date : 2024-05-06DOI: 10.32755/sjeducation.2024.01.052
Yulia Borets, O.L. Hirchenko
The article empirically investigates the relationship between the process of self-determination in teenagers and the parenting styles of relatives. Adolescence is perceived as a period when developmental contradictions become particularly acute. It is during this period of life that the child becomes aware of his individuality, his attitude to the surrounding world, himself, other people changes, needs, motives, and behavior are restructured. In this regard, the child needs to reconcile his needs with the expectations of others and the requirements of social norms. The style of family upbringing plays an important role in the development of a child’s personality. In the process of education, it is important for parents to know and take into account the age characteristics of children, to have a certain level of knowledge in psychology and physiology, and an appropriate cultural level (general culture, culture of communication, culture of relationships, culture of behavior, legal culture). Family relationships are very often a model for a child, and the development of his personality largely depends on how his family perceives and treats him. Standardized psychological methods were used to conduct an empirical study and reveal the existence of a relationship between parenting styles and the self-identification process of adolescents: 1. Test-questionnaire – self-identification by V. Stolina, S. Pantileev; 2. “Parenting styles” test by R. Ovcharova; 3. Questionnaire test – parental attitude by A. Varga, V. Stolina. Based on the analysis of the results, we established that the vast majority of respondents from the parents’ side adhere to liberal and democratic parenting styles. With the help of mathematical statistics, we have found out that the higher the level of parental sympathy for the child, acceptance of him as he is, the manifestation of respect for the child’s personality, the higher the level of the child’s approval of himself in general and in essential details, trust in himself and development of positive self-esteem. Key words: individual, personality, teenager, self-attitude, self-development, self-esteem, upbringing, psychological well-being, antisocial behavior.
文章通过实证研究，探讨了青少年自我决定过程与亲属养育方式之间的关系。青春期被认为是发展矛盾特别尖锐的时期。正是在这一时期，孩子开始意识到自己的个性，对周围世界、对自己、对他人的态度发生了变化，需求、动机和行为也发生了重组。在这方面，孩子需要协调自己的需求与他人的期望和社会规范的要求。家庭教养方式对孩子的个性发展起着重要作用。在教育过程中，父母必须了解并考虑到孩子的年龄特征，具备一定的心理学和生理学知识，以及适当的文化水平（一般文化、交流文化、关系文化、行为文化、法律文化）。家庭关系往往是儿童的楷模，儿童个性的发展在很大程度上取决于家庭如何看待和对待他。本研究采用标准化的心理学方法进行实证研究，揭示了父母教养方式与青少年自我认同过程之间存在的关系：1.1. 由 V. Stolina 和 S. Pantileev 编制的 "自我认同 "测试-问卷；2. 由 R. Ovcharova 编制的 "养育方式 "测试；3. 由 A. Varga 和 V. Stolina 编制的 "父母态度 "问卷测试。根据对结果的分析，我们确定绝大多数父母一方的受访者坚持自由和民主的养育方式。在数学统计的帮助下，我们发现父母对孩子的同情程度越高、对孩子的接纳程度越高、对孩子个性的尊重程度越高，孩子对自己的总体和基本细节的认可程度、对自己的信任程度和积极自尊的发展程度就越高。关键词：个人、个性、青少年、自我态度、自我发展、自尊、教养、心理健康、反社会行为。
{"title":"RELATIONSHIP OF TYPES OF FAMILY EDUCATION AND THE PROCESS OF SELF-DEFINITION OF ADOLESCENT PERSONS","authors":"Yulia Borets, O.L. Hirchenko","doi":"10.32755/sjeducation.2024.01.052","DOIUrl":"https://doi.org/10.32755/sjeducation.2024.01.052","url":null,"abstract":"The article empirically investigates the relationship between the process of self-determination in teenagers and the parenting styles of relatives. Adolescence is perceived as a period when developmental contradictions become particularly acute. It is during this period of life that the child becomes aware of his individuality, his attitude to the surrounding world, himself, other people changes, needs, motives, and behavior are restructured. In this regard, the child needs to reconcile his needs with the expectations of others and the requirements of social norms. The style of family upbringing plays an important role in the development of a child’s personality. In the process of education, it is important for parents to know and take into account the age characteristics of children, to have a certain level of knowledge in psychology and physiology, and an appropriate cultural level (general culture, culture of communication, culture of relationships, culture of behavior, legal culture). Family relationships are very often a model for a child, and the development of his personality largely depends on how his family perceives and treats him. Standardized psychological methods were used to conduct an empirical study and reveal the existence of a relationship between parenting styles and the self-identification process of adolescents: 1. Test-questionnaire – self-identification by V. Stolina, S. Pantileev; 2. “Parenting styles” test by R. Ovcharova; 3. Questionnaire test – parental attitude by A. Varga, V. Stolina. Based on the analysis of the results, we established that the vast majority of respondents from the parents’ side adhere to liberal and democratic parenting styles. With the help of mathematical statistics, we have found out that the higher the level of parental sympathy for the child, acceptance of him as he is, the manifestation of respect for the child’s personality, the higher the level of the child’s approval of himself in general and in essential details, trust in himself and development of positive self-esteem. Key words: individual, personality, teenager, self-attitude, self-development, self-esteem, upbringing, psychological well-being, antisocial behavior.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141009664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.32755/sjeducation.2024.01.117
S. Yermak, V.H. Hetta
