Journal articles on the topic 'Intertwined professional and person self'
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1
Jacobs, Gaby. "Patient autonomy in home care: Nurses’ relational practices of responsibility." Nursing Ethics 26, no. 6 (May 7, 2018): 1638–53. http://dx.doi.org/10.1177/0969733018772070.
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Background: Over the last decade, new healthcare policies are transforming healthcare practices towards independent living and self-care of older people and people with a chronic disease or disability within the community. For professional caregivers in home care, such as nurses, this requires a shift from a caring attitude towards the promotion of patient autonomy. Aim: To explore how nurses in home care deal with the transformation towards fostering patient autonomy and self-care. Research design and context: A case study was conducted in a professional development course (‘learning circle’) for home care nurses, including participant observations and focus groups. The theoretical notion of ‘relational agency’ and the moral concept of ‘practices of responsibility’ were used to conduct a narrative analysis on the nurses’ stories about autonomy. Participants: Eight nurses, two coaches and two university lecturers who participated in the learning circle. Ethical considerations: Informed consent was sought at the start of the course and again, at specific moments during the course of the learning circle. Findings: Three main themes were found that expressed the moral demands experienced and negotiated by the nurses: adapting to the person, activating patients’ strengths and collaboration with patients and informal caregivers. Discussion: On a policy and organisational level, the moral discourse on patient autonomy gets intertwined with the instrumental discourse on healthcare budget savings. This is manifested in the ambiguities the nurses face in fostering patient autonomy in their daily home care practice. To support nurses, critical thinking, moral sensitivity and trans-professional working should be part of their professional development. Conclusion: The turn towards autonomy in healthcare raises moral questions about responsibilities for care. Promoting patient autonomy should be a collaborative endeavour and deliberation of patients, professional and informal caregivers together.
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Williams, Denitza, Bethan Pell, Aimee Grant, Julia Sanders, Ann Taylor, Adrian Edwards, Ernest Choy, and Rhiannon Phillips. "Identities of women who have an autoimmune rheumatic disease [ARD] during pregnancy planning, pregnancy and early parenting: A qualitative study." PLOS ONE 17, no. 11 (November 4, 2022): e0263910. http://dx.doi.org/10.1371/journal.pone.0263910.
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Objective Women of reproductive age who have autoimmune rheumatic diseases [ARDs] have expressed a need to be better supported with making decisions about pregnancy. Women with ARDs want their motherhood identities and associated preferences to be taken into account in decisions about their healthcare. The aim of this study was to explore the interplay between illness and motherhood identities of women with ARDs during preconception decision making. Methods Timeline-facilitated qualitative interviews with women diagnosed with an ARD [18–49 years old]. Participants were purposively sampled based on the following three criteria: thinking about getting pregnant, currently pregnant, or had young children. Interviews were thematically analysed. Results Twenty-two women were interviewed face-to-face [N = 6] or over the telephone [N = 16]. Interview length ranged from 20 minutes to 70 minutes, with a mean length of 48 minutes. Three main themes were identified: prioritisation, discrepancy, and trade-off. Difficulties in balancing multiple identities in healthcare encounters were reported. Women used ‘self-guides’ as a reference for priority setting in a dynamic process that shifted as their level of disease activity altered and as their motherhood identity became more or less of a focus at a given point in time. Women’s illness and motherhood identities did not present in isolation but were intertwined. Conclusions Findings highlight the need for holistic person-centred care that supports women with the complex and emotive decisions relating to preconception decision-making. In practice, health professionals need to consider women’s multiple and sometimes conflicting identities, and include both their condition and family associated goals and values within healthcare communication.
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Bulhakova, Tetiana, and Galіna Zhukova. "GENDER ASPECTS IN THE FORMATION OF PROFESSIONAL ORIENTATION OF SUBJECTS OF SPORTS ACTIVITIES." Educational Discourse: collection of scientific papers, no. 30(1) (February 26, 2021): 27–34. http://dx.doi.org/10.33930/ed.2019.5007.30(1)-3.
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Gender stereotypes are intertwined in relations in society, reflect gender differences, and consolidate traditional gender roles. The concept of gender stereotype means the ability of a person to generally assess the relationships of people in the world and is the basis for inferences and uncritical conclusions. The positive function of stereotypes is the person will be able to react quickly to the changes even with limited data. The process of cognition is a reflection of objective reality, in which stereotypes often have a conservative effect. They form erroneous knowledge and ideas, which negatively affect the processes of interpersonal interaction.
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Schroeder, F. K. "Perceptions of Braille Usage by Legally Blind Adults." Journal of Visual Impairment & Blindness 90, no. 3 (May 1996): 210–18. http://dx.doi.org/10.1177/0145482x9609000310.
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In this qualitative research, case study interviews were conducted to provide an in-depth examination of the meaning of braille in the lives of eight legally blind adults. Issues of self-esteem, self-identity, and the “stigma” of being a person with a disability were found to be integrally intertwined with the subjects’ expressed feelings about braille.
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Honcharenko, Ivan. "PROFESSIONAL PERSONALITY DEVELOPMENT AS A COMPONENT OF THE PROFESSIONAL CULTURE OF THE FUTURE TEACHER." Academic Notes Series Pedagogical Science 1, no. 204 (October 2022): 90–94. http://dx.doi.org/10.36550/2415-7988-2022-1-205-90-94.
