Pub Date : 2023-04-27DOI: 10.32755/sjeducation.2023.01.268
V. Shymko
Educational needs of personnel are an important characteristic of the current state of an organizational culture and an indicator of its development directions. The peculiarities of training needs remain traditionally relevant, both for everyday management practice and in the sense of interdisciplinary studies of the nature and causality of organizational phenomena. The purpose of the article is to highlight the empirical results of an experiential-inductive study of training needs in the context of the problems of organizational development of probation. The results. It was found that there has been an internal organizational request for training in a wide range of areas in probation. The most in demand is training in the following thematic areas: psychology of working with clients, information technologies and computer programs, cooperation with other organizations and institutions, professional rights and responsibilities. The peculiarities of the connection of gender, age, status and other characteristics of the respondents with various issues of training are determined. The specifics of the training interests of the employees were also investigated in view of the frequency of their work meetings with subjects of probation. The conducted factor analysis established that the greatest potential for simultaneous satisfaction of personnel needs and organizational development as a result of training is, on the one hand, a certain “psychologicalization” of this process. On the other hand, the training process must be implemented against the background of activated interpersonal relations of employees (group training format). The combination of the specified methodological features determines the expediency of using such an educational format as complex business games along with classic lectures, webinars and seminars. The application of regression analysis made it possible to reach conclusions about the relationship between various educational needs and such variables as job satisfaction, relationships with colleagues, future plans, socio-demographic differences of respondents, etc. In general, the obtained results prove that educational needs are an important indicator not only in the sense of planning and organizing corporate training to improve the professional competence of personnel, but also an effective indicator of management culture, improvement of the general organizational atmosphere, and effective direction of personnel policy. Key words: training needs, organizational development, probation, factor analysis, regression analysis.
{"title":"EDUCATIOMNAL NEEDS OF PROBATION PERSONNEL AS AN INDICATOR OF ORGANIZATIONAL DEVELOPMENT. EMPIRICAL RESEARCH","authors":"V. Shymko","doi":"10.32755/sjeducation.2023.01.268","DOIUrl":"https://doi.org/10.32755/sjeducation.2023.01.268","url":null,"abstract":"Educational needs of personnel are an important characteristic of the current state of an organizational culture and an indicator of its development directions. The peculiarities of training needs remain traditionally relevant, both for everyday management practice and in the sense of interdisciplinary studies of the nature and causality of organizational phenomena. The purpose of the article is to highlight the empirical results of an experiential-inductive study of training needs in the context of the problems of organizational development of probation. The results. It was found that there has been an internal organizational request for training in a wide range of areas in probation. The most in demand is training in the following thematic areas: psychology of working with clients, information technologies and computer programs, cooperation with other organizations and institutions, professional rights and responsibilities. The peculiarities of the connection of gender, age, status and other characteristics of the respondents with various issues of training are determined. The specifics of the training interests of the employees were also investigated in view of the frequency of their work meetings with subjects of probation. The conducted factor analysis established that the greatest potential for simultaneous satisfaction of personnel needs and organizational development as a result of training is, on the one hand, a certain “psychologicalization” of this process. On the other hand, the training process must be implemented against the background of activated interpersonal relations of employees (group training format). The combination of the specified methodological features determines the expediency of using such an educational format as complex business games along with classic lectures, webinars and seminars. The application of regression analysis made it possible to reach conclusions about the relationship between various educational needs and such variables as job satisfaction, relationships with colleagues, future plans, socio-demographic differences of respondents, etc. In general, the obtained results prove that educational needs are an important indicator not only in the sense of planning and organizing corporate training to improve the professional competence of personnel, but also an effective indicator of management culture, improvement of the general organizational atmosphere, and effective direction of personnel policy. Key words: training needs, organizational development, probation, factor analysis, regression analysis.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"68 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":"126754294","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.094
V. V. Zhurov, N. A. Biienko, L.V. Akhmedova