Modern education is to create such system of educational processes, methods, educational programs and assessment tools that give students the opportunity to acquire skills necessary for full self-realization of the individual. The analysis of the scientific and pedagogical research has shown that a competence approach to the study is one of the main ideas to gain a set goal. The main factor of effective competencies formation as a new idea in a human consciousness who studies is his/her activity based on the gained scientific knowledge. At the same time the main problem of the competence approach in the study is organizing such activity. Psychologists defining the activity structure show the following components: a motive- a goal- acts and operations. Thus, in order to succeed, first of all it’s necessary to form students’ conscious motivation to achieve their internal agreement and to make them study. A person’s mental development plays an important role in this process while forming knowledge and skills one should teach how to use the mental development operations, that is how to watch, compare, oppose, analyze, make conclusions and use knowledge in practice. The following pedagogical technologies as organizing educational cooperation, a project technology differential study, a problem use etc. promote in the study. According to the authors a person’s active life position plays the main role in competences formation especially key ones. In public activity the young people form their life credo, realize that to achieve some goals one should study, work and be active. One of the important factors of effective competence study use is its proper regulation. According to the authors criteria of subject and key competencies formation play a main role in competence study regulation. They give an opportunity to monitor not only the competence formation dynamics but also to react, influence their quality and to correct the process. Keywords: competence, subject competence, key competence, activity.
{"title":"FACTORS INFLUENCING THE EFFICIENCY OF COMPETENCE APPROACH IMPLEMENTATION IN THE STUDY","authors":"S. Yermak, V.H. Hetta","doi":"10.32755/sjeducation.2024.01.117","DOIUrl":"https://doi.org/10.32755/sjeducation.2024.01.117","url":null,"abstract":"Modern education is to create such system of educational processes, methods, educational programs and assessment tools that give students the opportunity to acquire skills necessary for full self-realization of the individual. The analysis of the scientific and pedagogical research has shown that a competence approach to the study is one of the main ideas to gain a set goal. The main factor of effective competencies formation as a new idea in a human consciousness who studies is his/her activity based on the gained scientific knowledge. At the same time the main problem of the competence approach in the study is organizing such activity. Psychologists defining the activity structure show the following components: a motive- a goal- acts and operations. Thus, in order to succeed, first of all it’s necessary to form students’ conscious motivation to achieve their internal agreement and to make them study. A person’s mental development plays an important role in this process while forming knowledge and skills one should teach how to use the mental development operations, that is how to watch, compare, oppose, analyze, make conclusions and use knowledge in practice. The following pedagogical technologies as organizing educational cooperation, a project technology differential study, a problem use etc. promote in the study. According to the authors a person’s active life position plays the main role in competences formation especially key ones. In public activity the young people form their life credo, realize that to achieve some goals one should study, work and be active. One of the important factors of effective competence study use is its proper regulation. According to the authors criteria of subject and key competencies formation play a main role in competence study regulation. They give an opportunity to monitor not only the competence formation dynamics but also to react, influence their quality and to correct the process. Keywords: competence, subject competence, key competence, activity.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"61 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141008706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.040
O. Vdovichenko, O. Blaha
The article presents the results of a study on the level of students’ risk propensity of higher education and the peculiarities of its relationship with the motivational structure of the individual. Propensity to risk is considered as an individual’s desire for dangerous actions, which is accompanied by acute emotional experiences. The results obtained in the empirical study indicate that higher education obtainers have an average level of susceptibility (readiness) to risk, among the components of which the control-regulatory component is the most developed, and the conative component is the least developed. The motivational structure of the individual is dominated by a general life orientation. Correlational analysis revealed the existence of both a direct and an inverse relationship between the propensity to risk and the components of the motivational structure of the personality of higher education obtainers. Propensity to risk has an inverse relationship with life support, comfort, and a direct relationship with general and creative activity. That is, if a person seeks to maintain a comfortable life that provides him with everything he needs, he will not demonstrate risky behavior. Creative and general social activity, on the contrary, contribute to the development of risky behavior, increase the level of risk-taking. Theoretical analysis and empirical study of the problem of the relationship between risk-taking and motivational features of higher education obtainers showed that the subjects showed an average level of risk-taking and a predominance of general life motivational orientation. Correlational analysis allows us to state that the tendency to take risks is increased by motives related to communication, general and creative activity, and the desire to be useful to society. Key words: propensity to risk, motivational structure of the individual, obtainer of higher education.
