The results of research on emotional intelligence and personal characteristics of teenagers under suspended sentence are considered in the article. The purpose of research: studying of emotional intelligence level and comparison of aggression and anxiety between teenagers under suspended sentence and law-abiding teenagers. Methods of research: Bass-Darki test (BDI)-for evaluation of aggression and animosity; questionnaire of Spielberger-Khanin (STАI) for evaluation of situational and personal anxiety; EIS test (Hall)-for studying emotional intelligence level. It is shown, that the comparative analysis has revealed authentic distinctions of all parameters using EIS technique, parameters of situational and personal anxiety using STAI technique, indirect aggression and feeling of fault using BDI questionnaire among teenagers under suspended sentence and law-abiding teenagers. The correlation analysis revealed that the more aggressive a teenager under suspended sentence is, the lower his/her emotional intelligence, self-motivation and emotional awareness are, and as a result, the worse he/she distinguishes emotions of other people. The revealed significant interrelations between personal characteristics, emotional intelligence and aggression have shown that it is possible to control animosity and aggression of teenagers under suspended sentence if their self-motivation and emotional awareness are raised. The psychological status of teenagers under suspended sentence shows directions for psych corrective work with them which should include, besides individual consultations, group work to decrease aggression, situational and personal anxiety and, what is the most important, to form emotional competence.
The paper describes a high power synchronous boost inverter for Nitrogen plasma torches. A high frequency was used in order to drive the pulse width modulation circuit. The average output current consumption (AOCC) was modified from (15A) up to (25A). The (AOCC) was reduced from (25A) down to (15A) by increasing the duty ratio from (0.75) up to (0.88). The switching frequency of the sync boost inverter was fixed at (20KHz).
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В интенсивно развивающемся обществе и введении в обучение специальных автоматизированных технологий используемых при проведении занятий значительно облегчает учебный процесс. Цель статьи заключается в нахождении взаимосвязи личностных и регуляторных характеристик выявленных при построении обратной связи в учебном процессе для актуализации продуктивного поведения. Для нахождения вдохновляющего триггера продуктивного поведения авторами выявлен принцип обратной связи, определяющий форму информационного взаимодействия, контроль которого осуществляется системой приемов, направленных на его участников для оценки результатов и последующей их коррекции. Раскрыта сущность проявления саморегуляции заключающейся в функционировании регуляторных процессов планирования, программирования, моделирования и оценки результатов, а также регуляторно-личностными свойствами в установлении взаимосвязи между волевой саморегуляцией и склонностью к продуктивному поведению. Предложено рассмотрение построения обратной связи в формате сильно-структурированной среды (ФГОС, информационные платформы, удаленные формы обучения во время пандемии) оказывающей влияние на проявление стабильных и регуляторных характеристик обучающихся. Доказано, что введение дистанционного образования в вузе в постоянном формате приводит к повышению уровня нейротизма у 30% обучающихся и у 70% проявление отношения к дистанционному обучению как к трудной ситуации. Статья предназначена для исследователей в области автоматизированных технологий, педагогам, педагогам-психологам и аспирантам. In an intensively developing society and the introduction of special automated technologies used in teaching classes, it greatly facilitates the educational process. The purpose of the article is to find the relationship between personal and regulatory characteristics identified when building feedback in the educational process to actualize productive behavior. To find an inspiring trigger of productive behavior, the authors identified the principle of feedback, which determines the form of information interaction, which is controlled by a system of techniques aimed at its participants to assess the results and their subsequent correction. The essence of the manifestation of self-regulation is revealed, which consists in the functioning of regulatory processes of planning, programming, modeling and evaluation of results, as well as regulatory and personal properties in establishing the relationship between volitional self-regulation and the propensity for productive behavior. It is proposed to consider the construction of feedback in the format of a highly structured environment (FSES, information platforms, remote forms of education during a pandemic) that influences the manifestation of stable and regulatory characteristics of students. It has been proven that the introduction of distance education in a university in a permanent format leads to an increase in the level of neuroticism in 30% of students and in 70% of the manifestation of an attitude towards distance learning as a difficult situation. The article is intended for researchers in the field of automated technologies, educators, educational psychologists and graduate students.