The article addresses to the study of the possibilities and necessity to acquire psychological self-regulation (PSR) skills by juveniles, as this period of ontogenesis is a crisis, which can be unstable, transitional, but at the same time it is a period of formation. Meanwhile, if the age-related physiological and psychological features of adolescence are sufficiently explained in the theoretical aspect, then the adolescent aspects of PSR have only just begun to be explored, and the motivational and practical components have not been developed in detail. All of the above mentioned can be determined as the actuality of the problem. The purpose of the article is to justify the need to master psychological self-regulation techniques for juveniles; to draw attention to this problem; to outline competent approaches to motivation and basic practical technologies. Research results. The article carries out a thorough analysis of the main works of leading foreign and national researchers of the adolescent period of ontogenesis, on the basis of which numerous factors are substantiated, which allow to assert that the acquisition by juveniles of psychological self-regulation skills of their own mental states is both possible and necessary for their formation, adaptability, socialization Moreover, adolescence can be considered as sensitive for this process. The article raises the issue of the need for psychological self-regulation during the specific course and manifestation of the juveniles’ crisis of talented schoolchildren. Conclusions. A proposed system of motivational measures for the juveniles to acquire psychological self-regulation skills. The authors provide a list of symptomatic areas of techniques, a description of some methods that can be basic in the process of psychological self-regulation is provided. Key words: adolescence period; psychological features of adolescence; psychological neoplasms of adolescence; psychological self-regulation; motivation of psychological self-regulation of juveniles; basic techniques of psychological self-regulation.
{"title":"ACTUALIZATION OF PRACTICAL ASPECTS OF PSYCHOLOGICAL SELF-REGULATION ACQUISITION OF JUVENILES","authors":"V. V. Zhurov, N. A. Biienko, L.V. Akhmedova","doi":"10.32755/sjeducation.2022.02.094","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.094","url":null,"abstract":"The article addresses to the study of the possibilities and necessity to acquire psychological self-regulation (PSR) skills by juveniles, as this period of ontogenesis is a crisis, which can be unstable, transitional, but at the same time it is a period of formation. Meanwhile, if the age-related physiological and psychological features of adolescence are sufficiently explained in the theoretical aspect, then the adolescent aspects of PSR have only just begun to be explored, and the motivational and practical components have not been developed in detail. All of the above mentioned can be determined as the actuality of the problem. The purpose of the article is to justify the need to master psychological self-regulation techniques for juveniles; to draw attention to this problem; to outline competent approaches to motivation and basic practical technologies. Research results. The article carries out a thorough analysis of the main works of leading foreign and national researchers of the adolescent period of ontogenesis, on the basis of which numerous factors are substantiated, which allow to assert that the acquisition by juveniles of psychological self-regulation skills of their own mental states is both possible and necessary for their formation, adaptability, socialization Moreover, adolescence can be considered as sensitive for this process. The article raises the issue of the need for psychological self-regulation during the specific course and manifestation of the juveniles’ crisis of talented schoolchildren. Conclusions. A proposed system of motivational measures for the juveniles to acquire psychological self-regulation skills. The authors provide a list of symptomatic areas of techniques, a description of some methods that can be basic in the process of psychological self-regulation is provided. Key words: adolescence period; psychological features of adolescence; psychological neoplasms of adolescence; psychological self-regulation; motivation of psychological self-regulation of juveniles; basic techniques of psychological self-regulation.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122760751","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.130
T. Kukhar
Conflicts are an integral part of communications, both interpersonal and professional, it can be both constructive and destructive. It depends on many factors, primarily on the participants’ proneness to conflict and empathy. The presented scientific problem is important because empathy is important for resolving of professional conflicts and reducing their participants’ proneness to conflict, and because of еру peculiarities of penitentiary service employees’ professional training. The article purpose is to present the theoretical and empirical study on links between proneness to conflict and empathy in the personality structure of military student – future penitentiary service employees. Empathy is a systemic formation that includes cognitive, emotional and conative components, and the full empathic process includes three stages: empathy, compassion and assistance. Proneness to conflict is an individual’s property characterized by a certain mental activity, certain emotions, thoughts, intentions, attitudes, etc., motivating the individual’s conflict behaviour. There were inverse correlations between the respondents’ proneness to conflict and their general ability to empathize; between their proneness to conflict and indicators of empathy and empathy channels, attitudes promoting empathy, identification (as an important empathy mechanism) and the penetrating force of empathy. An inverse correlation was also determined for proneness to conflict and emotional and predicative empathy. We have concluded that special psychological technologies for empathy development should be developed to overcome military student-future penitentiary service employees’ proneness to conflict with the purpose to increase the effectiveness of their professional communications and work efficiency. This will be the direction of our further research projects. Key words: conflict, proneness to conflict, a problem personality, empathy, professional communication.