{"title":"THE INTERRELATION OF RISK DISPOSITION AND MOTIVATION CHARACTERISTICS IN HIGHER EDUCATION OBTAINERS","authors":"O. Vdovichenko, O. Blaha","doi":"10.32755/sjeducation.2023.01.040","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.040","url":null,"abstract":"The article presents the results of a study on the level of students’ risk propensity of higher education and the peculiarities of its relationship with the motivational structure of the individual. Propensity to risk is considered as an individual’s desire for dangerous actions, which is accompanied by acute emotional experiences. The results obtained in the empirical study indicate that higher education obtainers have an average level of susceptibility (readiness) to risk, among the components of which the control-regulatory component is the most developed, and the conative component is the least developed. The motivational structure of the individual is dominated by a general life orientation. Correlational analysis revealed the existence of both a direct and an inverse relationship between the propensity to risk and the components of the motivational structure of the personality of higher education obtainers. Propensity to risk has an inverse relationship with life support, comfort, and a direct relationship with general and creative activity. That is, if a person seeks to maintain a comfortable life that provides him with everything he needs, he will not demonstrate risky behavior. Creative and general social activity, on the contrary, contribute to the development of risky behavior, increase the level of risk-taking. Theoretical analysis and empirical study of the problem of the relationship between risk-taking and motivational features of higher education obtainers showed that the subjects showed an average level of risk-taking and a predominance of general life motivational orientation. Correlational analysis allows us to state that the tendency to take risks is increased by motives related to communication, general and creative activity, and the desire to be useful to society. Key words: propensity to risk, motivational structure of the individual, obtainer of higher education.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125175993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.192
O. Popovych
The article has substantiated the pedagogical conditions for the formation of readiness of future educators of young children for work in a sensory enriched environment of preschool educational institution, namely: integration of humanitarian disciplines with the disciplines of methodological and practical training necessary for the implementation of further professional activities by future educators in groups of young children (stages of training – propedeutic and motivational; motivational and emotional component of readiness); ensuring of practical implementation of the acquired knowledge, skills and abilities in the sensory enriched environment of preschool educational institution (preparation stage – activity; cognitive and activity component of readiness); activation of students’ creative potential by engaging them in interaction with children, parents, and colleagues, relying on various communication functions (preparation stage – communicative; communicative and creative component of readiness); modeling of educational situations aimed at mastering students’ reflexive design of sensory enriched environments (stages of preparation – reflexive, professional self-realization; reflective and participatory component of readiness). The pedagogical conditions we have chosen ensure the effective training of future educators in higher educational institutions and contribute to the formation of future educators’ readiness for professional activity, which has become an extremely urgent problem today. Key words: pedagogical conditions, professional training, educator of preschool educational institution, children of early age, sensory enriched environment.