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The article examines the peculiarities and importance of professional self-development as a component of the professional culture of the future teacher. The professional and personal development of an individual as a specialist in his field is possible only if a person has a certain value-motivational attitude towards his professional and personal future, which ultimately translates into self-development and self-improvement. Professional and personal self-development cannot be considered without a relationship, since professional self-development is a continuation of personal development. Special attention was paid to the fact that the professional self-development of future teachers is a purposeful, self-discovery and self-projecting type of activity of a person who wants to realize himself as a professional in a certain field of employment. The basic definitions of the concepts of "development" and "self-development" are explained. The main conditions for the professional self-development of students who plan to be teachers in the future are defined and characterized, namely: a positive attitude towards the profession of a teacher and the implementation of pedagogical activities; professionally important qualities and motives of professional activity, as well as the student's internal desire for professional self-development; knowledge, skills, skills of professional self-development, which act as means of self-development. An important factor in the professional self-development of a future teacher is the educational environment. Because this environment is a flexible, open, sometimes conflicting and critical structure that "lives" in constant dynamics, which as a result provokes and stimulates a person to professional self-development. It is stated that professional self-development of future pedagogues and teachers is a purposeful activity of the individual, which includes aspects of self-knowledge and self-projection to improve one's activity and profession in the educational institution and realize oneself as a professional and specialist.
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Liubar, Ruslana. "THE STRUCTURAL COMPONENTS OF PROFESSIONAL SELF-CONSCIOUSNESS OF FUTURE SPECIALISTS." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 112–18. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247632.
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An important condition of the effective process of professional personal development is professional self-consciousness. It manifests in various forms related to the cognitive, emotional and volitional aspects of human mental activity.The educating process of professional self-consciousness is complicated and controversial. It involves many factors, the action of which can often lead to opposite consequences.The purpose of the article is a theoretical analysis of the structural components of professional self-consciousness, definition of the formational stages and evaluation criteria.Professional self-consciousness is a complex mental formation of a person, which is self-awareness of involvement in the profession, encourages professional self-realization and orients the person to active work in the professional field.We can distinguish three stages of professional self-consciousness formation: the stage of early professional self-consciousness that develops during the game (childhood), adolescent professional self-consciousness, characterized by prioritization in choosing future profession (middle and senior school age) and the stage of mature professional self-consciousness (university period, professional activity).The formation of professional self-consciousness at these stages is quite conditional because not every child has professional preferences. Every person following appropriate work can simultaneously form traits that reflect the characteristics of different stages of professional self-consciousness.We can distinguish three main criteria of different levels of professional students self-consciousness: cognitive, motivational-valued and activity-practical, which reveals the presence or absence of certain features that characterize professional self-consciousness.These criteria for assessing the levels of professional self-consciousness make possibility to establish the degree of presence of certain personality traits that are indicators of professional self-consciousness of each phenomenon component: a personʼs attitude to the profession, attitude to himself as a subject, to colleagues, to the object of labour.
Keywords: self-consciousness; professional self-consciousness; structural components; formation system; stages of formation; self-awareness; evaluation criteria; levels of development; performance indicators.
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Kokun, Oleg M. "Professional self-fulfilment of skilled people of different professional groups and specialities." Social welfare : interdisciplinary approach 5, no. 2 (December 28, 2015): 19–32. http://dx.doi.org/10.15388/sw.2015.28174.
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Objective trends of society development encourage substantially increased attention to the problem of person’s self-fulfilment. Its insufficient understanding determines the necessity of its theoretical justification as well as empirical study. The article presents the research aimed at determination of comparative features of professional self-fulfilment of skilled person working at 10 different lines of profession
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Ivashkevych, Ernest. "THE PARADIGM OF DIALOGUE INTERACTION AS A WAY OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TRANSLATOR." Психологія: реальність і перспективи, no. 16 (July 1, 2021): 69–79. http://dx.doi.org/10.35619/praprv.v1i16.214.
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In the article we’ve shown that the professional development of the person takes place through qualitative changes that facilitate the emergence of a completely new level of its integrity. The latter involves qualitative changes in the characteristics of the person, the transformation personal characteristics which have already been formed, fairly consistent guidelines, values orientations, motives of behavior under the influence of constantly changing social relations. Also, the professional development of the person is carried out as a result of restructuring its orientation. At the same time, the professional orientation of the person is the result of a contradictory combination of socialization, that is emphasized on the mastery of a person with socially significant experience and culture and provide individualization (the process of the development of intelligence, will, aesthetic taste, creative abilities of the person, etc.). In the process of professional development of the person occurs the formation of the subject’s integrity. This integrity consists of: 1) subordination of all elements of the structure of the personality, the subject’s orientation, which ensures the continuity, the length of all periods of person’s professional development; 2) to acquire the necessary professionally significant qualities, properties and characteristics.
We’ve proved that significant features of the professional formation are found in the process of finding the person’s individual ways of performing professional activity, which is accompanied by the formation of individual personally meaningful (including creative experience), professional self-consciousness, a system of professional motives, personal meanings, values and senses. The analysis of scientific researches, which in one way or another one deals with the problem of professional formation, shows the unity of researchers’ opinions that professional formation is a dynamic process of transformation (or restructuring) personal and professional qualities, characterized by self-determination, self-improvement, self-education, self-actualization, self-realization, actually shaping one’s consciousness. Thus, professional development can be showed as a long process of mastering the profession.
Thus, the analysis of the scientific literature indicates that the process of professional formation can be represented in two ways: the scheme of procedural reproduction (as a temporary sequence of stages, periods, parts) and the structure of professional activity (as a set of ways and means of performing professional activity, when their compliance is not a temporary determination, but a targeted presentation and realization). Professional formation is also understood as the development of person’s professional competence, as a process of mastering the means of solving professional problems and tasks, as well as mastering models of making professionally significant decisions.