{"title":"THE STUDY ON LINKS BETWEEN FUTURE PENITENTIARY SERVICE SPECIALISTS’ PRONENESS TO CONFLICTS AND THEIR EMPATHY","authors":"T. Kukhar","doi":"10.32755/sjeducation.2022.02.130","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.130","url":null,"abstract":"Conflicts are an integral part of communications, both interpersonal and professional, it can be both constructive and destructive. It depends on many factors, primarily on the participants’ proneness to conflict and empathy. The presented scientific problem is important because empathy is important for resolving of professional conflicts and reducing their participants’ proneness to conflict, and because of еру peculiarities of penitentiary service employees’ professional training. The article purpose is to present the theoretical and empirical study on links between proneness to conflict and empathy in the personality structure of military student – future penitentiary service employees. Empathy is a systemic formation that includes cognitive, emotional and conative components, and the full empathic process includes three stages: empathy, compassion and assistance. Proneness to conflict is an individual’s property characterized by a certain mental activity, certain emotions, thoughts, intentions, attitudes, etc., motivating the individual’s conflict behaviour. There were inverse correlations between the respondents’ proneness to conflict and their general ability to empathize; between their proneness to conflict and indicators of empathy and empathy channels, attitudes promoting empathy, identification (as an important empathy mechanism) and the penetrating force of empathy. An inverse correlation was also determined for proneness to conflict and emotional and predicative empathy. We have concluded that special psychological technologies for empathy development should be developed to overcome military student-future penitentiary service employees’ proneness to conflict with the purpose to increase the effectiveness of their professional communications and work efficiency. This will be the direction of our further research projects. Key words: conflict, proneness to conflict, a problem personality, empathy, professional communication.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116737085","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.230
O.V. Shcherbatiuk
The problem of aggressiveness during various types of personnel professional activity is very important. Most scientists devote their works to identifying a complex of various factors influencing the professional environment and changing the mental qualities of personnel, including the emergence of aggressiveness. The relevance of the aggressiveness scientific study regarding to the professional activity is due to the need to improve the professional selection system and optimize collective interaction. The purpose of the article is to analyze the causes of aggressiveness in the professional environment and to investigate the peculiarities of their manifestations in professional activity. Research results. The article is based on the analysis of modern scientific data on the aggressiveness phenomenon and the factors of occurrence and mediation of professional aggressiveness. The results of the theoretical analysis of the psychological and pedagogical literature regarding the meaningful understanding of such a social form of interaction as aggressiveness are presented in the article. The attention is paid on the aggressiveness manifestations in professional activity. Predictors of aggressive manifestations among the personnel of the penitentiary system were also considered, which could have a destructive effect directly on the personnel themselves, their colleagues, convicts, and also could provoke a negative attitude of society towards the entire penitentiary system. Conclusions. The problem of increased aggression is clearly related to the peculiarities of an individual and social levels of his/her own development. In most cases, this manifests itself in certain offensive tendencies of behavior as a way of solving problematic issues of an official and professional nature. Key words: aggression, aggressiveness, aggressive behavior, personnel of the penitentiary system, professional aggressiveness.