{"title":"THE PEDAGOGICAL CONDITIONS OF FUTURE EDUCATORS’ TRAINING OF YOUNG CHILDREN FOR WORK IN A SENSORY ENRICHED ENVIRONMENT OF PRESCHOOL EDUCATIONAL INSTITUTION","authors":"O. Popovych","doi":"10.32755/sjeducation.2023.01.192","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.192","url":null,"abstract":"The article has substantiated the pedagogical conditions for the formation of readiness of future educators of young children for work in a sensory enriched environment of preschool educational institution, namely: integration of humanitarian disciplines with the disciplines of methodological and practical training necessary for the implementation of further professional activities by future educators in groups of young children (stages of training – propedeutic and motivational; motivational and emotional component of readiness); ensuring of practical implementation of the acquired knowledge, skills and abilities in the sensory enriched environment of preschool educational institution (preparation stage – activity; cognitive and activity component of readiness); activation of students’ creative potential by engaging them in interaction with children, parents, and colleagues, relying on various communication functions (preparation stage – communicative; communicative and creative component of readiness); modeling of educational situations aimed at mastering students’ reflexive design of sensory enriched environments (stages of preparation – reflexive, professional self-realization; reflective and participatory component of readiness). The pedagogical conditions we have chosen ensure the effective training of future educators in higher educational institutions and contribute to the formation of future educators’ readiness for professional activity, which has become an extremely urgent problem today. Key words: pedagogical conditions, professional training, educator of preschool educational institution, children of early age, sensory enriched environment.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121664798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.174
O.V. Pestretsov
The article reveals the role of fire control skills in the context of the professional activity of specialists of the State Criminal and Executive Service of Ukraine (SCES). The importance of fire training for a high level of professional competence and competitiveness within the educational space of higher education institutions for specialists with special training conditions has been proven. The place of the “fire training” discipline for professional training within the curriculum is shown, as well as its content and structure, the practical orientation of both the course and the level of the students as a whole are revealed. The vector of improvement of the educational process of SCES specialists is described, as well as methods of improving practically oriented fire control skills, which will allow you to quickly navigate in conditions of uncertainty, emergency conditions of a state of war, have a high level of readiness for the use of firearms. Key words: professional training, distance learning, martial law, fire control, future specialists of the State Criminal and Executive Service of Ukraine, professional training of penitentiary system personnel.
{"title":"IMPROVING OF PROFESSIONAL COMPETENCY OF FUTURE SPECIALISTS OF THE STATE CRIMINAL AND EXECUTIVE SERVICE OF UKRAINE IN THE CONTEXT OF INCREASING THE LEVEL OF FIRE CONTROL SKILLS","authors":"O.V. Pestretsov","doi":"10.32755/sjeducation.2023.01.174","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.174","url":null,"abstract":"The article reveals the role of fire control skills in the context of the professional activity of specialists of the State Criminal and Executive Service of Ukraine (SCES). The importance of fire training for a high level of professional competence and competitiveness within the educational space of higher education institutions for specialists with special training conditions has been proven. The place of the “fire training” discipline for professional training within the curriculum is shown, as well as its content and structure, the practical orientation of both the course and the level of the students as a whole are revealed. The vector of improvement of the educational process of SCES specialists is described, as well as methods of improving practically oriented fire control skills, which will allow you to quickly navigate in conditions of uncertainty, emergency conditions of a state of war, have a high level of readiness for the use of firearms. Key words: professional training, distance learning, martial law, fire control, future specialists of the State Criminal and Executive Service of Ukraine, professional training of penitentiary system personnel.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132756363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.235
A. Stanishovskyi
The article is devoted to the topical problem of reforming the military education of the Armed Forces of Ukraine according to the principles of military specialists’ training in NATO member countries. The main tendencies of improvement of the quality of education within the military higher educational institution are determined. The study revealed that the current system of military education needs improving in the context of guaranteeing its quality. It is noted that proper military education should be considered as a result of military training, and the staff of military higher educational institution acts as a guarantor of its quality. Improving the quality of professional training of future tactical-level officers of the Armed Forces is a significant scientific and pedagogical problem, which involves solving a number of issues, in particular, improving the regulatory and legal framework of military education, intensification of educational aspect of the activity of military higher education institutions and optimization of other ones, etc. High competence and readiness to effectively perform tasks for protecting the Motherland and to participate in international military cooperation are the basis of officers’ professional activity. Ensuring the quality of military education should be regulated by the updated legal framework. To train the officers of the Ukrainian Armed Forces, NATO standards related to the requirements for knowledge, abilities, skills, competencies of specialists of all levels and profiles who interact in the military structures of the armies of the leading countries and members of the alliance should be taken into account and applied. Taking into account the peculiarities of the modern training of tactical-level officers, as well as the standards of military education in the leading NATO member countries, the following main