Recently, the so-called post-COVID syndrome has been making itself felt more and more. Given the fact that diseases associated with coronavirus have acquired the character of an epidemic since the end of 2019, the features of the impact of this virus on the bodies of modern people have not yet been studied at all. The study analyses the features of post-COVID syndrome. The authors investigated the features of the course of "long COVID" in people with various psychological characteristics – anxiety, temperament, empathy, personality type. The study contains certain suggestions for providing psychological assistance to people with a predisposition to coronavirus neuroses. The purpose of the study is to identify the features of the course of post-COVID syndrome in different age, gender, socially stratified categories of the population; to analyse the influence of psychological characteristics of the personality on the specifics of manifestations of various symptoms of the post-COVID state. As a result of the study, it was identified that timely prevention of post-COVID syndrome should take place by developing special tests to determine the tendency to neurotic manifestations and psychoemotional disorders. It is necessary to create a methodology for getting out of the "long COVID" as soon as possible.
The article is devoted to the problem of theoretical consideration of the best neuropsychological technologies for maintaining, strengthening and developing the occupational health of a specialist, particularly from the risk group of occupational diseases, nervous exhaustion, stress, neurosis and emotional burnout. Important criteria of occupational (psychological) health are considered. The concept of occupational health in the neuropsychological context is clarified. The criteria of occupational health and scientific approaches to consideration of neuropsychological technologies of occupational health development by foreign and domestic researchers are generalized. Occupational well-being is identified as the main criterion of occupational health. The role of neuropsychological prevention of burnout is indicated. Neuropsychological recommendations have been developed to ensure and maintain occupational health of specialists in the process of their professional development, in particular in the professional system “human – human”. Neuropsychological factors of occupational health are specified. It is noted that the state of occupational health may be associated with functional asymmetry of the brain, which requires development and implementation of neuropsychological programs to restore occupational health of professionals from a risk group.
Статтю присвячено визначенню напрямів оптимізації соціалізації дітей із психофізичними порушеннями на стадії ранньої трудової підготовки в спеціальному навчальному закладі. Розкрито основні змістові лінії здійснення корекційно-розвивальної роботи на зазначеній стадії, а також основні протиріччя, які гальмують подальшу професійну соціалізацію учнів. Акцентовано увагу на необхідність посилення профорієнтаційної роботи в спеціальній загальноосвітній школі; визначено основні її недоліки. Запропоновано напрями вдосконалення професійної підготовки учнів із психофізичними порушеннями. Професійне навчання розглянуто в контексті управління діяльністю школярів з оволодіння ними відповідними знаннями, уміннями й навичками, розвитку в них професійно важливих якостей. Розкрито основні ключові питання, які сприяють забезпеченню соціалізації учнів у процесі професійної підготовки в спеціальному навчальному закладі. Ключові слова: соціалізація; діти з психофізичними порушеннями; стадії соціалізації; профорієнтаційна робота. О. МАМІЧЕВА, І. ТАТЬЯНЧИКОВА Психолого-педагогічні напрями оптимізації соціалізації дітей із психофізичними порушеннями в процесі професійної підготовки _____________________________________________________________________________ © ДВНЗ «Донбаський державний педагогічний університет» О. МАМІЧЕВА, І. ТАТЬЯНЧИКОВА Психолого-педагогічні напрями оптимізації соціалізації дітей із психофізичними порушеннями в процесі професійної підготовки _____________________________________________________________________________ © ДВНЗ «Донбаський державний педагогічний університет» О. МАМІЧЕВА, І. ТАТЬЯНЧИКОВА Психолого-педагогічні напрями оптимізації соціалізації дітей із психофізичними порушеннями в процесі професійної підготовки _____________________________________________________________________________ © ДВНЗ «Донбаський державний педагогічний університет»
The article covers the issue of formation of rhetorical competence of higher education students: neuropsychological aspect. It is investigated that a university teacher must not only have a thorough knowledge of his subject, but also should have a high level of rhetorical competence. The meaning of the concepts: "competence", "rhetorical competence", "pedagogical rhetoric", "neurolinguistics" is clarified. The contribution of scientists who proposed a neurolinguistic approach in the study of speech disorders has been studied. A review of articles was made by domestic and foreign researchers on the formation of rhetorical competence of higher education seekers through the prism of the neuropsychological aspect. The components of rhetorical activity of students-psychologists are investigated. It is noted that educational training is a powerful tool for the formation of rhetorical competence of higher education students. Some aspects of training by psychologists are highlighted. It is emphasized that psychologists should have a good understanding of neurolinguistic programming. It has been studied that for successful speech behavior a teacher should use both verbal and nonverbal means of communication. It has been found that damage to the left hemisphere of the brain leads to aphasia. Apraxia has been found to be a disorder of the motor analyzer. It has been studied that children with dyslexia have phonological disorders. It has been proven that neurolinguistic knowledge helps teachers to choose strategies for teaching a foreign language to students. The essence of the suggestive technique is clarified. The requirements for a teacher who works on a suggestive method are considered. It is emphasized that the use of the suggestive method in teaching students helps the teacher to eliminate traumatic factors: fear, incommunicability, rigidity. It is proved that the suggestive method is connected with the formation of communicative competence in students.
A sign of the humanization of the modern pedagogical process is a profound change in its organization, primarily in creating conditions for the formation of a holistic personality of the child. The method of forming speech activity of children with autistic disorders of senior preschool age can act as an organizational and pedagogical system, which includes the functioning of specific conditions: organizational and pedagogical (the main of which - the creation of educational and corrective and communicative environment); general didactic (continuity, stages, system in the content of the formation of speech activity); technological (pedagogical and speech therapy diagnosis - starting and finishing - of the child as a basis for organizing the formation of speech activity of children with autistic disorders of older preschool age). Among the auxiliary conditions can be distinguished cognitive, creative, and communicative. Taking into account the peculiarities of mental, emotional, communicative, and speech development, we anticipate that the level of speech activity in children with autistic disorders will increase under the conditions of implementation of our methodology, and providing selected psychological and pedagogical conditions will accelerate and optimize this process.
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