{"title":"DETERMINATION AND MANIFESTATION PROBLEM OF AGGRESSIVENESS IN PROFESSIONAL ACTIVITY","authors":"O.V. Shcherbatiuk","doi":"10.32755/sjeducation.2022.02.230","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.230","url":null,"abstract":"The problem of aggressiveness during various types of personnel professional activity is very important. Most scientists devote their works to identifying a complex of various factors influencing the professional environment and changing the mental qualities of personnel, including the emergence of aggressiveness. The relevance of the aggressiveness scientific study regarding to the professional activity is due to the need to improve the professional selection system and optimize collective interaction. The purpose of the article is to analyze the causes of aggressiveness in the professional environment and to investigate the peculiarities of their manifestations in professional activity. Research results. The article is based on the analysis of modern scientific data on the aggressiveness phenomenon and the factors of occurrence and mediation of professional aggressiveness. The results of the theoretical analysis of the psychological and pedagogical literature regarding the meaningful understanding of such a social form of interaction as aggressiveness are presented in the article. The attention is paid on the aggressiveness manifestations in professional activity. Predictors of aggressive manifestations among the personnel of the penitentiary system were also considered, which could have a destructive effect directly on the personnel themselves, their colleagues, convicts, and also could provoke a negative attitude of society towards the entire penitentiary system. Conclusions. The problem of increased aggression is clearly related to the peculiarities of an individual and social levels of his/her own development. In most cases, this manifests itself in certain offensive tendencies of behavior as a way of solving problematic issues of an official and professional nature. Key words: aggression, aggressiveness, aggressive behavior, personnel of the penitentiary system, professional aggressiveness.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128967690","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.076
V. Dryzhak
The article examines the peculiarities of the application of individual and group training forms and methods of working with probation subjects in the process of implementing probation programs. At the same time, attention is focused on ways of increasing motivation and activation of cognitive activity of training participants, methods of establishing working socio-psychological communication, mechanisms of providing feedback. The purpose of the article is to reveal the peculiarities and methodological foundations of the organization and conduct of training classes as the main didactic technology for the implementation of probation programs. The methodology is based on modern provisions of the methodology of formation of new professional skills of probation bodies personnel. Conclusions. According to the results of the research, we can note that training, as an interactive form of group work, ensures quite effective interaction of participants not only with each other, but also with the surrounding world, which undoubtedly contributes to the achievement of success in various fields of activity, communication, contributes to the formation of a person’s confidence in his knowledge, actions, behavior, contributes to the creation of rational and harmonious relations with the environment, i.e. ensures confidence in oneself and in one’s professional training. Key words: probation program, subjects of probation, individual training, group training, training exercises, training groups, rules of behavior in the group.
{"title":"ORGANIZATIONAL AND PEDAGOGICAL FUNDAMENTALS OF PROBATION PROGRAMS IMPLEMENTATION","authors":"V. Dryzhak","doi":"10.32755/sjeducation.2022.02.076","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.076","url":null,"abstract":"The article examines the peculiarities of the application of individual and group training forms and methods of working with probation subjects in the process of implementing probation programs. At the same time, attention is focused on ways of increasing motivation and activation of cognitive activity of training participants, methods of establishing working socio-psychological communication, mechanisms of providing feedback. The purpose of the article is to reveal the peculiarities and methodological foundations of the organization and conduct of training classes as the main didactic technology for the implementation of probation programs. The methodology is based on modern provisions of the methodology of formation of new professional skills of probation bodies personnel. Conclusions. According to the results of the research, we can note that training, as an interactive form of group work, ensures quite effective interaction of participants not only with each other, but also with the surrounding world, which undoubtedly contributes to the achievement of success in various fields of activity, communication, contributes to the formation of a person’s confidence in his knowledge, actions, behavior, contributes to the creation of rational and harmonious relations with the environment, i.e. ensures confidence in oneself and in one’s professional training. Key words: probation program, subjects of probation, individual training, group training, training exercises, training groups, rules of behavior in the group.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123906775","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.140
O. Miroshnychenko
This article examines the issue of the role of conflicts in determining the criminal behavior of convicts and persons taken into custody and the conflict-related formation competence of the personnel of the penitentiary institutions and detention centers. The purpose of the article is the “conflictological competence” skills by using training technologies and exercises which will allow to form the necessary skills of the penitentiary institutions personnel for the execution of punishments. Conclusions. Because it is not always possible to detect conflicts in time in penitentiary institutions, which is explained by their hidden nature. In addition, there are conflicts in the penitentiary institutions, which are caused by personal characteristics and leadership style of the correctional facilities personnel. The style of management of penitentiary institutions is connected with personal characteristics, temperament, lack of experience and professional personality deformation. Indicative program for training conflict-related competence of the penitentiary institutions personnel in four sessions, the purpose of which is to create the atmosphere of openness; trust and support of group cohesion of group participants; mastering the methods of conflict analysis and searching for regularities of adaptive behavior in difficult communication situations; building professional skills of active listening, understanding of another person in complex communication situations, learning effective methods of self-regulation of behavior and decrease emotional states in the conflict. Key words: conflict, conflict competence, the personnel of the State Criminal and Executive Service of Ukraine, prevention of conflicts, training of conflict-related competence.