We identified the main stages of the professional development of a specialist: a preparatory (pre-university) stage, associated purely with the choice of profession; the initial (university) stage, during which professionally important skills, characteristics and personal traits are formed; the main (postgraduate) stage as a period of the development of personal qualities of the man facilitating his/her full self-realization in the professional activity. At this stage the formation of the professional as a person takes place.
So, we have to admit that the problem of the development of the person of translator is a dynamic process that constantly unfolds in time and space, proceeds from the moments of formation of professional intentions to full realization of oneself in the process of creative professional activity, the main contradiction of which is the contradiction between unique personality traits and objective requirements of the leading professional activities the significance of which is that it should be led to further development of the person. It was emphasized that by realizing himself/herself in the leading professional activity, the person gradually changed, which led to the restructuring of the motives of his/her leading activity, to the formation of new properties, qualities and characteristics of the person, which are extremely important for professional activity in general.
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Sappa, Ganna-Mariia. "Professional self-determination of school’s young people as a process: the empirical analysis." Ukrainian society 2012, no. 2 (2012): 41–50. http://dx.doi.org/10.15407/socium2012.02.041.
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In the article the analysis of results of research of process of professional self-determination of school’s young people is conducted. The condition of professional self-determination of school’s young people changes from a stage to a stage and represents the difficult formation inherent in the certain age period. Changes in consciousness of the person concerning a choice of sphere of professional work become result of process of professional self-determination. These changes pass gradually and during process conduct the person to formation of its professional interests, requirements, and, finally, to a conscious choice of profession.
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Nolvi, Maria, Anna Forsberg, Christina Brogårdh, Lars Jacobsson, and Jan Lexell. "The Meaning of Sense of Coherence (SOC) in Persons with Late Effects of Polio—A Qualitative Study." International Journal of Environmental Research and Public Health 19, no. 10 (May 23, 2022): 6314. http://dx.doi.org/10.3390/ijerph19106314.
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Sense of Coherence (SOC), comprising comprehensibility, manageability and meaningfulness, is important for the sense of living a good life with Late Effects of Polio (LEoP). However, there is a lack of knowledge about the meaning of these three components. The aim of this study was to explore in-depth the meaning of SOC among persons living with LEoP, in terms of comprehensibility, manageability and meaningfulness. A directed content analysis was performed based on individual interviews with 7 men and 7 women with LEoP (mean age 73 years). SOC in persons with LEoP existed in two overarching themes that were closely intertwined: a state of motion and a state of being. The state of motion comprised active approaches, choices and actions, and was a process aimed at achieving a stronger comprehensibility, manageability and meaningfulness. The state of being comprised the comprehensibility, manageability and meaningfulness that the persons currently experienced. A profound understanding of SOC as both a state of motion and state being is essential for rehabilitation professionals when providing self-management support to persons living with LEoP. This understanding can increase their sense of living a good life and also be used in the rehabilitation of other life-long conditions.
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Ivashkevych, Ernest. "EMPIRICAL RESEARCH OF SELF-ACTUALIZATION OF FUTURE TRANSLATORS." Психологія: реальність і перспективи, no. 17 (December 30, 2021): 170–79. http://dx.doi.org/10.35619/praprv.v1i17.260.
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In the article it was shown that under the professional development we understand the stage of the professional formation, covering the entire period of the professional training, as well as the beginning of the professional activity. During the period of professional training a person acquires special knowledge, skills and abilities; he/she develops pedagogical abilities, actualizes and develops professionally important personal traits, forms the pedagogical orientation of the individual, his/her professional position, the formation of subjectivity in teaching, readiness for its implementation.
We think that in the period of direct implementation of pedagogical activity there is a correlation of the specialist’s theoretical knowledge and skills with the peculiarities of practical activities; some experience of pedagogical activity is gained; the individual style of embodiment and realization of pedagogical activity is formed taking into account the professionally important qualities of the person; there is a formation of pedagogical orientation; the pedagogical position is formed; prospects for further professional growth are determined.
We also think that the process of the professional development of any specialist is closely related to the formation of the professional readiness of the person for future activities. The core of the professional development means a positive attitude of the individual, to his/her future profession, fairly stable motives for future activities, professionally significant personality traits, professional knowledge, skills and abilities, as well as some experience of their application in practice.
Thus, for the professional development of the person it is important to master the norms, standards of the profession, the formation of the necessary professional personal qualities, knowledge and skills to solve professional problems successfully, for the formation of motivational and value attitude to the person’s profession, individualization, awareness and the realization of the zone of the nearest professional development, readiness for the differentiated estimation of the activity, a combination of the professional openness, the ability to study independent creative searches.
So, we’ll do the conclusion, that a need for creative activity of students of all faculties of foreign philology is mostly high, and professional qualities which determine the formation of components of readiness for translation are at the stage of intensive forming, such as: the awareness of the need to bring the matter to a logical conclusion, mastering the basic means of translating, orientation in interpersonal relationships. Also, the high level of translation activity of students in each group is fixed at the level of no more than 25%, which indicates that students are not enough professional.
Particular attention we should paid to the fact that self-actualization is mostly related to the motivational component of readiness to perform translation activities, in particular the need to perform it and awareness of the need to solve the purpose of translation activities. In our opinion, this fact indicates that students are still quite idealized, do not clearly understand the ways of self-realization. In the second year of studying at higher educational institutions future specialists believe that only the desire is enough to achieve a great success. To a lesser extent, in their opinion, it is important to bring the case to the end, to have all necessary means to carry out professional activities, to orient in the interpersonal relationships and to predict the future outcome of the activities. All this emphasizes a need for special activity with the students in order to develop all the components of their readiness to perform translation activities.
