Aim to analyze the dynamics of the opinions of medical and biological students on the problem of preventing sexually transmitted infections before and during the pandemic of the new coronavirus infection. Material and methods. A sociological survey was conducted in 2017 (372 respondents) and 2021 (574 respondents) among the students of institutions of higher and secondary vocational education in medical and biological specialties. We used the authors' questionnaire, consisting of 54 questions grouped into 5 blocks. In both samples, the principle of equal representation of age, gender, social and professional groups was observed. The average age of the respondents was 19.10.74 years. The distribution of the respondents by sex was as follows: in 2017, female 51.9% (n=193), male 48.1% (n=179); in 2021, female 50.7% (n=291) and male 49.3% (n=283). Both samples had sufficient size to obtain results with the accuracy level of =0.05. The analytical, statistical, sociological methods were used for research. In the processing and presentation of the data, the extensive indicators were used, compared with the assessment of the significance of differences according to Student's t-test. Results. The proportion of people who had an objective idea of the risk of contracting sexually transmitted infections increased from 72.8% (2017) to 87.8% (2021), while the association of the threat only with the frequent change of partners was noted significantly less often (5.9% in 2021 and 16.7% in 2017). The proportion of students linking the risk with social status has decreased from 8.1% to 4.7%, which may indicate a tendency for more objective ideas about the risks of sexually transmitted infections. Conclusion. During the period of the COVID-19 pandemic, the prevalence of an objective self-assessment of the epidemiological situation and the associated risks of contracting sexually transmitted infections increased statistically among students. Also, increased their readiness to undergo screening examinations and seek qualified medical care.
Among the numerous factors of the subject genesis of teachers, social intelligence plays an important role. Social intelligence is defined as a special quality of a person, her ability to understand, differentiate and predict the verbal and non-verbal behavior of other people and the consequences, quickly and easily come into contact with them, which determine the effectiveness of social interaction. The results of the relationship between social intelligence and mental burnout were obtained by researchers. The problem of the role of social intelligence in overcoming mental burnout is relevant and poorly researched. The teachers working at the Kursk boarding school for children with disabilities at the Kursk boarding school for children with disabilities (all participants are females; N = 50; professional experience up to 43 years) voluntarily took part in the study. Observation and conversation, as well as standardized techniques for diagnosing burnout and social intelligence, were used from a number of empirical methods. To process the research results, computer methods were used by the mathematics of statistical analysis. It has been empirically proven that the underdeveloped ability of teachers to understand the change in the meaning of similar verbal reactions of students, their parents, colleagues, administration (F=4,38; df=2,47; β =-0,412; р=0,019), as well as to logically generalize and highlight common and significant signs in their various non-verbal reactions (F=3,90; df=2,47; β = 0,364; p=0,030) increase the risk of mental burnout. On the contrary, well-developed abilities to foresee the consequences of the behavior of other people in a certain situation can be considered as a factor in overcoming psychosomatic and psycho-vegetative disorders (F = 136,66; β = -0,952; р =0,0000), irritability, resentment, harshness, rudeness, emotional and personal isolation (F = 115,17; β = -0,840; р = 0,0000), the feeling that it is emotionally impossible to help their wards (F = 115,33; β = -0,936; р = 0,0000).
The specifics of the activities of teachers working with children with special educational needs determines the nature of interpersonal relationships that develop between all subjects of the educational process. Experiencing teachers of the crisis of interpersonal relations contributes to the emergence of mental burnout as a special state of physical, emotional and mental exhaustion of the individual. There is a rather limited number of scientific works devoted to the study of the relationship between the styles of interpersonal relations of teachers working with children with special educational needs, and mental burnout. Teachers of the Regional state educational institution "Kursk boarding school for children with disabilities" took part in the study (50 people). Observation and conversation, as well as standardized methods for diagnosing teachers' burnout and styles of interpersonal relationships, were used to collect data. Methods of mathematical-statistical analysis were used to process the results. Teachers who work with children with special educational needs are adapted to the stressful effects of the traumatic circumstances of professional activity by limiting emotional return in interpersonal communication and selective response, lack of due attention to their wards, facilitation or reduction of job duties (the severity of the "Resistance" phase: Xm. ± σx = 56.80 ± 22.30; “Inadequate emotional selective response”: Xm. ± σx = 15.38 ± 6.94; “Emotional and moral disorientation”: Xm. ± σx = 11.66 ± 6, 32; "Expansion of the sphere of economy of emotions": Xav. ± σx = 15.48 ± 13.62; "Reduction of professional duties": Xav. ± σx = 14.28 ± 8.51). It has been empirically proven that straightforward-aggressive (β = 0.353 at p = 0.015) and dependent-obedient (β = 0.379 at p = 0.005) styles of interpersonal relations can act as factors in the emergence of manifestations of mental burnout of teachers, and the imperious-leading style (β = - 0.320 at p = 0.016) – a resource for overcoming it (F = 4.37; CMD = 0.57; df = 5.44).