{"title":"CONFLICT COMPETENCE FORMATION OF THE PERSONNEL OF THE STATE CRIMINAL AND EXECUTIVE SERVICE OF UKRAINE IN WORKING WITH CONVICTS","authors":"O. Miroshnychenko","doi":"10.32755/sjeducation.2022.02.140","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.140","url":null,"abstract":"This article examines the issue of the role of conflicts in determining the criminal behavior of convicts and persons taken into custody and the conflict-related formation competence of the personnel of the penitentiary institutions and detention centers. The purpose of the article is the “conflictological competence” skills by using training technologies and exercises which will allow to form the necessary skills of the penitentiary institutions personnel for the execution of punishments. Conclusions. Because it is not always possible to detect conflicts in time in penitentiary institutions, which is explained by their hidden nature. In addition, there are conflicts in the penitentiary institutions, which are caused by personal characteristics and leadership style of the correctional facilities personnel. The style of management of penitentiary institutions is connected with personal characteristics, temperament, lack of experience and professional personality deformation. Indicative program for training conflict-related competence of the penitentiary institutions personnel in four sessions, the purpose of which is to create the atmosphere of openness; trust and support of group cohesion of group participants; mastering the methods of conflict analysis and searching for regularities of adaptive behavior in difficult communication situations; building professional skills of active listening, understanding of another person in complex communication situations, learning effective methods of self-regulation of behavior and decrease emotional states in the conflict. Key words: conflict, conflict competence, the personnel of the State Criminal and Executive Service of Ukraine, prevention of conflicts, training of conflict-related competence.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130058864","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.016
І. Vdovenko, О. Vdovenko, O. S. Tretyak
The tendencies in the development of Ukrainian education in the interrelationship, interdependence and complementarity of the industry’s intra-systemic orientation to European standards, the state policy of Europeanisation and European integration, the fulfillment of the conditions of the European Union about membership, taking into account European traditions, legislation, modern experience of public relations by authorities and society are examined in the article. The purpose of the article is to study the trends in the development of Ukrainian education during the period of the European integration processes activation and to determine promising directions for improving the state policy regarding the accession of Ukraine as a candidate to the European Union and scientific and practical approaches to the ways of educational services providing, bringing the educational potential closer to European standards. Methodology of the article. To disclose the role of education in the process of Ukrainian citizens’ democratic consciousness formation, respect for laws, an active life position, and interested participation in state-building processes. It has been found out that the Europeanisation of education in Ukraine is influenced by both national policy and compliance with defined rules and requirements, equal cooperation with the countries of the European Union, self-organization and self-governance of teaching and student community, focus on education quality, competitiveness of graduates and their employment, implementation of the “academic integrity” principle, promotion of academic mobility, formation of an individual educational trajectory, formation of innovative structures of various types on the basis of a higher education institution, expansion of opportunities for obtaining higher education and lifelong education, support of persons with special educational needs, development of interstate and interuniversity cooperation, expansion of practice public control in the field of education, economization of education, etc. The theoretical and methodological basis of the research consists of such general scientific principles as: historical, terminological, functional, systemic, cognitive ones. The results. The analysis of scholars’ papers is carried out. It helped to outline the results of the implementation of the provisions of the Bologna Declaration in Ukraine by introducing the pan-European system of academic degrees, the implementation of fundamental and applied scientific researches on a market basis, the introduction of innovations according to programmatic and target approaches, the formation of a bilateral and multilateral contractual and legal framework with foreign educational institutions, etc. It is revealed that European integration takes place at the expense of interstate cooperation, the introduction of approaches that allow for self-financing of higher education institutions, optimization of budget support, attraction of extra-bu