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Byrka, M., and O. Chubrey. "Auto-psychological competence of future teacher as a component of professional training and development." Fundamental and applied researches in practice of leading scientific schools 33, no. 3 (June 30, 2019): 3–5. http://dx.doi.org/10.33531/farplss.2019.3.01.
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This article discusses auto-psychological competence as a system of characteristics that provide a high level of professional competence. Determination of the auto-psychological competence is connected with the fact that a person involved in professional activities should know his / her individual characteristics, abilities and inclinations and use them as means of realizing this activity. In addition, the auto-psychological competence acts as a factor contributing to the professional development of a person, where decisive importance is acquired to: need for self-organization in professional activities, independence and self-responsibility of the future teacher.
The auto-psychological competence as a component of professional competence contributes to the conscious perception of the future teacher of their activities and, accordingly, allows them to manage the processes of self-development and self-education in professional activities, as well as provides a concentration of individual experience for solving professional problems.
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Ngo, D. T. "SKILLS OF PROFESSIONAL SELF-IDENTIFICATION AS THE CENTRAL MOMENT IN THE FORMATION OF PROFESSIONAL AND PERSONAL QUALITIES IN STUDENTS AT A UNIVERSITY." Educational Psychology in Polycultural Space 53, no. 1 (2021): 100–106. http://dx.doi.org/10.24888/2073-8439-2021-53-1-100-106.
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The period of study at a higher professional educational institution is of great importance for the individual, since it is at this time that they begin to take an active part in industrial relations, demonstrate a meaningful, mature perception of their future specialty, supported by a formed system of values and clear motivation. In this article, attention is focused on the phenomenon of professional self-identification. Professional self-identification changes the entire student's value system, forms a new personality in them, based on a number of values which become an integral part of a person. Each student becomes a specialist who must be able to perform all assigned tasks at the enterprise. It is their competitiveness that determines their development as a person and becoming a professional in the field. Self-identification helps to better reveal a person, get advanced experience in mastering one's profession, working skills. A set of qualities are formed that help develop skills and gain knowledge. When doing practical work, the initial level of self-identification changes. Today, the problem of self-identification of future specialists is urgent. The article describes the process of the formation of professional and personal qualities of students at University, examines the essence of the concepts of “self-identification”, “professional self-identification”, reveals the conditions for their formation. The stages and factors of the formation of the skill of professional self-identification are also shown. It is concluded that the skills of professional self-identification are the main moment in the formation of professional and personal qualities and should be formed in students precisely within the walls of a university.
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BOTHA, PIETER J. J. "THEOLOGY, RATIONALITY AND TRUTH-CLAIMS: METATHEORETICAL REFLECTIONS ON SELF-DECEPTION." Religion and Theology 12, no. 2 (2005): v—128. http://dx.doi.org/10.1163/157430105x00013.
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Abstract<title> Abstract </title>Reflecting on self-deception makes us aware that this phenomenon is far more complex than a 'problem' or 'illness' in need of solution or therapy. It confronts us with the question of who we are and what kind of person we want to be. Truth and honesty are intertwined, and reality must also be conceived ethically: one cannot overestimate the precautions that must be taken to guard against obtaining proof from research that fits with what we expect to obtain, because our wishes and our preferences have led us to affect our awareness and cognitive faculties to respond in accordance with our expectations.
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Mitrofanov, Andrey Olegovich. "The problem of readiness for self-education among cadets of the departmental university of the Federal Penitentiary Service of Russia." Samara Journal of Science 11, no. 3 (September 1, 2022): 305–10. http://dx.doi.org/10.55355/snv2022113314.
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The paper is devoted to theoretical aspects of the problem of readiness for self-education development among cadets of the departmental higher education institution of the Federal Penitentiary Service of Russia. The role of the concepts of readiness and self-education in determining the readiness of cadets for self-education is substantiated. A scientific idea is revealed about the readiness of a person for activity in the context of psychological and pedagogical knowledge as the possibility of an effective performance by a person of a certain activity, for which he must have adequate characteristics for it. An analysis of the works devoted to the types of readiness of cadets studying at universities of various law enforcement agencies is presented. Peculiarities of cadets readiness for professional activities, for professional communication, for self-education, for independent work, for professional and moral self-realization, for humanistic interaction with a person, for the implementation of professional moral standards are revealed. It is substantiated that the readiness of cadets of departmental universities for various types of activities, considered as a personal education, as a personality-activity neoformation, as a state of personality, has a structure. Components are given that correspond to the content of various types of readiness of cadets of departmental universities. Interpretations of self-education are analyzed in relation to cadets of various departmental universities (military, the Ministry of Internal Affairs of Russia, the Federal Penitentiary Service of Russia). The necessity of considering self-education of a cadet of a departmental higher education institution of the Federal Penitentiary Service of Russia is substantiated not only as self-education of a representative of a particular profession, but also as a person in the broadest sense. An interpretation of the readiness for self-education among cadets of a departmental higher education institution of the Federal Penitentiary Service of Russia is proposed as a personal education, characterized by purposeful, conscious, systematic and painstaking work of a cadet on himself, on improving himself as a person and professional, and developed by cognitive, motivational, axiological, emotional, practical and reflective components.
