The Republic of Kazakhstan has one of the world’s highest suicide rates. A detailed study of the risk factors for suicide in that country is therefore important. We investigated country-wide statistics related to labor, financial, and economic factors and whether any of these factors contribute to the risk of suicide in Kazakhstan. Using the 20 year period from 2000 to 2019, we examined the annual suicide rates overall (all citizens) and for males and females in Kazakhstan, annual unemployment rates, annual rates of increase in the country’s consumer price index, annual total exports, and annual total imports. We then calculated the correlations between the suicide rates and these four items. We also performed a multiple regression analysis of the relationship between the suicide rate and those four items. The results of these analyses indicated that the unemployment rate was the correlation coefficient most highly correlated with the suicide rate; unemployment was significantly related to suicide and should be targeted as a risk factor in suicide prevention interventions in Kazakhstan. With this in mind, organizations, government agencies, and professionals in relevant fields need to devise and implement suicide prevention measures.
This article is available in open access under Creative Common Attribution-Non-Commercial-No Derivatives 4.0 International (CC BY-NC-ND 4.0) license, allowing to download articles and share them with others as long as they credit the authors and the publisher, but without permission to change them in any way or use them commercially.
The actualization of value-based approaches to vocational education is determined by the presence of several contradictions, among which it is necessary to name the following: the need for educational practice in more productive means; the implementation of a humanistic educational paradigm and the unpreparedness of teachers to use them; the need for teachers with formed attitudes towards value attitudes towards themselves, their professional activities, education, self-development, to the people around them, and the lack of an effective system of pedagogical tools for solving the abovementioned problem in the process of professional training of future teachers; and the particular importance of the axiological component of the content of vocational education and its insignificant component at the level of the educational process. The article deals with the essence of professional thinking of the teacher, ways and means to develop its value-semantic component in the process of learning pedagogy, problematic dialogue, analysis of texts, promotion, and other professional reflection.
The Union of Soviet Socialist Republics (USSR) collapsed in 1991 and separated into the 15 post-Soviet countries: Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan. The post-Soviet countries have faced many economic problems, including unemployment. The association between suicide and unemployment in post-Soviet countries has not been well studied. Here, we researched the annual suicide rate and the unemployment rate during the 28-year period from 1992 to 2019 in the 15 post-Soviet countries. We calculated the correlation coefficients between the suicide rate and the unemployment rate in each of the countries during this period, and we determined the association between the suicide rate and unemployment rate. Our major findings were that (1) the suicide rates among both males and females were significantly associated with the unemployment rate in nearly half of the 15 countries, and (2) for nearly 70% of the males in the entire set of 15 countries, there was an association between the suicide rate and the unemployment rate. Suicide-prevention researchers and organizations should be aware of our findings, and specific suicide-prevention measures based on these results are desirable.
This article is available in open access under Creative Common Attribution-Non-Commercial-No Derivatives 4.0 International (CC BY-NC-ND 4.0) license, allowing to download articles and share them with others as long as they credit the authors and the publisher, but without permission to change them in any way or use them commercially.
This article is available in open access under Creative Common Attribution-Non-Commercial-No Derivatives 4.0 International (CC BY-NC-ND 4.0) license, allowing to download articles and share them with others as long as they credit the authors and the publisher, but without permission to change them in any way or use them commercially.
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