{"title":"TRENDS IN THE DEVELOPMENT OF UKRAINIAN EDUCATION IN ASPECTS OF EUROPEANIZATION AND EUROPEAN INTEGRATION","authors":"І. Vdovenko, О. Vdovenko, O. S. Tretyak","doi":"10.32755/sjeducation.2022.02.016","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.016","url":null,"abstract":"The tendencies in the development of Ukrainian education in the interrelationship, interdependence and complementarity of the industry’s intra-systemic orientation to European standards, the state policy of Europeanisation and European integration, the fulfillment of the conditions of the European Union about membership, taking into account European traditions, legislation, modern experience of public relations by authorities and society are examined in the article. The purpose of the article is to study the trends in the development of Ukrainian education during the period of the European integration processes activation and to determine promising directions for improving the state policy regarding the accession of Ukraine as a candidate to the European Union and scientific and practical approaches to the ways of educational services providing, bringing the educational potential closer to European standards. Methodology of the article. To disclose the role of education in the process of Ukrainian citizens’ democratic consciousness formation, respect for laws, an active life position, and interested participation in state-building processes. It has been found out that the Europeanisation of education in Ukraine is influenced by both national policy and compliance with defined rules and requirements, equal cooperation with the countries of the European Union, self-organization and self-governance of teaching and student community, focus on education quality, competitiveness of graduates and their employment, implementation of the “academic integrity” principle, promotion of academic mobility, formation of an individual educational trajectory, formation of innovative structures of various types on the basis of a higher education institution, expansion of opportunities for obtaining higher education and lifelong education, support of persons with special educational needs, development of interstate and interuniversity cooperation, expansion of practice public control in the field of education, economization of education, etc. The theoretical and methodological basis of the research consists of such general scientific principles as: historical, terminological, functional, systemic, cognitive ones. The results. The analysis of scholars’ papers is carried out. It helped to outline the results of the implementation of the provisions of the Bologna Declaration in Ukraine by introducing the pan-European system of academic degrees, the implementation of fundamental and applied scientific researches on a market basis, the introduction of innovations according to programmatic and target approaches, the formation of a bilateral and multilateral contractual and legal framework with foreign educational institutions, etc. It is revealed that European integration takes place at the expense of interstate cooperation, the introduction of approaches that allow for self-financing of higher education institutions, optimization of budget support, attraction of extra-bu","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117350629","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.114
O. A. Zarichanskyi
The purpose of the article was to highlight and thoroughly analyze the psychological methods by which corrupt people deny, justify or reduce their own guilt and try to interpret their actions as normal and correct ones. Research results. The article examines psychological techniques of justification (explanation) of corrupt behaviour. It is emphasized that unlike other types of crimes, corruption acts are usually committed by quite respectable and good people, who can be good parents, active members of the community, high officials, and who do not consider themselves as corrupted. One of the most important aspects of corruption is how the offenders defend or justify their actions using various concepts or mental techniques. These methods of justifying corrupt behaviour, which in various studies are called techniques of neutralization, rationalization, socialization, moral disengagement etc., became the subject of this scientific review. The neutralization of deviant behaviour is considered in the article as psychological techniques that help to completely or partially deny someone’s responsibility for deviant behaviour. It is noted that in order for there to be no or less guilt, neutralization can be carried out in two ways: on the one hand, by denying the deviant behaviour itself, and on the other hand, by denying responsibility for it. Conclusions. The leading techniques of neutralization are singled out: disclaimer of responsibility; denial of harm; denial of the victim; condemnation of condemners; appeal to greater loyalty, etc. Key words: responsibility, justification, denial of damage; condemnation, corruption, social norms.
