Particularities of Students’ Educational Trajectories and “Projectories”: A Psychosemantic Dimension

Lushyn, Pavlo; Sukhenko, Yana; Davydova, Oksana

doi:10.1109/paep49887.2020.9240866

Cited by 3 publications

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In "industrial" terms of Joseph (Joseph, 2011) there are growing signs of a transition from a "PTSD industry" that leaves no space for natural recovery of the PTSD survivor to the alternative or antithetic "PTG industry", which targets at exclusively positive and spontaneous resolutions of traumatic issues. To our estimation the current world of unpredictability and ambiguity lays the foundation for the emerging "industry of ambiguity" (Lushyn, 2020;Lushyn, Sukhenko, & Davydova, 2020). The latter builds on the previous forms of social reconstruction presuming that ambiguity is no longer a "bug but a feature" of personal and social development.…”

Section: Post-traumatic Development and Growth: Implications For Positive Psychology Practicementioning

confidence: 96%

Post-Traumatic Stress Disorder and Post-Traumatic Growth in Dialectical Perspective: Implications for Practice

Lushyn

Sukhenko

2021

eejpl

Self Cite

View full text Add to dashboard Cite

This article provides the conceptualization of the post-traumatic development (PTD) in terms of a dialectical unity of the processes of post-traumatic stress disorder (PTSD) and post-traumatic growth (PTG); practical implications for eco-centered facilitation of post-traumatic growth and development. The results of the research indicate that the process of personality development is paradoxical, irreversible and scarcely predictable. In dialectical perspective the attractor of change is not about the content of transient forms (such as trauma, success, flow) but the stabilization of their change: thesis – antithesis – synthesis. As compared to PTG, PTD’s outcome is the systemic transition to the novel (not better or positive) identity. PTSD as well as PTG constitute minor cycles within the major cycle of PTD. The core metaphor of change as personality development is the work of the immunity system (SPI) which has an ambivalent nature: on the one hand, it defends the personality from the influence of adversarial agents and on the other – proactively guards it from stagnation and lack of confrontation and discontinuity. Principals of PTD facilitation: (a) the situation of psychological help (PH) is a case of a transition to a social level of personality self-regulation; (b) an inquiry for PH contains a narrative with necessary and sufficient elements for post-traumatic growth and development; (c) these elements are objectified in paradoxes, contradictions, incongruences as the source of personality development; (d) the task of PTD facilitator is to support the explication of internal change programs by maintaining the position of ambiguity tolerance and sensitivity to accidental flow of events.

show abstract

Section: Post-traumatic Development and Growth: Implications For Positive Psychology Practicementioning

confidence: 96%

Post-Traumatic Stress Disorder and Post-Traumatic Growth in Dialectical Perspective: Implications for Practice

Lushyn

Sukhenko

2021

eejpl

Self Cite

View full text Add to dashboard Cite

show abstract

Trajectories of Student’s Personal Development and Learning During Pandemic Covid-19

Lushyn¹,

Sukhenko²,

Davydova

2021

2021 IEEE International Conference on Modern Electrical and Energy Systems (MEES)

View full text Add to dashboard Cite

Educational Trajectories of Teachers, Psychologists and School Principals: Psychosemantic Differentiation

Sukhenko

2021

UPJ

View full text Add to dashboard Cite

The article studies educational trajectories of teachers, psychologists and school principals. Their subjective semantics or systems of meaning – viewed through the narratives on the respondents’ activities – were examined with a specially designed semantic differential called “The Educational Trajectory”. The analysis showed that teachers associated the results of their educational work, primarily, with its content estimated with the qualities like “competent” and “strategic”; and secondarily, with the qualities like “dynamic”, “representative”, “personal” and “conventional”. School psychologists implied that their educational trajectories were more about comfort and less about consistence, meaningfulness, representativity and correspondence to expectations or reality. School principals’ semantic model of educational trajectory was more cognitively complex and balanced compared to the ones of teachers and/or psychologists. School principals’ semantics concerning educational activities were characterized by a deliberate cognition, and, additionally, by usefulness, meaningful content, comfort, personification, continuity and competency. The study highlights the development of the latter in the terms of so called “emotional remnant” of educational activities. The authors have proposed a set of major principles/conditions to design individual educational trajectories. First, it is predetermined subjective semantic content that facilitates constructing certain individual educational trajectories. Second, it is the genesis of the content of educational trajectories unfolded on the following dimensions: cognitive complexity, diversification, stereotype educational activities. Third, it is a mixed composition of developers participated in different projects aimed to foster individual educational trajectories which promotes a shared meaning space and enriches it with unique individual trajectories of different school personnel via a synergetic self-organization mechanisms.

show abstract

Particularities of Students’ Educational Trajectories and “Projectories”: A Psychosemantic Dimension

Cited by 3 publications

References 11 publications

Post-Traumatic Stress Disorder and Post-Traumatic Growth in Dialectical Perspective: Implications for Practice

Post-Traumatic Stress Disorder and Post-Traumatic Growth in Dialectical Perspective: Implications for Practice

Trajectories of Student’s Personal Development and Learning During Pandemic Covid-19

Educational Trajectories of Teachers, Psychologists and School Principals: Psychosemantic Differentiation

Contact Info

Product

Resources

About