directions for improving the quality of future officers’ training at military higher educational institutions were formulated: comprehensive consideration and implementation of the models for guaranteeing the quality of military education according to NATO standards; comprehensive motivation of cadets towards professional development; updating the material and technical base of military higher educational institutions; improvement of psychological support; and creation of the education quality department in the organizational and staff structure of military higher educational institutions. Due to the implementation of these proposals, the social status of training at a higher military educational institution will increase, which will contribute to the formation of highly qualified, competent officers of the Armed Forces of Ukraine who will meet the challenges of today. In general, this will affect the popularization of military education and the general image of the military service. Key words: military education, higher military educational institution, quality of military education, competence, cadets,
{"title":"DIRECTIONS OF IMPROVING THE QUALITY OF FUTURE OFFICERS’ TRAINING AT MILITARY HIGHER EDUCATIONAL INSTITUTIONS","authors":"A. Stanishovskyi","doi":"10.32755/sjeducation.2023.01.235","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.235","url":null,"abstract":"The article is devoted to the topical problem of reforming the military education of the Armed Forces of Ukraine according to the principles of military specialists’ training in NATO member countries. The main tendencies of improvement of the quality of education within the military higher educational institution are determined. The study revealed that the current system of military education needs improving in the context of guaranteeing its quality. It is noted that proper military education should be considered as a result of military training, and the staff of military higher educational institution acts as a guarantor of its quality. Improving the quality of professional training of future tactical-level officers of the Armed Forces is a significant scientific and pedagogical problem, which involves solving a number of issues, in particular, improving the regulatory and legal framework of military education, intensification of educational aspect of the activity of military higher education institutions and optimization of other ones, etc. High competence and readiness to effectively perform tasks for protecting the Motherland and to participate in international military cooperation are the basis of officers’ professional activity. Ensuring the quality of military education should be regulated by the updated legal framework. To train the officers of the Ukrainian Armed Forces, NATO standards related to the requirements for knowledge, abilities, skills, competencies of specialists of all levels and profiles who interact in the military structures of the armies of the leading countries and members of the alliance should be taken into account and applied. Taking into account the peculiarities of the modern training of tactical-level officers, as well as the standards of military education in the leading NATO member countries, the following main directions for improving the quality of future officers’ training at military higher educational institutions were formulated: comprehensive consideration and implementation of the models for guaranteeing the quality of military education according to NATO standards; comprehensive motivation of cadets towards professional development; updating the material and technical base of military higher educational institutions; improvement of psychological support; and creation of the education quality department in the organizational and staff structure of military higher educational institutions. Due to the implementation of these proposals, the social status of training at a higher military educational institution will increase, which will contribute to the formation of highly qualified, competent officers of the Armed Forces of Ukraine who will meet the challenges of today. In general, this will affect the popularization of military education and the general image of the military service. Key words: military education, higher military educational institution, quality of military education, competence, cadets, ","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133550770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.052
O.V. Vynohrad, A.M. Domenyuk
The training of cynologists for the system of execution of punishments additionally involves the implementation of a number of educational activities aimed at developing practical skills in a cynologist who must use a service dog at a high professional level, and for this it is extremely important to have the necessary level of knowledge and skills. Methodological support for the training of cynologist with service dogs to perform the assigned tasks remains relevant. The article highlights the peculiarities of the staffing of service dogs in penitentiary institutions and remand detention centers of the State Criminal and Executive Service of Ukraine. Based on the analysis of the regulatory and legal framework for the implementation of cynology support for law enforcement agencies of Ukraine regarding the selection of service dogs for special service and experience, the criteria for the selection of service dogs for penitentiary institutions and remand detention centers of the State Criminal and Executive Service of Ukraine for training in the direction of the special service for the search for narcotic drugs and psychotropic substances are proposed. The requirements for the cynologist are outlined, the list of material and technical support is indicated, and the mode and leader of the training classes are proposed. The essence and content of the method of development by cynologists of a behavioral reaction in dogs to obtain the desired object is revealed, which is based on the sequence of practicing exercises by a cynologist with a service dog in order to acquire the practical skills of a trainer to prepare a dog to search for narcotic drugs and psychotropic substances. In the context of the tasks defined by the normative documents of the Ministry of Justice of Ukraine regarding professional training, the proposed separate aspects of the training of dog handlers with service dogs in penitentiary institutions and detention centers of the State Criminal and Executive Service of Ukraine will contribute to the effective training of cynology pairs by specialization in the educational institution of the State Criminal and Executive Service of Ukraine. Key words: selection, special dogs, penitentiary institutions, Department of Cynology, training, training of dogs.