The paper is devoted to theoretical aspects of the problem of readiness for self-education development among cadets of the departmental higher education institution of the Federal Penitentiary Service of Russia. The role of the concepts of readiness and self-education in determining the readiness of cadets for self-education is substantiated. A scientific idea is revealed about the readiness of a person for activity in the context of psychological and pedagogical knowledge as the possibility of an effective performance by a person of a certain activity, for which he must have adequate characteristics for it. An analysis of the works devoted to the types of readiness of cadets studying at universities of various law enforcement agencies is presented. Peculiarities of cadets readiness for professional activities, for professional communication, for self-education, for independent work, for professional and moral self-realization, for humanistic interaction with a person, for the implementation of professional moral standards are revealed. It is substantiated that the readiness of cadets of departmental universities for various types of activities, considered as a personal education, as a personality-activity neoformation, as a state of personality, has a structure. Components are given that correspond to the content of various types of readiness of cadets of departmental universities. Interpretations of self-education are analyzed in relation to cadets of various departmental universities (military, the Ministry of Internal Affairs of Russia, the Federal Penitentiary Service of Russia). The necessity of considering self-education of a cadet of a departmental higher education institution of the Federal Penitentiary Service of Russia is substantiated not only as self-education of a representative of a particular profession, but also as a person in the broadest sense. An interpretation of the readiness for self-education among cadets of a departmental higher education institution of the Federal Penitentiary Service of Russia is proposed as a personal education, characterized by purposeful, conscious, systematic and painstaking work of a cadet on himself, on improving himself as a person and professional, and developed by cognitive, motivational, axiological, emotional, practical and reflective components.
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Yulianti, Praptini, and Noorlaily Fitdiarini. "Increasing Nurses’ Affective Professional Commitment through Person Job-Fit." Jurnal Manajemen Teori dan Terapan | Journal of Theory and Applied Management 15, no. 1 (April 29, 2022): 121–31. http://dx.doi.org/10.20473/jmtt.v15i1.33481.
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Objective: The nurses must have an affective professional commitment to do their job. They must be competent and have more emotional response to caring for the patients. This study aims to develop affective professionals commitment through job-fit in two perspectives: demand-abilities perspective (DA-fit) and supply-value perspective (SV-fit). Design/Methods/Approach: The sample consisted of 187 nurses that collected through simple random sampling techniques in a private hospital in Surabaya. This study employs SmartPLS 3.0 program to analyze the data. Findings: The results indicate that Person Job-fit (DA-fit) has positive and significant relationship with self-efficacy. Person Job-fit (SV-fit) has positive and significant effect on job satisfaction. Self-efficacy and job satisfaction have positive and significant influence to affective professional commitment. Originality: This study focuses on the general person-job fit and examines person job fit from DA-fit and SV-fit perspectives separately Practical implication: The recruitment process should consider nurses' passion for work and competency.
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Wu, Xiaorong. "Research on the Relationship between Enterprise Developmental Support and Turnover Intention ——The moderating role of person-job matching and professional self-management." E3S Web of Conferences 235 (2021): 01056. http://dx.doi.org/10.1051/e3sconf/202123501056.
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Previous studies on the relationship between developmental support and turnover intention are inconsistent. Therefore, this article introduces person-job matching and professional self-management as the moderating variables of the relationship between the two. The study found that ability matching and professional self-management both regulate the relationship between the two. For employees whose abilities do not match, developmental support has a negative predictive effect on their turnover intention; however, developmental support is not correlated with the turnover intention of the ability-matched individuals. For individuals with high professional self-management tendencies, developmental support has little correlation with turnover intentions. For individuals with low professional self-management tendencies, developmental support will be transformed into a sense of organizational support, which negatively predicts employees’ turnover intentions. Finally, person-job matching and professional self-management jointly regulate the relationship between the two. The research results of this article provide some enlightenment for the human capital investment strategy of enterprises.
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Saitbaeva, E. R., and Muratova A.A. "ORGANIZATION OF PROFESSIONAL SELF-EDUCATION OF A TEACHER." Vestnik Orenburgskogo gosudarstvennogo universiteta 234 (2022): 51–56. http://dx.doi.org/10.25198/1814-6457-234-51.
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Self-education of a person predetermines the motivational sphere, based on the values, directions and needs of a person. In the teaching profession, the motivational sphere is determined by the aspirations for continuous development and updating of knowledge. In this regard, self-education is the core trend of the teacher’s professional activity. The federal project “Teacher of the Future” (dated December 7, 2018) aims the pedagogical community at the continuous development of professional skills, strengthening the professional readiness of the teacher in solving non-standard tasks in the field of education, and enhancing the cognitive activity of the teacher, taking into account his educational deficits. Thus, professional self-education of a teacher becomes a vector of his career growth and development. The success of the implementation of these processes depends on the conditions created in the practice of education for the teacher. The organization of professional self-development implies, firstly, the actualization of the teacher’s motivational potential for self-educational activity by activating incentives for professional self-development. Secondly, the implementation of competent assistance and support to the teacher requires the enrichment of the content of his professional activity with value orientations and attitudes towards self-education. Thirdly, professional self-education of a teacher can be organized in various forms, taking into account the possibilities of additional (formal and non-formal) education. However, the most effective ways of organizing professional self-education of a teacher today are information technologies. Modern means of communication, computer technologies, software and various information resources make it possible to work with information in a new way, activating the professional resources of teachers in building a self-educational trajectory. The potential of information technologies in the process of self-education provides variability, individualization, flexibility, continuity in mastering new or improving existing knowledge.
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Hutsuliak, Oleksandra P. "PSYCHOLOGICAL SPECIFICS OF PROFESSIONAL SELF-DEFINITION OF THE DISABLED PEOPLE IN YOUNG AGE." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 13 (June 24, 2021): 53–57. http://dx.doi.org/10.25264/2415-7384-2021-13-53-57.