Aim. To study the physical activity in disabled patients who underwent an amputation of the lower limb in a late period of rehabilitation and prosthetics. Methods. The study included patients with structural and functional disorders of limbs. 308 patients aged 18 to 66 years were randomly selected to participate in the study as they were referred to Prosthetic and orthopedics center «Reabilitaciya invalidov», Kazan, Russia from 2008 to 2010. Patients were allocated to five age groups: 19 to 29 years, 30 to 39 years, 40 to 49 years, 50 to 59 years old and older than 60 years. Activity level, depending on the motor capacity was investigated in 308 patients who were offered prosthetics according to the classification subdividing locomotor activity on five levels. SF-36 questionnaire (quality of life), Spielberger-Hanin reactive and personal anxiety scales, Beck Depression Inventory, the Mehrabian Achieving Tendency Scale, Smisek-Leonhard characterological test were administered. Quality of lower limbs prostheses were assessed by «TWO LEGS» prosthesis evaluation questionnaire on a 5-point scale. Results. The majority of patients who were at the remote stage of rehabilitation after prosthesis had high level of physical activity - 141 (45.7%) patients, average activity level - 81 (26.2%) patients, reduced level of activity - 63 (20.5%) patients. High level of physical activity, depending on the locomotor activity, was more typical for the second (20-29) and third (30-39 years) age groups - 60 and 54%, respectively. Very high and high levels of physical activity was equally observed in patients with one and both amputated both lower legs: 8.4 and 7%, respectively. Conclusion. Level of amputation, age and psychological characteristics, as well as prosthesis quality and the term of prosthesis use were essential for motor activity, quality of life and functional independence of the disabled with structural and functional of the lower limb disorders.
Анотація. В даній статті представлені основні технології корекції та регуляції поведінки (агресивної, гіперактивної) у дітей з розладами аутистичного спектру. Описані основні принципи психологічної корекції, на які має спиратися робота фахівця з аутичною дитиною. Розглянуто індивідуальну та групову форми роботи, підкреслені їх особливості, переваги та недоліки. Наведені правила, необхідні для складання мультимодальної програми корекції поведінкових порушень у дітей з розладами аутистичного спектру. Висвітлені ігротерапія, музикотерапія як ефективні напрямки психологічної корекції поведінкових порушень у аутичних дітей. Ключові слова: розлад аутистичного спектру, аутична дитина, поведінкові порушення, агресивність, гіперактивність, психологічна корекція, мультимодальна програма допомоги, музикотерапія, ігрова терапія. ТЕХНОЛОГІЇ РЕГУЛЯЦІЇ ПОВЕДІНКИ У ДІТЕЙ З РОЗЛАДАМИ АУТИСТИЧНОГО СПЕКТРУ Кандидат психологічних наук, доцент кафедри спеціальної психології та медицини Національного педагогічного університету імені М. П. Драгоманова, м. Київ (Україна)
The research aim was to determine the characteristics of child-parental relations and the psychological climate in the school community, depending on the socioeconomic situation in the area, where the teenager and his family live. Sample group consisted of 156 teenagers (11-15 years), 43 percent of them live in districts with a high rate of unemployment. As the leading methods, the authors used the following: «Child-parental relations of adolescents»; «Diagnosis of the psychological climate in the team (group)»; «A modified version of the methodological complex to identify probabilistic predictors of possible involvement in the consumption of narcotic drugs». These methods made it possible to investigate intra-family interaction, study the features of the psychological climate in the school team, and identify probabilistic predictors of the formation of dependent behaviour in a teenager. The comparative analysis of researched parameters depending on the area of residing by U-criterion by Mann-Whitney has shown, that there are significant differences in parameters: «Autonomy encouragement», «Control», «Varieties of encouragements» (studying of aspect «Children-parental relationships of adolescents»);
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