{"title":"CERTAIN ASPECTS OF THE TRAINING OF JUNIOR INSPECTORS-CINELOGISTS WITH SPECIAL DOGS","authors":"O.V. Vynohrad, A.M. Domenyuk","doi":"10.32755/sjeducation.2023.01.052","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.052","url":null,"abstract":"The training of cynologists for the system of execution of punishments additionally involves the implementation of a number of educational activities aimed at developing practical skills in a cynologist who must use a service dog at a high professional level, and for this it is extremely important to have the necessary level of knowledge and skills. Methodological support for the training of cynologist with service dogs to perform the assigned tasks remains relevant. The article highlights the peculiarities of the staffing of service dogs in penitentiary institutions and remand detention centers of the State Criminal and Executive Service of Ukraine. Based on the analysis of the regulatory and legal framework for the implementation of cynology support for law enforcement agencies of Ukraine regarding the selection of service dogs for special service and experience, the criteria for the selection of service dogs for penitentiary institutions and remand detention centers of the State Criminal and Executive Service of Ukraine for training in the direction of the special service for the search for narcotic drugs and psychotropic substances are proposed. The requirements for the cynologist are outlined, the list of material and technical support is indicated, and the mode and leader of the training classes are proposed. The essence and content of the method of development by cynologists of a behavioral reaction in dogs to obtain the desired object is revealed, which is based on the sequence of practicing exercises by a cynologist with a service dog in order to acquire the practical skills of a trainer to prepare a dog to search for narcotic drugs and psychotropic substances. In the context of the tasks defined by the normative documents of the Ministry of Justice of Ukraine regarding professional training, the proposed separate aspects of the training of dog handlers with service dogs in penitentiary institutions and detention centers of the State Criminal and Executive Service of Ukraine will contribute to the effective training of cynology pairs by specialization in the educational institution of the State Criminal and Executive Service of Ukraine. Key words: selection, special dogs, penitentiary institutions, Department of Cynology, training, training of dogs.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"512 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122216708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.105
O. Ihnatiuk, S. Reznik, T. Solodovnyk, N. Sereda
Globalization and rapid transformational amendments of society require the formation of modern professional competencies, leadership qualities and leadership potential from specialists of all spheres of society, including specialists of military specialties of the sector country’s security. Education, both formal and non-formal, plays a key role in the formation, development and improvement of professional competences, leadership qualities and leadership potential. It is formal education, thanks to the normative component of educational programs and the opportunity to choose an individual learning strategy through selective disciplines, that allows you to form a competitive specialist, mobile, with inherent professionally important qualities, a perspective outlook, culture, business acumen, the ability to analyze the production situation, ready to successfully solve everyday battles and professional tasks. The system of non-formal education, which can include the system of improving the qualifications of specialists (teachers, staff of institutions, etc.), can meet the needs of specialists in acquiring the best professional skills of the future in the labor market, soft, hard, meta skills. The aim of the study is to reveal the effectiveness of the development of professional competence, leadership qualities and leadership potential of specialists in military specialties of the security, protection, security sector and specialists of the law enforcement penitentiary system through the prism of the potential of formal and non-formal education of the experience of the National Technical University «Kharkiv Polytechnic Institute». The methodology is based jn reflects the interrelationship of methodological approaches (competent, systemic, acmeological, person-oriented) to the study of the process of development of the effectiveness of professional competence, leadership qualities and leadership potential of specialists in military specialties of the security, protection, security sector and specialists of the law enforcement penitentiary system through the prism of the potential of formal and non-formal education experience of the National Technical University «Kharkiv Polytechnic Institute» (hereinafter NTU «KhPI»). Scientific novelty. The conducted research allowed us to identify the potential of formal and non-formal education in the development of professional competence, leadership qualities and leadership potential of specialists in military specialties of the security, protection, security sector and specialists of the law enforcement penitentiary system in the conditions of the NTU «KhPI» for training specialists for educational programe 011 master’s level and advanced training through participation in the seminar «Modern Pedagogical Sciences in Education» at the International Pedagogical School. Conclusions. The results of the research confirmed the authors’ opinions regarding the importance, role, and influence of the potential of formal an