{"title":"PSYCHOLOGICAL TACTICS OF JUSTIFICATION OF CORRUPTION","authors":"O. A. Zarichanskyi","doi":"10.32755/sjeducation.2022.02.114","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.114","url":null,"abstract":"The purpose of the article was to highlight and thoroughly analyze the psychological methods by which corrupt people deny, justify or reduce their own guilt and try to interpret their actions as normal and correct ones. Research results. The article examines psychological techniques of justification (explanation) of corrupt behaviour. It is emphasized that unlike other types of crimes, corruption acts are usually committed by quite respectable and good people, who can be good parents, active members of the community, high officials, and who do not consider themselves as corrupted. One of the most important aspects of corruption is how the offenders defend or justify their actions using various concepts or mental techniques. These methods of justifying corrupt behaviour, which in various studies are called techniques of neutralization, rationalization, socialization, moral disengagement etc., became the subject of this scientific review. The neutralization of deviant behaviour is considered in the article as psychological techniques that help to completely or partially deny someone’s responsibility for deviant behaviour. It is noted that in order for there to be no or less guilt, neutralization can be carried out in two ways: on the one hand, by denying the deviant behaviour itself, and on the other hand, by denying responsibility for it. Conclusions. The leading techniques of neutralization are singled out: disclaimer of responsibility; denial of harm; denial of the victim; condemnation of condemners; appeal to greater loyalty, etc. Key words: responsibility, justification, denial of damage; condemnation, corruption, social norms.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126449541","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.176
I. V. Pakhomov
The article is devoted to the analysis of socio-psychological characteristics of convicted recidivists of different ages. It was concluded that there are significant differences between them according to a number of socio-demographic, criminological and socio-psychological indicators. The purpose of the article is to analyze socio-demographic, criminal-legal, socio-psychological and religious characteristics of convicted recidivists of various ages. Methodology: comparative analysis of questionnaire results. Results. The analysis of socio-psychological features of convicted recidivists of different age shows that they have significant differences in a number of socio-demographic, criminological and socio-psychological indicators. Practical implication. Taking into account the age characteristics of convicts when carrying out correctional work with them. Value (originality). Generalization of the analysis results of socio-demographic, criminal-legal, socio-psychological and religious indicators of convicted recidivists of various ages. Key words: convicted recidivists, socio-demographic, criminal-legal and socio-psychological indicators, religious socialization.
{"title":"CHARACTERISTICS OF CONVICTED RECIDIVISTS OF DIFFERENT AGE","authors":"I. V. Pakhomov","doi":"10.32755/sjeducation.2022.02.176","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.176","url":null,"abstract":"The article is devoted to the analysis of socio-psychological characteristics of convicted recidivists of different ages. It was concluded that there are significant differences between them according to a number of socio-demographic, criminological and socio-psychological indicators. The purpose of the article is to analyze socio-demographic, criminal-legal, socio-psychological and religious characteristics of convicted recidivists of various ages. Methodology: comparative analysis of questionnaire results. Results. The analysis of socio-psychological features of convicted recidivists of different age shows that they have significant differences in a number of socio-demographic, criminological and socio-psychological indicators. Practical implication. Taking into account the age characteristics of convicts when carrying out correctional work with them. Value (originality). Generalization of the analysis results of socio-demographic, criminal-legal, socio-psychological and religious indicators of convicted recidivists of various ages. Key words: convicted recidivists, socio-demographic, criminal-legal and socio-psychological indicators, religious socialization.","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133332611","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 : 2022-10-03DOI: 10.32755/sjeducation.2022.02.187
A. Pedorych
The article addresses to the peculiarities of bullying phenomenon among juveniles. Most bullying is verbal: name-calling, teasing, harsh criticism, defamation, ridicule, aggressive remarks, notes threatening violence, spreading false accusations, hostile rumors and gossip. The purpose of the article was to analyze the phenomenon of bullying in educational institutions among juveniles as a socio-pedagogical problem, changes in the regulatory framework for the prevention of bullying; to justify the methods and forms of work of all involved categories of specialists regarding the prevention of bullying in educational institutions among juveniles. The results. The social structure of bullying typically includes three elements: the persecutor, the victim, and the bystander. In modern science, there are several approaches to the study of