Introduction. The problem of bullying, according to UNESCO, has an international status: every third student around the world has experienced various forms of bullying from his classmates; “Victims” of bullying were three times more likely than their peers to feel like “outsiders,” twice as likely to miss school and have suicidal thoughts. Bullying as a socio-psychological phenomenon has become widespread in the last ten years in educational organizations of the Russian Federation. More often the victims of bullying are children with special physical and mental development. A bibliometric review of publications on the problem of the risk of school bullying among children with disabilities indicated their appearance in 2011 in the absence of studies characterizing the status-role structure of this phenomenon. In this regard, the aim of the study was to study the characteristics of the status-role structure of the risk of school bullying among adolescents. Materials and methods. Adolescents (N=163 students of conditionally healthy and N=86 students with disabilities) aged 14 to 16 from educational institutions of Kursk and the Voronezh region took part in the study voluntarily. We used standardized methods for diagnosing the risk of bullying, socio-situational anxiety, self-esteem and personal qualities, as well as mathematical and statistical methods of data processing: descriptive statistics and factor analysis. Results and discussion. There is a risk of school bullying in organizations. In collectives, there is low stability of boundaries, compliance with the rules of behavior by adolescents and mutual respect as a group norm, low ability to accept differences, role uncertainty and status conflicts. The majority of students are combined into such sociometric groups as "high-status" (conditionally healthy adolescents: 27%, N=44; adolescents with disabilities: 21%, N=18), "average" (conditionally healthy adolescents: 26%, N =43; adolescents with disabilities: 35%, N=30) and "neglected". The average level of maladjustment and mental stability, sensitivity, low self-esteem, increased anxiety level of adolescents provide the status of a victim. Based on the results of an empirical study, a scheme was developed for the distribution and transformation of the status-role positions of adolescents in a situation of risk of school bullying, determined by their individual personality characteristics and acting as targets for corrective and preventive work.
Introduction. The success of the professional subject genesis of teachers is largely determined by the level of development of their value-semantic sphere, the main content of which is represented by value-semantic attitudes. The problem of the role of value-semantic attitudes in the emergence and overcoming of emotional burnout of teachers of special education is relevant and little researched. We understand value-semantic attitudes as an expression of personal meaning in the form of readiness for activity and interaction. They act as an integral component of the semantic structure of the personality and determine the system of relations. Materials and methods. The teachers working at the Kursk boarding school for children with disabilities at the Kursk boarding school for children with disabilities (all participants are females aged 24 to 65; N = 45; duration of professional experience up to 43 years old) voluntarily took part in the study. Observation and conversation, as well as standardized techniques for diagnosing emotional burnout and value-semantic sphere of teachers were used from a number of empirical methods. Methods of mathematics statistics (descriptive statistics, correlation and regression types of analysis), implemented in software (“Statistica 11.0”), were used to process the research results. Results and discussion. It has been empirically proven that the desire of teachers for novelty (β = 0.580 at p = 0.009) and enjoyment (β = 0.590 at p = 0.0004), tolerance (β = 0.779 at p = 0.004) and submission (β = 0.903 at p = 0.001) increase the risk of emotional exhaustion and burnout. On the contrary, the orientation towards employment (β = -0.453 at p = 0.002), which brings joy and pleasure, as well as social recognition (β = -0.952 at p = 0.0000), self-discipline (β = -0.544 at p = 0.016), social competence (β = -0.952 at p = 0.0000), restraint (β = -0.762 at p = 0.0007), creativity and freedom (β = -0.653 at p = 0.005) can be considered as factors of overcoming emotional exhaustion and emotional burnout of teachers.
