The purpose of the study was to identify how family abuse and violence could be addressed via a non-formal educational environment seen as a pedagogical tool at university. The study utilised an exploratory case study design. Quantitative and qualitative data were drawn from observations of sampled students' performance in the programme entitled "Legal and Psychological Domains of Domestic Abuse and Violence" and through the interview. The Attitudes towards Domestic Violence Questionnaire (ADV), the quiz entitled "Dimensions and dynamics of family violence" was administered to measure the impact of the domestic abuse and violence on the students' awareness of legal and psychological consequences. IBM SPSS Statistics software was used to process the above data. MS Office Excel Software was used to consolidated and process the data drawn from the interview. The study showed that non-formal university settings have the potential to enrich pedagogic tools for addressing domestic abuse and violence. The prevention intervention had a positive impact on students' awareness of legal and psychological aspects of domestic abuse and violence, students' perceptions of committing abusive and/or violent actions by men and ©2020 The authors and IJLTER.ORG. All rights reserved.women in family settings. It was validated by measurements, observations, and students' feedbacks. The experiment raised some implications like attracting experts, raising funds, finding sufficient evidence, and cases to fill the programme content. Further research is needed in developing methodology and instruments of evaluation of the effectiveness of such intervention programmes.
The aim of the research was to investigate the impact of gamification on learning during martial law. An analysis of learning results and academic motivation of students who studied using gamification elements and the traditional "lecture-seminar" model was carried out. Academic motivation was assessed using the standard AMS-C questionnaire. It was found that the gamification of education contributed to the increase in the number of students who obtained Level B and reduction in the number of students who had Levels E and D. The use of gamification in general contributed to the strengthening of the motivation for learning, achievement and self-development. Feedback from students revealed that not all students liked the lack of correct action algorithms and the use of leader boards. It was established that the use of gamification during martial law contributed to an increase in the number of positive scores for the test exam and an enhanced intrinsic motivation. Learning motivation decreased among students who were trained with the use of gamification. Students’ external motivation did not change under the influence of gamification of learning.
Актуальність теми зумовлена пануванням у суспільній свідомості незадовільного ставлення до людей похилого віку та порушенням їхніх прав у сімейних стосунках, нерідких проявах сімейного насильства стосовно цієї категорії людей. Проблема активізується з огляду на міжнародні зобов'язання Української держави щодо світової спільноти, а також з огляду на те, що сучасна сім'я та родина набули нових рис, склалися інші взаємостосунки та взаємодія між поколіннями. Тенденції нашого часу засвідчують, що родинні стосунки вже не настільки тісні, якими вони були раніше. Розуміння специфіки сучасної сім'ї лежить в основі трактування сімейного насильства, яке, згідно із законодавством, є фізичним, економічним, психологічним, сексуальним. Це визначає мету статті-дослідити теоретичні й практичні напрацювання профілактики сімейного насильства стосовно людей похилого віку та виробити пропозиції щодо поліпшення соціальної роботи. Статистика підтверджує, що Україна належить до держав, котрі мають значну кількість населення віком за 60 років. Статистичними даними також підтверджується факт наявності латентного сімейного насильства стосовно людей похилого віку та те, що здебільшого немає їхніх звернень по допомогу. Ситуація ускладнюється традиціями і звичаями західної культури, що стосуються вікових стереотипів, а також тим, що якість підтримки осіб цієї категорії не перебуває на належному рівні. Проблема низького рівня профілактичної роботи полягає не стільки у законодавчому, теоретичному чи соціально-структурному полі, скільки в механізмах реалізації допомоги та, насамперед, у ставленні самих жертв насильства до проблеми. Про це свідчать наявні напрацювання щодо законодавчо-організаційного забезпечення та діагностико-профілактичного інструментарію соціальної роботи з профілактики сімейного насильства стосовно людей похилого віку. Аналітичний огляд роботи допомагає у визначенні найефективніших форм і методів роботи. Доцільною формою є проведення тренінгових занять для працівників соціальної сфери, що допомагає у визначенні груп ризику серед людей похилого віку та роботі з ними. Профілактика сімейного насильства стосовно людей похилого віку вимагає актуалізації підходів, пошуку шляхів просвітництва серед людей цієї категорії, мобілізації суспільних ресурсів і можливостей. Ключові слова: люди похилого віку, сім'я, сімейне насильство, діагностика і профілактика.
The article is devoted to the study of burnout, which is interpreted as the inability to perform professional duties at the proper level due to prolonged physical and/or mental overload. The main content of the study is to determine the possibilities of prevention of professional burnout of a social worker in order to ensure his physical and mental health.Scientific opinions and positions on the relevance, purpose, multifaceted nature, content of prevention, objective and subjective factors of prevention, differences in organizational and psychological and pedagogical influences of prevention, the specifics of social prevention and prevention. As well as the impact on the professional activities of social norms and deviations from norms, values, responsibilities. The causes of burnout can be differentiated by the nature of the determination. Among the main groups of determinants – social, medical, biological, psychological. The conducted survey among social specialists on the state of professional burnout revealed certain tendencies and regularities among them. This was evidenced by statistics relating to the factors influencing the professional burnout of the specialist, as well as their dynamics. The basis of professional activity should be to provide conditions for this. However, collective life, in addition to having advantages, is also endowed with negative features. Indicators of collective distress that have a direct impact on the professional burnout of an individual member of the team are identified. These include problems and / or lack of corporate culture; dissatisfaction with the psychological atmosphere prevailing in the team; presence of conflict situations, quarrels, intrigue; absence or problems of interpersonal communication in the team, division into groups; low level of mutual assistance and support, unwillingness to maintain friendly relations; no punishment for guilt, reaction to negative behavior of colleagues, control over subjective factors; lack of prospects for team development; lack of conditions for personal development and formation; lack of measures to prevent occupational burnout. For comparison, the experimental study involved people who did not suffer from burnout and people who survived the state of burnout. Thus, people who have experienced a state of burnout have much deeper psycho-emotional disorders. Their professional experience is characterized by significant negative experiences and beliefs. Positive corporate social ties have been disrupted in their lives, which can lead to disruption in other areas: family, personal, spiritual and emotional. That is, it causes a number of other shifts. Certain trends are evidenced by statistics on the assessment of the existing risks of burnout, which concern specialists in various fields: almost all recognized the fact of burnout to varying degrees; the vast majority of respondents assess the ability to perform professional duties generally well, but the lack of an absolute answer also indicates the risks involved; mostly the presence of risks of burnout is assessed indirectly. On the basis of statistical indicators of occupational burnout, their dynamics can be distinguished victim groups. Given the classification of propensity to burnout, prevention technologies can be used. In each of the three cases, the approach will be different. It is established that a special place is occupied by the subjective factor of professional activity. Professional burnout is caused by various factors: social and organizational conditions of functioning of collective, legislative and normative-organizational maintenance of process of work; individual and personal qualities of personality, stress resistance, motivation of activity; compliance of qualities and personality traits with the requirements of the chosen profession, professional competence; ability to work in a team, ability to take into account the opinions and positions of others, sociability; availability of life, professional experience; psychological compatibility of individual team members; ability to control the situation in the team by management; corporate culture, the presence of common interests and activities, interest in the development and prosperity of the team. Theoretical analysis and experimental study of problems related to burnout indicate the presence of risks in the professional activities of professionals from different social structures. That is, it depends not so much on objective factors as on the subjective attitude of the individual to himself and his mental and physical health. And the problem looks not so much psychological as psychological and pedagogical.
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