bullying. Some researchers focus attention on the search and definition of personal traits characteristic of the aggressor and his victim. Others try to consider bullying as a socio-psychological phenomenon. The typical features of students who tend to become persecutors are analyzed: they feel a strong need to dominate and subordinate other students, by pursuing their own goals, they are impulsive and easily rampage; they are often defiant and aggressive in their attitude towards adults (primarily parents and teachers); they show no sympathy for their victims. Typical victims of bullying also have their own characteristics: they are timid, vulnerable, withdrawn and shy; they are often anxious, insecure, unhappy and have low self-esteem; they are prone to depression and think about suicide more often than their peers. It is important to recognize the serious long-term consequences for those who are bullied. Bullies at school tend to become aggressive adults who are more likely to have multiple criminal convictions. As for bystanders, bullying can cause them feelings of anxiety or fear. Observing bullying leads to a violation of the sense of politeness and propriety, sympathy, empathy, and shame are suppressed. In this way, children’s ability to communicate, negotiate and reach a compromise – the necessary foundations for problem solving, conflict resolution and reconciliation. The article also analyzes ways of social and pedagogical prevention of bullying among juveniles in educational institutions and provides methodical recommendations for participants in the process of education and upbringing of schoolchildren. Conclusions. Research has shown that bullying at school has extremely negative future consequences for the victim. This can be expressed in the inability of adults who were bullied in childhood to build full-fledged relationships with other people and raise their own children. That is why it is necessary to train teachers to work with bullying in educational institutions, and also necessarily involve psychological services, parents, education management bodies, community members, the church, and law enforcem
{"title":"SOCIAL AND PEDAGOGICAL WORK ON THE PREVENTION OF BULLYING AMONG JUVENILES IN EDUCATIONAL INSTITUTIONS","authors":"A. Pedorych","doi":"10.32755/sjeducation.2022.02.187","DOIUrl":"https://doi.org/10.32755/sjeducation.2022.02.187","url":null,"abstract":"The article addresses to the peculiarities of bullying phenomenon among juveniles. Most bullying is verbal: name-calling, teasing, harsh criticism, defamation, ridicule, aggressive remarks, notes threatening violence, spreading false accusations, hostile rumors and gossip. The purpose of the article was to analyze the phenomenon of bullying in educational institutions among juveniles as a socio-pedagogical problem, changes in the regulatory framework for the prevention of bullying; to justify the methods and forms of work of all involved categories of specialists regarding the prevention of bullying in educational institutions among juveniles. The results. The social structure of bullying typically includes three elements: the persecutor, the victim, and the bystander. In modern science, there are several approaches to the study of bullying. Some researchers focus attention on the search and definition of personal traits characteristic of the aggressor and his victim. Others try to consider bullying as a socio-psychological phenomenon. The typical features of students who tend to become persecutors are analyzed: they feel a strong need to dominate and subordinate other students, by pursuing their own goals, they are impulsive and easily rampage; they are often defiant and aggressive in their attitude towards adults (primarily parents and teachers); they show no sympathy for their victims. Typical victims of bullying also have their own characteristics: they are timid, vulnerable, withdrawn and shy; they are often anxious, insecure, unhappy and have low self-esteem; they are prone to depression and think about suicide more often than their peers. It is important to recognize the serious long-term consequences for those who are bullied. Bullies at school tend to become aggressive adults who are more likely to have multiple criminal convictions. As for bystanders, bullying can cause them feelings of anxiety or fear. Observing bullying leads to a violation of the sense of politeness and propriety, sympathy, empathy, and shame are suppressed. In this way, children’s ability to communicate, negotiate and reach a compromise – the necessary foundations for problem solving, conflict resolution and reconciliation. The article also analyzes ways of social and pedagogical prevention of bullying among juveniles in educational institutions and provides methodical recommendations for participants in the process of education and upbringing of schoolchildren. Conclusions. Research has shown that bullying at school has extremely negative future consequences for the victim. This can be expressed in the inability of adults who were bullied in childhood to build full-fledged relationships with other people and raise their own children. That is why it is necessary to train teachers to work with bullying in educational institutions, and also necessarily involve psychological services, parents, education management bodies, community members, the church, and law enforcem","PeriodicalId":371803,"journal":{"name":"Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134059489","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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