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The aim of the article is to analyze the theoretical approaches to the study of the problem of professional self-definition of the disabled people in young age and the empirical definition of individually typological characteristics in motivating the choice of a future profession. Among the factors influencing professional self-determination, there are the auto-psychological competence of the individual, self-awareness, activity, internal contradictions, individual psychological specifics etc. The effectiveness of the professional activity in young age depends on the individual typological characteristics of a young person with disabilities. At the same time, the developing characteristics of the subject of professional activity (orientation, knowledge, abilities and skills, professional competence, etc.) are significant, they turn out to be in the integral characteristics of the personality (interests, orientation, emotional and behavioral restraint and the ability to adjustment) forms of professional development of personality (individual, personal, individual-personal), stages of psychological restructuring of the personality (self-determination, self-expression, self-realization) in connection with adaptive behavior or development of personality in professional activity, individual typological features. It is very essential for the professional development of a young person, and moreover for a person with disabilities, to take into consideration her individual and typological characteristics while teaching. Correctly selected psychological tools for definition of the weak and strong points of a personality and necessary psychological support, the corrective work of a psychologist, in our opinion, make it possible to adapt adjustment of a person with disabilities to the conditions of professional activity. The empirical part of the article deals with the results of a study of the characteristics of professional self-definition and individual-typological characteristics (temperament) of young people with disabilities, the leading role of motivation in choosing a profession and defining patterns in the formation of the motivational sphere. It was found that among the optants of a specialized college, internal individually significant motives (compliance with individual abilities, the possibility of mental and physical development, attractiveness, the opportunity for creativity) are predominant, most of them have decided on their professional preferences. Thus, after analyzing and comparing the results of the survey among students of schools and specialized colleges, we found some differences in the motivation of the youth with disabilities to choose a future profession. Young people, who have almost decided upon a profession, are going to take into account their own physical capabilities in their future professional activities and rely on real material support.
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Elkina, Marina Aleksandrovna. "STRUCTURE, PARAMETERS AND FUNCTIONS OF SELF-RELATION." Chronos 6, no. 12(62) (December 13, 2021): 40–42. http://dx.doi.org/10.52013/2658-7556-62-12-13.
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Self-attitude is a complex psychological phenomenon that characterizes the position of a person in relation to himself. The characteristics of self-attitude determine how adequately a person will be able to adapt in the sphere of his professional activity and affect his socially significant activity. Self-attitude is a kind of self-regulating mechanism that is present at all stages of behavioral activity, starting from the stage of motive formation and ending with the analysis of the result of activity.
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Elkina, Marina Aleksandrovna. "STRUCTURE, PARAMETERS AND FUNCTIONS OF SELF-RELATION." Chronos 7, no. 10(72) (November 13, 2022): 63–65. http://dx.doi.org/10.52013/2658-7556-72-10-19.
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Self-attitude is a complex psychological phenomenon that characterizes the position of a person in relation to himself. The characteristics of self-attitude determine how adequately a person will be able to adapt in the sphere of his professional activity and affect his socially significant activity. Self-attitude is a kind of self-regulating mechanism that is present at all stages of behavioral activity, starting from the stage of motive formation and ending with the analysis of the result of activity.
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Hunter, Paulette V., Lynn McCleary, Noori Akhtar-Danesh, Donna Goodridge, Thomas Hadjistavropoulos, Sharon Kaasalainen, Tamara Sussman, Genevieve Thompson, Lorraine Venturato, and Abigail Wickson-Griffiths. "Mind the gap: is the Canadian long-term care workforce ready for a palliative care mandate?" Ageing and Society 40, no. 6 (January 15, 2019): 1223–43. http://dx.doi.org/10.1017/s0144686x18001629.
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AbstractThe average expected lifespan in Canadian long-term care (LTC) homes is now less than two years post-admission, making LTC a palliative care setting. As little is known about the readiness of LTC staff in Canada to embrace a palliative care mandate, the main objective of this study was to assess qualities relevant to palliative care, including personal emotional wellbeing, palliative care self-efficacy and person-centred practices (e.g. knowing the person, comfort care). A convenience sample of 228 professional and non-professional staff (e.g. nurses and nursing assistants) across four Canadian LTC homes participated in a survey. Burnout, secondary traumatic stress and poor job satisfaction were well below accepted thresholds, e.g. burnout: mean = 20.49 (standard deviation (SD) = 5.39) for professionals; mean = 22.09 (SD = 4.98) for non-professionals; cut score = 42. Furthermore, only 0–1 per cent of each group showed a score above cut-off for any of these variables. Reported self-efficacy was moderate, e.g. efficacy in delivery: mean = 18.63 (SD = 6.29) for professionals; mean = 15.33 (SD = 7.52) for non-professionals; maximum = 32. The same was true of self-reported person-centred care, e.g. knowing the person; mean = 22.05 (SD = 6.55) for professionals; mean = 22.91 (SD = 6.16) for non-professionals; maximum = 35. t-Tests showed that non-professional staff reported relatively higher levels of burnout, while professional staff reported greater job satisfaction and self-efficacy (p < 0.05). There was no difference in secondary traumatic stress or person-centred care (p > 0.05). Overall, these results suggest that the emotional wellbeing of the Canadian LTC workforce is unlikely to impede effective palliative care. However, palliative care self-efficacy and person-centred care can be further cultivated in this context.
