The Safety of Professionalization Subjects in Psychological and Neuropsychological Aspects

Abstract

Recently, the revision of priorities in the interpretation of the security problem and their transformation from the interests of the state to the interests of man himself, have actualized the study of psychological protection. Especially aspects of personal protection are relevant in the professional sphere, which led to the development of the problem of personal protection as a subject of professionalization, taking into account psychological and neuropsychological factors. The purpose of the study is to empirically verify the structurally functional organization of personal protection as a subject of professionalization. The proposed model is based on the methodological principles and conditions of the content of the subject, system and synergetic approaches (the subject principle determines the subjective features expressed in subjective-personal characteristics, the system principle - substantial features expressed in socially personal characteristics; the synergetic principle - quality features that are integrative sign of professional protection of the individual. The sample of the study was: graduating students (n = 180); 4th and 5th year students (n = 230); doctors and medical workers (n = 441). The characteristics of psychodiagnostic tools used in these blocks of the empirical research program are described. The results of the study demonstrated the excellent content of empirical referents of professional protection of the individual in the period of professional optation, professional training and actual professional implementation in ordinary and special conditions of activity. The scientific position of the empirical study of professional safety of the individual is realized in the separation of the experience of social satisfaction, the system-forming factor of which is the urgent need that initiates the manifestation of successful professional realization.

Formation of an Inclusive Approach in the Education of Children With Special Educational Needs (Ukrainian Experience)

“…Teamwork becomes an important tool in the service of an inclusive school Mu (2021) Cooperation is a necessity to eliminate many professional nuances Sasse (2020) The school support worker is a necessary link but needs to be supervised Shevchuk, Mokhonchuk, Lysodyed, & Mamonova (2020) Recognizing the skills of some should not lead to the denial of others Shume (2023) Cooperation is the "fuel" necessary for the development of an inclusive school Rix (2020) The multiplicity of education sectors is one of the characteristics of the Ukrainian education system. Lazorko, Zhanna, Yahupov, Valchuk-Orkusha, Melnyk, & Sherman (2021) The presence of a teacher's assistant is a prerequisite for any inclusive school project. Symeonidou, & Mavrou (2020) Source: authors' own development…”

“…However, in the context of the war in Ukraine and due to the lack of sufficient human and financial resources, many schools, public or private, are unable to meet all the needs of children with special educational needs. Many children from war zones do not have access to inclusive education (Lazorko, Zhanna, Yahupov, Valchuk-Orkusha, Melnyk, & Sherman, 2021). But other schools, especially those in the for-profit private sector, facilitate inclusive education by providing a teacher's assistant, whose ubiquity has become a prerequisite for any inclusive school project.…”