{"title":"POTENTIAL OF FORMAL AND NON-FORMAL EDUCATION IN THE DEVELOPMENT OF PROFESSIONAL COMPETENCE, LEADERSHIP QUALITIES AND LEADERSHIP POTENTIAL OF SPECIALISTS IN MILITARY SPECIALTIES OF THE SECTOR OF SECURITY, DEFENCE AND SPECIALISTS IN LAW ENFORCEMENT ACTIVITIES OF THE PENITENTIARY SYSTEM OF UKRAINE","authors":"O. Ihnatiuk, S. Reznik, T. Solodovnyk, N. Sereda","doi":"10.32755/sjeducation.2023.01.105","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.105","url":null,"abstract":"Globalization and rapid transformational amendments of society require the formation of modern professional competencies, leadership qualities and leadership potential from specialists of all spheres of society, including specialists of military specialties of the sector country’s security. Education, both formal and non-formal, plays a key role in the formation, development and improvement of professional competences, leadership qualities and leadership potential. It is formal education, thanks to the normative component of educational programs and the opportunity to choose an individual learning strategy through selective disciplines, that allows you to form a competitive specialist, mobile, with inherent professionally important qualities, a perspective outlook, culture, business acumen, the ability to analyze the production situation, ready to successfully solve everyday battles and professional tasks. The system of non-formal education, which can include the system of improving the qualifications of specialists (teachers, staff of institutions, etc.), can meet the needs of specialists in acquiring the best professional skills of the future in the labor market, soft, hard, meta skills. The aim of the study is to reveal the effectiveness of the development of professional competence, leadership qualities and leadership potential of specialists in military specialties of the security, protection, security sector and specialists of the law enforcement penitentiary system through the prism of the potential of formal and non-formal education of the experience of the National Technical University «Kharkiv Polytechnic Institute». The methodology is based jn reflects the interrelationship of methodological approaches (competent, systemic, acmeological, person-oriented) to the study of the process of development of the effectiveness of professional competence, leadership qualities and leadership potential of specialists in military specialties of the security, protection, security sector and specialists of the law enforcement penitentiary system through the prism of the potential of formal and non-formal education experience of the National Technical University «Kharkiv Polytechnic Institute» (hereinafter NTU «KhPI»). Scientific novelty. The conducted research allowed us to identify the potential of formal and non-formal education in the development of professional competence, leadership qualities and leadership potential of specialists in military specialties of the security, protection, security sector and specialists of the law enforcement penitentiary system in the conditions of the NTU «KhPI» for training specialists for educational programe 011 master’s level and advanced training through participation in the seminar «Modern Pedagogical Sciences in Education» at the International Pedagogical School. Conclusions. The results of the research confirmed the authors’ opinions regarding the importance, role, and influence of the potential of formal an","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130437423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.163
I. Ostopolets, I. Sergeeva, S. Stepanova
The article presents a theoretical analysis and the results of an empirical study of the problem of the relationship between self-attitude and locus of control in students of higher education. The study of self-attitude of students of higher education showed that, in general, they have a positive attitude towards themselves, accept themselves as they are, but their self-interest, self-management, self-understanding, and autosympathy turned out to be insufficiently developed. Which indicates a relatively problematic attitude, the presence of an internal conflict. The study of the level of subjective control showed that externality prevails among the subjects in such areas of life as: general externality, externality in the area of failures; and internality, respectively, in the field of achievements, production, family, interpersonal relationships and health. That is, the researched students are ready to take responsibility where they really feel they have the power to control or change something. The analysis of the peculiarities of the relationship between self-attitude and the level of subjective control of the subjects allows us to state that the relationship between various aspects of self-attitude and the locus of control has been revealed. In general, the higher the level of self-esteem, self-acceptance and selfunderstanding, the more often a person is ready to take responsibility for achievements, failures, as well as for relationships – family, industrial, interpersonal. Thus, it can be stated that optimizing the attitude towards oneself, self-esteem, leads to increased responsibility for one’s own life. Key words: self-determination, locus of control, higher education student, personality.