Background. Psychological practice has specified the need to search for resources for overcoming burnout that are reflective and meaningful – that help teachers explore the meaning of their lives – defining corrective and preventive measures for reflective and meaningful regulation. Objective. To study the reflective and meaningful regulation of teacher burnout at special needs educational institution and to evaluate its effectiveness. Design. Twenty teachers from a special needs educational institution in Kursk, Russian Federation, participated in an experimental study. The researchers took measurements at two time points, baseline and follow-up. At baseline, we made a diagnostic assessment of the teachers’ burnout, life principles, and reflectivity and searched for correlations among these indicators. At follow-up, we evaluated the teachers’ burnout after a program of reflective and meaningful training for prophylaxis and overcoming of burnout. Results. We demonstrated empirically that Communicative Reflection, Process of Life, and Locus of Control–Life were personal resources for overcoming teacher burnout at the special needs educational institutions. Conclusion. eflective and meaningful training program for prophylaxis and overcoming of teacher burnout at a special needs educational institution was developed, tested, and found to be effective.
Introduction. The scale of the COVID-19 pandemic and the forced transition to distance learning in this regard, the need to restructure the forms and methods of teaching children with special educational needs in the digital environment, increased cognitive, emotional and communication loads, lack of time to prepare classes contribute to the occurrence of emotional burnout among teachers of individual educational organizations and actualize the problem of studying the influence of their socio-psychological competence on its overcoming. Materials and methods. Teachers (N = 50 females) of the Regional State General Educational Institution "Kursk Boarding School for Children with Disabilities", having professional experience of up to 1 year to 43 years, took part in the study. We used standardized methods for diagnosing emotional burnout, emotional and social intelligence, value orientations of the individual and stress-overcoming behavior, as well as mathematical and statistical methods of data processing: descriptive statistics and regression analysis. Results and discussion. It has been empirically proven that the overempathy of teachers (β = 0,763; p = 0,000), over-responsibility and loyalty (β = 0,465; p = 0,003), the desire for personal success (β = 0,723; p = 0,001), insufficiently developed ability to understand the logic of the development of situations interpersonal interaction and the significance of human behavior in these situations (β = 0,304; p = 0,003), manipulative (β = 1,287; p = 0,000) and aggressive (β = 0,620; p = 0,013) actions, contribute to the appearance of emotional burnout. The aspirations of teachers for social contacts (β = -0,365; p = 0,001), independence of thinking and choice of a method of action β = -0,874; p = 0,000), long-term deliberation and careful weighing of all possible solutions to the problem (β = -0,809; p = 0,000), respect for traditions and moderation (β = -0,882; p = 0,000), – counteract its occurrence ("Index of mental burnout"). Conclusion. It has been established for the first time that the socio-psychological competence of teachers can act not only as a factor in the occurrence, but also as a factor in overcoming emotional burnout, which determines the scientific novelty of the results obtained, as well as the strategy and tactics of corrective and preventive work from the standpoint of the resource approach.
Рефлексивно-смысловая регуляция состояния психического выгорания у педагогов специального коррекционного образовательного учреждения и оценивание ее эффективности Статья содержит результаты эмпирического исследования рефлексивно-смысловой регуляция состояния психического выгорания у педагогов специального коррекционного образовательного учреждения и оценивание ее эффективности. Эмпирически доказано, что восприятие специальными педагогами жизненного процесса как наполненного смыслом и интересного, убежденность в собственных способностях его контролировать и управлять, препятствуют эмоциональному истощению, а склонность к анализу коммуникативного процесса -негативному отношению к ученикам и коллегам. Кроме того статистически достоверные различия в структурной организации элементов состояния психического выгорания и рефлексивности, осмысленности жизни позволили сделать вывод и о существовании его рефлексивно-смысловой регуляции. Такие базовые качества рефлексивно-смысловых структур педагогов, как ретроспективная и актуальная рефлексия, а также локус контроля-Я означают непосредственный самоконтроль поведения в актуальной ситуации, способность анализировать прошлый опыт и координировать свои действия в соответствии с условиями деятельности и собственным состоянием, представления о себе как о самодостаточной личности, способной реализовать свой жизненный план выступают ресурсами преодоления состояния психического выгорания. Через оптимизацию пределов их выраженности от низкого до среднего уровня осуществлялась рефлексивно-смысловая регуляция состояния психического выгорания в виде тренинга по его профилактике и преодолению. Оценивание рефлексивно-смысловой регуляции состояния психического выгорания было реализовано в условиях формирующего эксперимента и указало на позитивные результаты и ее эффективность. Ключевые слова: рефлексивность, смысложизненные ориентации, регуляция, состояние психического выгорания, рефлексивно-смысловой тренинг, педагоги специального коррекционного образовательного учреждения Перспективы Науки и Образования Международный электронный научный журнал
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