Рассматриваются основные цели, задачи, функции и механизмы социально-психологического сопровождения студентов с инвалидностью и ограничен-ными возможностями здоровья на уровне высшего профессионального образования. Описан опыт работы факультета дистанционного обучения Московского государственного психолого-педагогического университе-та (ФДО МГППУ) по социально-психологическому сопровождению студен-тов с ОВЗ. Показано, что социально-психологическое сопровождение сту-дентов с инвалидностью и ОВЗ -это специально организованный процесс, предполагающий создание оптимальной доступной и воспитывающей сре-ды, в которой возможно формирование общекультурных, профессиональ-ных компетенций и развитие психологически здоровой личности. Утверж-дается, что ключевую роль при социально-психологическом сопровождении играют макросоциальные, психологические и психолого-педагогические условия среды. Обращается внимание на то, что психолого-педагогическое сопровождение студентов с ОВЗ включает такие формы помощи, как со-циальная и психологическая поддержка, психолого-педагогическое сопро-вождение, реализующие свои задачи, отличающиеся определенными осо-бенностями, продолжительностью, но только оптимальное сочетание дан-ных форм помощи позволяет говорить о социально-психологическом со-провождении как таковом.Ключевые слова: студент с инвалидностью, ограниченные возможности здоровья, психологическая поддержка, социальная поддержка, психолого-педагогическое сопровождение, социально-психологическое сопровождение.
The inclusive mixed learning environment is considered as a multifaceted, affordable and flexible system that effectively combines distance and traditional technologies and provides psychological well-being and personality development for all students, regardless of whether they have certain restrictions or not. The article showed the psychological well-being of students with disabilities is determined by environmental (macro factors); socio-psychological (mesofactors); personal characteristics of students, their ability to overcome difficulties (microfactors). It was established that the various components of psychological well-being and students' coping strategies have different significance depending on the specifics of university educational environment. The ability to master various types of activities, effectiveness in coping with difficulties (environmental management) is typical for students of two groups of an inclusive mixad learning environment. Life goals are more shaped in healthy students in an inclusive mixed learning environment. An inclusive environment has been found to be favorable for healthy and disabled students, who, in terms of their psychological well-being, do not differ from healthy students of traditional learning environment and use less constructive coping strategies to a lesser degree. Particular attention should be paid to such characteristic of psychological well-being of students with disabilities as self-acceptance, which distinguishes them from healthy students of the two groups.
The article presents the data on the evaluation of COVID-19 situation by adult respondents (age from 18 to 76) coming from countries with the common past, language and similar mentality but differing in governmental security measures during pandemic spring outbreak (no precautionary measures in Belarus (N=267); lockdown and financial support in Russia (N=397)). The data was collected via online survey platform (Google forms) from 2020.04.11 to 2020.06.04 (during the period of lock-down in Russia). The data contains socio-demographical information (sex, age, country of citizenship), survey answers and the results of standardized psychological tests (to measure dangerous and threatening social world view and hardiness). The survey consists of four blocks: specific impact of the COVID-19 situation on various aspects of respondents’ life; estimation of different fears; estimation of various aspects of COVID-19 situation, and estimation of personal resources. All the items require participants to rate them on a 11-point Likert scale from 0 (totally disagree, absolutely no fear or no impact) to 10 (totally agree, the strongest fear or impact). Descriptive statistics as well as the comparison results are given. The data may be used to investigate the influence of lockdown, social distancing, and isolation on psychological well-being as well as the impact of personal resources in psychological well-being in stressful situations.
a medium level of hardiness is necessary to develop the activity in group of the victim -the need to nurture altruism, to teach people not to fixate on the suffering, to develop the senses.
During the COVID-19 pandemic, uncertainty, threat to life, and repeated lockdowns have significantly undermined people’s psychological well-being. In such situations, the basic needs for self-determination (SDT) are disrupted—autonomy, connectedness, and competence—but it is the resulting dissatisfaction that actualizes a search for strategies to cope with the problem. The objective of this article is to critically review the literature on various ways that people are coping with specific experiences during the COVID-19 pandemic and their relationship to basic needs to maintain sustainability. We searched on the Web of Science CC database for relevant studies (2020–2021) and their systematization from the standpoint of Self-Determination Theory (SDT). This showed the dynamics of coping methods, reflecting a transition from confusion when confronted with stress, to the selection of effective strategies, confirming that when basic needs are blocked for a long time, people begin to search for a way to satisfy them. We present three levels of grouped coping methods: (1) physiological, (2) behavioral, and (3) cognitive, demonstrating their interrelationship with orientation (to oneself or to the context), assessment (a threat or a challenge), and basic psychological needs. The proposed model opens up prospects for creating effective coping and training programs for sustainable development of the individual in crisis situations.
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