{"title":"FEATURES OF THE INTERRELATION OF SELFASSESSMENT AND LOCUS OF CONTROL IN HIGHER EDUCATION OBTAINERS","authors":"I. Ostopolets, I. Sergeeva, S. Stepanova","doi":"10.32755/sjeducation.2023.01.163","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.163","url":null,"abstract":"The article presents a theoretical analysis and the results of an empirical study of the problem of the relationship between self-attitude and locus of control in students of higher education. The study of self-attitude of students of higher education showed that, in general, they have a positive attitude towards themselves, accept themselves as they are, but their self-interest, self-management, self-understanding, and autosympathy turned out to be insufficiently developed. Which indicates a relatively problematic attitude, the presence of an internal conflict. The study of the level of subjective control showed that externality prevails among the subjects in such areas of life as: general externality, externality in the area of failures; and internality, respectively, in the field of achievements, production, family, interpersonal relationships and health. That is, the researched students are ready to take responsibility where they really feel they have the power to control or change something. The analysis of the peculiarities of the relationship between self-attitude and the level of subjective control of the subjects allows us to state that the relationship between various aspects of self-attitude and the locus of control has been revealed. In general, the higher the level of self-esteem, self-acceptance and selfunderstanding, the more often a person is ready to take responsibility for achievements, failures, as well as for relationships – family, industrial, interpersonal. Thus, it can be stated that optimizing the attitude towards oneself, self-esteem, leads to increased responsibility for one’s own life. Key words: self-determination, locus of control, higher education student, personality.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"278 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123422435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.082
O. A. Zarichanskyi
The purpose of the study is to consider moral alienation as one of the psychological mechanisms used by corrupt officials to justify their actions. Research results. The article examines the general mechanism and components of the alienation of moral responsibility, as a phenomenon that is constructed in the experience of a corrupt person and protects his self-esteem at the expense of not applying internal moral sanctions to himself in the conditions of opposing his own behaviour to generally accepted moral norms. The existence of a cognitive mechanism that reinterprets morality in a person in such a way that moral self-regulation is blocked or even does not work has been revealed. Alienation of moral responsibility is presented as an important psychological construct, the application of which to the description and explanation of such a socio-legal phenomenon as corruption is productive and useful for predicting corrupt behaviour. Conclusions. Foreign studies were analysed, which show various contexts of corruption implemented in recent years; a grouping of the collected scientific material was carried out, taking into account the great heterogeneity of the presented works, and those of them were singled out, which reveal precisely the psychological perspectives of the given topic; the largest thorough empirical studies are analysed; a synthesis of the obtained material was carried out and further possible directions of scientific research were determined. Key words: justification, cognitive reconstruction, corruption, moral selfregulation, moral alienation, moral standards.
{"title":"MORAL ALIENATION AS A PSYCHOLOGICAL FACTOR OF CORRUPTION","authors":"O. A. Zarichanskyi","doi":"10.32755/sjeducation.2023.01.082","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.082","url":null,"abstract":"The purpose of the study is to consider moral alienation as one of the psychological mechanisms used by corrupt officials to justify their actions. Research results. The article examines the general mechanism and components of the alienation of moral responsibility, as a phenomenon that is constructed in the experience of a corrupt person and protects his self-esteem at the expense of not applying internal moral sanctions to himself in the conditions of opposing his own behaviour to generally accepted moral norms. The existence of a cognitive mechanism that reinterprets morality in a person in such a way that moral self-regulation is blocked or even does not work has been revealed. Alienation of moral responsibility is presented as an important psychological construct, the application of which to the description and explanation of such a socio-legal phenomenon as corruption is productive and useful for predicting corrupt behaviour. Conclusions. Foreign studies were analysed, which show various contexts of corruption implemented in recent years; a grouping of the collected scientific material was carried out, taking into account the great heterogeneity of the presented works, and those of them were singled out, which reveal precisely the psychological perspectives of the given topic; the largest thorough empirical studies are analysed; a synthesis of the obtained material was carried out and further possible directions of scientific research were determined. Key words: justification, cognitive reconstruction, corruption, moral selfregulation, moral alienation, moral standards.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"3 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128781658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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