Social Psychological Factors of Pedagogical Partnership between Society and Police

Stolyarenko, A M; Serdyuk, Natal'ya; Filimonov, O. V.

doi:10.17759/pse.2017220413

Cited by 5 publications

(3 citation statements)

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“…The research in the Academy of Management of the MIA of Russia in 2020 aiming at identifying the trends of development of human resources at local bodies of the MIA of Russia, as well as at searching for ways of professional and personal development of officers showed that more than 60% department heads underlined weak adaptive abilities of graduates to a new environment; 47% respondents noted insufficient motivation to continue the service; more than 60% respondents noted difficulties in making decisions in situations of uncertainty. The efficiency of professional development of a young specialist is determined by characteristics that reflect his activity, as well as personal qualities [8].…”

Section: Resultsmentioning

confidence: 99%

Pedagogical Support for Professional Development of Officers of the Ministry of Internal Affairs of Russia

et al. 2021

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The system of professional training of officers of the Ministry of Internal Affairs of Russia is meant to ensure the competence of a specialist and his high professional readiness for implementing the law-enforcement functions by means of a deep theoretical training, practical orientation of the training process, and introduction of students to values of the profession. The primary focus is on the formation of students’ competencies at all levels, which act as an important guide for organizing the activities of managers and teachers, as well as the desired result of mastering the content of education, which is shown in the ability to apply variably formed knowledge and skills depending on the situation. Professional readiness, in addition to the accumulated competencies and practical experience in their application, includes a personal component that characterizes the officer’s attitude towards the processes and phenomena, formed through the perception of professionally and personally important information, understanding of an environmental context, development of his attitude towards the phenomena of society in the process of the reflexive activity. The teacher’s function is transformed from an active translator of professionally significant information into a subject supporting accumulation of the personal experience in a planned person-centered environment that provides for a partner model of cooperation and reflexivity of relations between the subjects of joint activity. The goal of the research is to analyze the methodological basis of the process of professional becoming of officers from the Ministry of Internal Affairs of Russia, and to identify significant characteristics of the process of planning the educational environment based on pedagogical support in the formation of personal experience. Such methods as a comparative analysis of methodological approaches in organizing the person-centered education, the study of independent characteristics, search of static information, method of expert assessment were applied. The methodological approaches in organizing the professional becoming of a specialist have been studied, the role of pedagogical support in the professional becoming of a specialist has been substantiated; the relations between the effectiveness of professional development and organization of pedagogical support of this process have been detected.

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Section: Resultsmentioning

confidence: 99%

Pedagogical Support for Professional Development of Officers of the Ministry of Internal Affairs of Russia

et al. 2021

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“…Based on actual-life scenarios, legal issues inherently involve individuals, interpersonal interactions, and human behaviour. Understanding them and coming to the appropriate judgments requires consideration of human psychology [26].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Dulov, and psychologist O.E. Saparin, we presented a meaningful characteristic of professional psychological readiness of employees with three main components: professional psychological skills (intellectual or psychological) [5], professionally developed psychological qualities, and professional psychological stability [9,16,26].…”

Section: Literature Reviewmentioning

confidence: 99%

Professional and Psychological Readiness of Future Police Officers for Work in the Internal Affairs’ Bodies

Kim,

Fedotova,

Kandalina

et al. 2023

ped

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Currently, the entire world community is facing fundamental changes and reforms in many government structures and spheres of public life. In modern society, there is an increase in socially dangerous trends, which necessitates the need to improve education in the field of initial professional training of internal affairs officers and to search for pedagogical means and technologies for the development of personal and professional-pedagogical qualities of future police officers. The purpose of the study is to theoretically substantiate the need for the formation of psychological and pedagogical skills and qualities that form the basis of professional and psychological readiness and to identify the level of development of psychological and pedagogical skills and qualities of students of the higher school of the Ministry of Internal Affairs. The authors analyzed the scientific literature, normative documents regulating the organization of activities of educational institutions in the system of the Ministry of Internal Affairs; and the curricula for initial professional training courses at the Ministry of Internal Affairs. The data from a questionnaire survey of 350 students in initial professional training courses for senior, private and junior commanding officers were compared with the results of expert assessments of teachers conducting classes. As a result, the data were obtained on the level of development of professional psychological skills, qualities and resilience of students. The authors substantiate the need to increase the number of training hours studied within the discipline "Fundamentals of Psychological Readiness", but also to meaningfully change the discipline content to develop students' pedagogical, technical and psychological skills, professional thinking and professional psychological readiness. This work contributes to the development of the theoretical foundations for the formation of professional and psychological readiness among future police officers. The results of the study can be used in the development of educational programs for students at departmental universities and for students of initial professional training courses.

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The evolution of policing in post-soviet Russia: Paternalism versus service in police. Officers’ understanding of their role

Semukhina

2018

Communist and Post-Communist Studies

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This paper examines two interrelated issues: the role of police as an institution of Russian society and their role during the past 25 years. This research is based on a series of indepth interviews conducted by the author in 2014–2016 with former and current police officers in three Russian cities. The paper traces changes in the perceived institutional roles of the Russian police by comparing police officers’ views during three periods: early through mid-1990s, late-1990s through mid-2000s, and mid-2000s through 2010s. The study reports that, during the early period, Russian police were disfranchised from the state and this abandonment was a source of institutional identity crisis for law enforcement officers who remained on the job. This process was coupled with high levels of job dissatisfaction and the overall feeling of “abandonment” of police by the state. At the same time, it was during this post-Soviet period, when ideas of policing as a service to the society were introduced and sometimes entertained among the professional circles of police officers and other government officials. Furthermore, this period was marked by continuous, though often sporadic, institutional reforms and anti-corruption measures. In the second period, the Russian police were slowly engaging back into the state-building process, which caused increased job satisfaction and better retention rates. At the same time, the second period signified a decline of the “police as service” ideology and the comeback of paternalistic views on policing. During this time, the government’s efforts to reform police and anti-corruption measures became systemic and better organized. Also, in the second period, members of the civil society became more active in demanding public accountability and transparency from the Russian police. Finally, the modern period of police development presents a case in which the institutional identity of the Russian police has been clearly connected to the state’s capacity. This process is coupled with increased paternalistic views among police officers and a failure of “police as a service” doctrine. In such an environment, the efforts by a maturing civil society to demand public transparency and accountability of the police are often met with hostility and anger. The paper concludes that further development of the Russian police depends on the role that they will play within the modern Russian state.

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Social Psychological Factors of Pedagogical Partnership between Society and Police

Cited by 5 publications

References 0 publications

Pedagogical Support for Professional Development of Officers of the Ministry of Internal Affairs of Russia

Pedagogical Support for Professional Development of Officers of the Ministry of Internal Affairs of Russia

Professional and Psychological Readiness of Future Police Officers for Work in the Internal Affairs’ Bodies

The evolution of policing in post-soviet Russia: Paternalism versus service in police. Officers’ understanding of their role

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