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Sirokha, Lilya. "PROFESSIONAL PREPAREDNESS AS AN INCREDIBLE COMPONENT OF SUCCESSFUL PROFESSIONAL ACTIVITY OF THE PERSON." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (10) (2019): 87–91. http://dx.doi.org/10.17721/bsp.2019.1(10).22.
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The historical aspect and the essence of the term of readiness for work as a special mental state; a necessary and extremely important component of a successful professional life of a person is studied in the article. Readiness for a certain phenomenon helps person to adapt more quickly and to fulfill his duties more successfully. It contributes to the development of personality. The author points out that an analysis of the problem of readiness shows that the genesis of this concept is related to the development and understanding of the concept of "psychological readiness for work". It can be defined as permanent (as a result of labor education) or temporary (as a result of psychological training or psychological mobilization during this period) mental condition, which is caused due to the need for work. The question of the readiness of a specialist for professional activity is studied within such sciences as: psychology, pedagogy, philosophy. The author's determination of readiness is formulated during the conduction of the research. The author proposes to understand the readiness as a complex integrative formation, characterizing a particular mental state. It is a necessary and essential component of a successful professional life of the individual. It helps a person to adapt more quickly, to fulfill his professional duties more successfully; it promotes professional development of a specialist. Readiness includes not only professional characteristics and skills, but either personal trait. The conclusion is made that since readiness is a dynamic value, it means that its course is determined by age, by learning experience, individual abilities of the person and so on. The author summarizes the importance of the development of psychological readiness for work during the formation of the personality of a modern specialist. It is emphasized that professional readiness cannot be the same as a subjective professional readiness. According to the modern scientific researches the author distinguishes particular levels of professional readiness, such as: high (autonomy in setting and solving new tasks, adequacy of assessment and self-assessment of professionally important qualities, ability to effectively solve problems during time deficit, etc.); average (average level of expression of the mentioned qualities); and low (inability to set and solve complex problems independently, inadequate assessment and self-assessment of professionally important features, etc.
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Zheleva, Elena. "COMPLETE PROFESSIONAL SELF-REALIZATION OF HEALTHCARE SPECIALISTS WORKING WITH CHILDREN AND ADULTS WITH SPECIAL NEEDS." Student Niepełnosprawny. Szkice i rozprawy, no. 20(13) (February 22, 2021): 11–16. http://dx.doi.org/10.34739/sn.2020.20.01.
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The professional realization of healthcare professionals in dealing with children and adults with special needs requires them to have the knowledge, skills, and necessary professional competencies to identify, perform, and evaluate the activities related to the care of the disabled person. Their activity is focused on the health problem that leads the person with special needs to hospitalization in the medical establishment, which does not exclude satisfying his vital needs. Applying their knowledge and competencies, they collect the information they need for the disabled patient. The processed and specified information is implemented through appropriate interventions and subsequently the results obtained are evaluated. Health care requires logic, systematic to solve a particular health problem of the sick person, and they are an intellectual process [Zheleva 2004]]. The expected results of the professional realization of health care professionals in working with children and adults with special needs can be presented as the application of: learning scientific information on the problems of theoretical and practical aspects of health care nee-ded for children and adults with disabilities; forming knowledge, skills, and compe-tencies in the field of health care for the needy person.
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Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich, and Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 26, 2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.
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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.
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Posatskyi, Oleksandr, and Olesya Rygel. "PROFESSIONAL SELF-DETERMINATION OF SCHOOL STUDENTS IN EARLY ADOLESCENCE." Problems of the humanitarian sciences. Psychology Series, no. 47 (April 26, 2021): 90–99. http://dx.doi.org/10.24919/2312-8437.47.229349.
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Abstract. The article discusses the issues of a stable idea of themselves, about their capabilities, their preferences, this, in turn, is called "self-determination". This topic of professional self-determination of a schoolboy has always gained attention. The choice of profession depends in the future, what kind of person you will become, how the environment reacts to you, or realize yourself as a "person". Currently, "self-determination" can be considered as a psychological neoplasm of adolescence. As already mentioned, the term "self-determination" is used in different meanings. We can assert this in family, religious, professional, moral self-determination. The changes that are taking place in our country in the labor market require some modernization to solve the problem of professional self-determination of a modern student. Therefore, at the school level, this problem still remains open with vocational guidance and the choice of profession. Therefore, it is a task to correct the needs of the economy and society, to enjoy the profession. To solve these problems is called part of the propaganda, but it cannot be argued that professional enlightenment is based only on propaganda. The planned work, which is carried out at the school on campaigning and propaganda, should be carried out in accordance with the previously conceived professional organization, on the basis of such approaches it is possible to carry out appropriate work with schoolchildren and direct to sobriety of consciousness in the direction of choosing a profession. Enlightenment is based on the needs of this profession in society. Thus, it is necessary to introduce certain preparatory courses, where students are prepared for the choice of profession, take into account the skills and abilities, help to obtain an initial qualified category from a certain profession. Also, an acquaintance with the profession is carried out in order to learn it well and understand it.
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Prorok, N. V. "The adoption of educational and professional task and professional development." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 207–12. http://dx.doi.org/10.33531/farplss.2018.3.25.
