Objective: To distinguish peculiarities of the subjective time perception in subjects with depressive states. Method: A chronometric sample method using an electronic chronoscope; methods of mathematical statistics: descriptive statistics, methods for determining the mean arithmetic deviation and use, if present, of correlation relations between the value of the individual's subjective time unit and the manifestation level of depressive states; Hamilton scale, Beck questionnaire. Results: It has been experimentally proved that the forms of depressive states manifestation are consistent with the value of the individual's subjective time unit in the continuous spectrum of τ-types. Conclusion: A valid difference between quantitative indicators proliferation of various "masks" in certain types of somatic pathology wasn't defined, however, certain trends were observed. Thus, all the main forms of "masks" were present more often in subjects with the cardiovascular system diseases. Algae are approximately equally common in diseases of the gastrointestinal tract, central nervous and cardiovascular systems. "Psychopathological masks" of depression were somewhat more often associated with diseases of the digestive system. Thus, the system of assistance to therapeutic patients with depressive disorders should be based on the principles of a comprehensive approach that integrates various areas of medical and sociopsychological knowledge and practices.
The article deals with the problem of teachers’ psychological preparation to the blended learning. The readiness of the teacher is one of the main issues that need psychological support and development. The problem of the psychological readiness of teachers to engage in an occupation has always been acute. However, the modern environment forces teachers to adapt to all challenges. One of such conditions was the forced passage to a blended learning. As far as this issue is concerned, the issue of psychological preparation of teachers for all the challenges of today is still unresolved, as well as the role of voluntary self-regulation in the structure of psychological preparation of teachers. The study of the phenomenon of psychological preparedness for the use of blended learning in teachers' professional activities involves concentrating on a number of issues. These factors further complicate the training of psychological preparation. The purpose of the study is to identify the relationship between voluntary self-regulation and psychological ability to work in blended learning. The article discusses the theoretical aspects of teachers' psychological preparation for blended learning, particularly the voluntary component. The article deals with the empirical results of the study of the structure of psychological readiness of school teachers to use blended learning technologies. The research involved 30 teachers of different age and representing different levels of education. A questionnaire aimed at diagnosing the psychological readiness of the use of blended learning technologies is developed. One of the components of teachers' psychological readiness for a blended form of learning is studied - volitional self-regulation, which includes indicators of persistence and self-control and its connectedness with the psychological readiness of the teacher. The study of the volitional component revealed that the levels of self-mastery and perseverance of most teachers are at medium and low levels. However, the results of the study showed that most teachers subjectively define themselves as psychologically ready for a blended form of education. It is submitted that the subjective indicators do not coincide with the results of the objective study. The study has become the basis for the development of a set of exercises to augment the components of psychological preparedness.
The problem of cyberbullying has been studied by psychologists and teachers in the search for aggressive behaviors and forms of psychological violence in the school environment. A comprehensive analysis of the nature of cyberbullying in children and youth is available in the scientific literature. At the same time teachers are extremely unprotected in the cyberenvironmentand have no practical recommendations to prevent and overcomecyberbullying. This article highlights the problem of cyberbullying among teachers and examines its impact on teachers' satisfaction with their professions. Teacher satisfaction with different aspects of their job is considered. It was determined that the phenomenon of cyberbullying became fairly common in distance education conditions, because teacher's communication with the students shifted into the online space. This problem for one cause or another is silenced, not discussed; cases of bullying do not advertised properly. The teaching staff, looking after its own reputation, ignores problem of bullying. Under these conditions, the problem persists, but on the contrary, acquires more volumes and assures abusers of their impunity. Silencing the problem of cyberbullying among teachers will lead to more violence in the educational setting. Therefore, this problem cannot be ignored since the teacher constantly interacts with the children and can tolerate their negative emotions on the students. The presence of communication between cyberbullying and satisfaction with professional activities in teachers is considered. The results of the study on cyberbullying and teacher job satisfaction were presented. The survey was followed by a total of 30 high school teachers in Mykolaiv of all ages and backgrounds. Overall, over onethird of respondents were victims of cyberbullying. Almost half of them said that they knew about cyber-attacks against their colleagues. Most often, teachers have been victims of cyberbullying by parents and a mixed group of bulls (parents + students). Based on the job satisfaction surveyresults, teachers have a high level of satisfaction. There is also a difference in levels of satisfaction with work activities among teachers who have experienced cyberbullying.
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