The article presents the experience of the Department of Pedagogy of the Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Ya. Kikot in training inspectors for minors. Within the framework of the implemented model of training students by the teaching staff, attention is focused on an integrated approach to the professional training of students, including the prevention of deviant behavior of minors. Complexity in this case is understood as a stable set of the following approaches to education: competence-based (system-activity), culturological, personality-oriented, environmental. Taking into account the orientation of the scientific school implemented by the department "Pedagogy of meaning–life orientations in the system of personnel training for the internal affairs bodies of Russia" (founder - Professor I.V. Ulyanova), the meaning-life orientation approach is also being updated (it includes such aspects as axiological, target, valeological, ethical-aesthetic, gender-psychological, preventive). Practice has shown that it is in the stable totality of the designated theoretical concepts that there is a real opportunity to help the younger generation in harmonious, truly humanistic development. The principle of complexity is revealed in the preparation of cadets for professional activity in the conditions of a rational combination of effective traditional methods, forms of humanistic pedagogy and new organizational technologies. Special attention in the preparation of cadets for the professional activities of the PD inspector is paid to their personal development. It is the strengthening of the moral, humanistic position of the first-year cadet that is noted as a significant innovation position implemented in the educational process.
The purpose of the research presented in the article is to study the features of socio-psychological adaptation of first-graders with varying degrees of involvement in media consumption. Presumably, this or that level of socio-psychological adaptation of a first-grader corresponds to a certain level of involvement in media consumption (the level of socio-psychological adaptation is inversely proportional to the level of involvement in media consumption). The course and results of the study of the specifics of the socio-psychological adaptation of first-graders and the influence of their involvement in the modern information space on this process are shown. The child’s arrival in the first grade is considered as the most important period of socialization, which largely determines the success of the development of the educational program. The study compares the level of socio-psychological adaptation and the degree of involvement of first-graders in the information space. The results of a survey of parents are presented to determine the degree of involvement of their children in the media. The study involved 76 first-graders and 109 parents (legal representatives). In the course of the study, the following methods were used: methods for express diagnostics of the intellectual development of children 6-7 years old; MEDIS; methodology E.M. Borisova, T.D. Abdurasulova “Choose what you like”; Toulouse-Pierre test; technique "Mittens"; Technique “Graphic dictation” DB Elkonin; questionnaire for parents (legal representatives). The results of the study are the basis for the development of programs for psychological and pedagogical support of the process of socio-psychological adaptation of first graders, taking into account the risk of the influence of modern information space on it.
This article deals with the problem of early diagnosis of the use of psychoactive substances in the child and adolescent environment, as well as the study of individual and personal characteristics of individuals at addictive risk. On the basis of the conducted research, the authors carried out a factor analysis of the personal characteristics of individuals of the addictive risk group, based on the use of the psychodiagnostic questionnaire PDO «Narcorisk» (Syrkin et al., 2016) together with a teenage version of the 16-factor Ketell questionnaire and a standardized multifactor method modified for adolescents personality studies (SMIL L. Sobchik). It is assumed that there are correlations between the risk profiles of persons prone to the use of psychoactive substances and their individual and personal characteristics, consideration of which makes it possible to personalize preventive work. The authors note that the factor analysis of the obtained results makes it possible to identify characteristic features of the studied personality profiles. Thus, the abusive personality profile is characterized by: openness, subordination, credulity, conformity, pessimism and anxiety, as well as disorganization and lack of individuality. The hedonistic personality profile correlated with such indicators as openness, emotional stability, courage, tension, impulsivity, individuality, optimism, impracticality and insubordination. The antisocial personality profile is characterized by emotional instability, insubordination, intemperance, rigidity, straightforwardness, anxiety, tension, low self-control, impulsivity, rigidity and social introversion. The conformal personality profile is characterized by: subordination, credulity, practicality, anxiety, conservatism, conformity, self-control, tension, neurotic overcontrol, pessimism and rigidity. The cognitive-destructive personality profile is represented by such characteristics as: reduced intelligence, subordination, conformity and rigidity. The results obtained allow practitioners in the field of psychology and pedagogy of dependent behavior to better understand the nature of the formation of the risk profile of adolescents prone to the use of psychoactive substances, provide them with targeted preventive care, develop and adjust the content of preventive measures, predict behavioral strategies, build an individual preventive route taking into account their individual and personal characteristics.
The article is devoted to the consideration of various aspects of the formation and development of the professional culture of teachers. The first part of the publication reveals the concepts of "pedagogical culture", "professional culture of a teacher", "professional pedagogical culture", highlights the axiological, technological and personal and creative components of culture, which are structural components of professional and pedagogical culture. The authors give a step-by-step description of the process of forming a professional pedagogical culture. It is noted that pedagogical culture is an integral component of a pedagogical worker; describes a model of a modern teacher who has the necessary level of professional culture for the implementation of pedagogical activity, consisting of value, activity and personal components. The characteristics of the main components of pedagogical culture made it possible to present the process of formation of pedagogical culture as a gradual change of the following levels: adaptation, reproduction and creative search. On the basis of the essential, functional and structural analysis of the teacher's professional culture, the second part of the publication presents the results of an empirical study of the group of authors on the research topic, identifies the levels of the formed teacher's pedagogical culture. The study was conducted from 2017 to 2019 on the basis of three regional institutes for the development of additional professional education in the Volga Federal District; the sample consisted of 370 people. Based on the results of the research work, a program for the development of pedagogical culture was developed. The content of the program is determined by the diagnostic block represented by diagnostic techniques; a developmental block aimed at the formation of the value and activity components of the teacher's pedagogical culture and consisting of activities that stimulate the professional activity of teachers and improve pedagogical skills and a correctional block aimed at designing and implementing a system of measures to analyze and correct real or potential problems of teachers in the personal sphere.
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