Objective: The relationship of situational (reactive) and personal anxiety in the sample of respondents with post-trauma stress disorder (PTSD) has been considered in the article. The study found that a significant level of situational anxiety and an average level of personal anxiety is observed in respondents with post-trauma stress disorder. Method: The survey and testing of respondents was conducted on the basis of their voluntary and anonymous participation among the staff of public authorities and law enforcement bodies. Clinical, psychopathological and statistical research methods were used in this work. While conducting a psychopathological survey, the Mississippi scale (MS), military and civilian variants, the severity questionnaire for psychopathological symptoms (AFPS), and the scale for assessing the level of reactive and personal anxiety (Charles D. Spilberger, Yu. L. Khanin) were used to determine the qualitative and quantitative parameters. The levels of reactive and personal anxiety were determined on a scale: up to 30 points-low anxiety; from 31 to 45 pointsmoderate anxiety; 46 points or more-high anxiety. The statistical processing of research results included the calculation of the arithmetic mean value for the quantitative (M) and qualitative (P) indices and their errors (m and p). When comparing the data obtained in groups and subgroups, the Student's t-test was used, while the correlation analysis of interrelationships-the Spearman correlation coefficient was used. The sample comprised respondents with signs that meet the diagnostic criteria for PTSD (ICD-10 \ DSM-R). Results: The manifestation of the influence of the experienced psychological trauma on the level of anxiety is: an increased heart rate; Blanchet syndrome; a nervous condition; tension of all groups of muscles; feeling a sense of guilt; a feeling of fever followed by shivers; long confusion; insomnia; migraine; uncontrollable anger. The symptoms of anxiety persist and accumulate, at the time of a stressful situation, and after its resolution, contributing to a decrease in performance, fatigue and exhaustion. In addition, the results of the study indicate that anxiety and its level plays an important role, both in clinical findings and in the pathogenesis of PTSD. At the same time, differences were found among men and women. Men with PTSD are characterized by an increase in the level of situational anxiety as the severity of the disorder increases. Women are characterized by a moderate level of situational anxiety, regardless of the severity of the disorder. For both male and female subjects, high indices of personal anxiety are more significant than situational in the development of PTSD of different severity levels. Conclusion: Anxiety and its level, plays an important role both in clinical findings and in the pathogenesis of PTSD. At the same time, differences were found among men and women. Men with PTSD are characterized by an increase in the level of situational anxiety as the severity of the disorder increases. Women are c...
The article is devoted to formation of students' project competence within the framework of STEM education. Project competence is an important component of professional competence of a future specialist and is applicable to designate professionalism. The article identifies the main characteristics of STEM education as means of formation of project competence of students. Project competence is characterized by possession of special knowledge, skills and abilities (to solve problems on the basis of putting forward and substantiating hypotheses, to set an activity goal, to plan activities, to collect and to analyze necessary information, to carry out an experiment, to present research results). Structure of project competence is presented by information, research, and analytical components. The authors conclude that STEM education provides formation of students' project competence.
This study is an attempt to analyse the problem of the development of the socio-cultural competence of the teachers in the university. The purpose of the study is to develop a model for the development of the socio-cultural competence of the university teachers in the context of the dialogue of cultures. The study was based on a desk review of the terms "professional competence" and "socio-cultural competence", the authors have proved the interdependence of these concepts and their significance for the pedagogical activity of the university teachers. According to the theoretical analysis, the socio-cultural competence includes the knowledge in the field of common human culture; the readiness to carry out the intercultural communication in the specific social conditions; the communicative behaviour in accordance with the cultural norms and the communicative tolerance. The empirical study was carried out at the Baltic Federal University of Immanuel Kant. 59 teachers took part in the study as respondents. According to the results of the empirical research, 77% of teachers have a low level of formation of the communicative behaviour. It is especially important that the model for the development of a teacher's socio-cultural competence was developed thanks to the empirical data obtained. The novelty of the research consists in the ability to develop a model according to the principle of the dialogue of cultures, in which the learners are the active participants in the intercultural communication. The developed model can be used both in the refresher courses for the university teachers and in the preparation of the graduate students.
С татья представляет собой аналитический обзор результатов зарубежных исследований влияния факторов, связанных с особенностями родителей, на эффективность процесса психотерапии детей и подростков. Всего выделено пять групп факторов эффективности этого процесса: процессуальные факторы; факторы, связанные с ребенком/подростком; факторы, связанные с родителями; факторы, связанные с семьей и факторы, связанные с характеристиками специалиста. К «родительским» факторам, оказывающим позитивное влияние на процесс детской и подростковой психотерапии, относятся: родительская самоэффективность, обусловленная убеждениями отца и матери относительно собственной родительской компетентности; вовлечение родителей в процесс психотерапии, обеспечивающее, в том числе, сотрудничество с детским психотерапевтом/психологом; приверженность родителей к психотерапии, позволяющая адаптивным образом изменять их воспитательные тактики и стратегии; адекватные родительские ожидания, коррелирующие с продолжительностью психотерапии ребенка/подростка. Показано, что прогностически неблагоприятными для процесса психотерапии детей и подростков являются такие особенности родителей, как наличие у них психопатологических состояний, ограничивающих возможность позитивных изменений ребенка/подростка; высокий уровень стресса, не позволяющий изменять специфику детско-родительских отношений; неадекватный уровень враждебности и критичности по отношению к ребенку, затрудняющий получение последним нового социального и эмоционального опыта. В статье отмечается, что недооценка или игнорирование детскими психотерапевтами/психологами факторов эффективности психотерапии детей и подростков, связанных с особенностями их родителей, может привести к преждевременному прекращению самого процесса психотерапии и редукции уже достигнутых позитивных результатов. Ключевые слова: психотерапия детей и подростков, эффективность психотерапии, факторы эффективности детской и подростковой психотерапии, приверженность родителей к психотерапии, родительские ожидания, родительский стресс T he paper is an analytical overview of the results of foreign scientific researches of parental factors' psychotherapy of children and adolescents. The fundamental differences between child / adolescent psychotherapy and adult psychotherapy are shown: characteristics of the client, sources of information and the influence of the social environment. We identified five groups of psychotherapy efficiency of children and adolescents: procedural factors, "children/adolescent" factors, parental factors, family factors and psychotherapist factors. Parental factors that have a positive impact on the process of psychotherapy of children and adolescents are as follows: 1) parental self-efficacy which is associated with father's and mother's beliefs about their own parental competence; 2) parental involvement in the process of psychotherapy which provides cooperation with the child psychotherapist/psychologist; 3) parental adherence to psychotherapy which allows to adjust and modify their educational tactics and ...
This article is a theoretical overview of the main standardized techniques for assessment of the social relations of the individual. The study of these techniques allows professionals to get the basic information about the microsocial environment of people. Theoretical analysis shows that the study of the social network of an individual involves the analysis of its structure, composition and function of its components. Described and analyzed the most common techniques for assessment of human social networks - "Name generator", "Drawing a social network", "Inventory of Social Network" (K. Bartholomew), "Social Networks Inventory " (Treadwell T. and co.), "Social Network Index "( L. Berkman, S. Syme), "Social Network List" (B. Hirsch, J. Stokes). Separately, the method of drawing up clients structured diary and method network card are shown.
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