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In the article is show the results of experimental research of process acceptance and realization by a psychologist the education-professional problem, what is embedded in professional-practical task. Was proposed the psychological model of its process, the basic component of it is: the demands in the self-changing, motivational-target formation «desire for self-improvement», the problematization of available forms and means of professional activity, the ability to the solving of new educational-professional tasks. Was showed that the formulation of the specific perceived education-professional problem is doing when the personality desire to the self-development is available. Just because of it skills and abilities takes some practical direction – to the realization of the aim. Was substantiated that the solving of professional-practical task which was formed in professional life is not realize without the access to the educational space. That’s why the professional self-development is realizing in the context of self-education, what becomes a tool of the self-development. Are outlined the main types of professional development of practical psychologists (follow the criteria of the presence of a desire for self-improvement): «adaptive» – the subject is ready to set the teaching and educational tasks which are «into» the professional function and direction to the improve of the existing competencies; «active» – the specialist set the teaching and educational tasks which aimed to expansion of competencies which are formed and used; «protective» – declaration of intention to work with itself, the teaching and educational tasks are not setting; «passive» – the person declarates the absence of desire to work for self-improvement. The behavior of professional within other types of professional development can have a positive or negative influence to professional activity.
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Kostina, E., G. Tleuzhanova, and D. Dzholdanova. "The role of the teacher’s acmeological competence in the context of trilingual education." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 173–77. http://dx.doi.org/10.31489/2020ped4/173-177.
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The article discusses the concept of the «acmeological competence» and its role in the context of trilingual education. The policy of trilingual education is described, the insufficient level of the English language profi-ciency among secondary school teachers is noted and the need for the development of a multilingual person-ality is revealed. The authors come to the conclusion that in order to realize this need, it is impossible to do without the acmeological competence, which stimulates the development of such personal qualities as self-realization, self-development and self-improvement. This suggests that a person should constantly develop himself in order to achieve good results in professional activities. However, the processes of self-realization, self-development and self-improvement are not particularly important tasks for all people. These processes become important when a person faces the problem of solving professional or life problems. Thus, the au-thors highlight the fact that every adult should set himself difficult tasks in order to achieve personal and pro-fessional growth. In addition to the acmeological competence, the article examines such concepts as «acmeological ability», «professionalism of activity» and «professionalism of the individual», which also play an important role in the professional formation and in the development of personality. In general, ac-cording to the authors, the development of a multilingual personality, which is a task in the trilingual educa-tion, requires a teacher to be highly motivated in the professional activity.
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Sudyina, Lubov N., Evgeniy A. Chigishev, and Aleksander I. Kalachikov. "Possibilities of the choice and specification of model of socialization and self-realization of the personality in the system of continuous education." Vestnik of North-Ossetian State University, no. 2(2020) (June 25, 2020): 77–85. http://dx.doi.org/10.29025/1994-7720-2020-2-77-85.
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The paper identifies and systematically clarifies the possibilities of setting and solving the problem of choosing a model of socialization and self-realization of a person in a system of continuing education. The system of continuing education creates the conditions for holistic study and clarification of the possibilities of personality development, in this choice the person chooses the direction of future professional activity, determines the model of self-realization and socialization, the possibilities of which can be represented in a generalized way through the directions of “education”, “science”, “sport “,” Art “,” culture “, etc. The transition from one direction of socialization and self-realization of a person to another direction may be due to changes in the inner world personality and social and professional environment. The ambiguity of the choice of the model of socialization and the model of personal self-realization in the system of lifelong education determines the problem of personification and unification of the assessment of the quality of an individual’s activity in the chosen direction and the selected constructs for assessing the quality of pedagogical meters. In the structure of detailing the models under consideration, concepts are clarified, the principles of identifying and researching the socialization and self-realization of a person in the system of continuing education are highlighted. The quality and productivity of the identified and solved problems of socialization and self-realization can be clarified and presented in various kinds of self-presentations (student portfolio, professional-pedagogical case, etc.) and resume. To study and visualize the quality of socialization and self-realization of a person in the structure of the work organized by the teacher, you can also use questionnaires, whose popularity and the ambiguity in the interpretation of the received data explains the need for future development of program-pedagogical support for the study of the quality of socialization and self-realization of a person in the system of continuing education.
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Sieklicka, Monika. "ASSISTED EMPLOYMENT AND SELF-EMLOPYMENT FOR THE PEOPLE WITH DISABILITIES." Polityka Społeczna 554-555, no. 5-6 (June 30, 2020): 23–30. http://dx.doi.org/10.5604/01.3001.0014.2889.
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He aim of this study is to present legal regulations concerning professional activation of disabled people. In the Polish legal system there are various forms of support for professional activation of people with disabilities, starting from taking up employment by a disabled person in a sheltered workplace, hospital, university, offi ce or company run in the form of a sole proprietorship. Professional activation and reduction of unemployment among disabled people remains a challenge. People with disabilities are often isolated in the labour market, which contributes to the deterioration of their living conditions. The problem of professional activation can and should be considered from two perspectives: employment and self-employment. The paper presents various types of instruments that can be used in the process of professional activation of people with disabilities.
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Özen, Yelda. "Body work and later-life care in Turkey: a qualitative study of paid and unpaid carers of older people." Ageing and Society 40, no. 10 (July 30, 2019): 2106–27. http://dx.doi.org/10.1017/s0144686x19000989.
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AbstractThe ageing population of Turkey has brought later-life care into question. Family care remains most prevalent, but institutional, paid and professional care are increasing. Literature in Turkey has focused on the medical or social policy aspects but not care-givers’ experiences, nor how the care is performed. This study aims to illuminate care-givers’ experiences using qualitative methods, through in-depth interviews in Ankara with 19 care-givers providing home care for people aged 65 and over. Commonalities and differences were revealed among unpaid family care-givers, paid care-givers and professional care-givers. First, whether paid or unpaid, the bodily and emotional aspects of care work are intertwined. To cope with the ‘negativities’ involved in the work, nurses usually medicalised bodily tasks, unpaid care-givers cited traditional responsibilities and employed infantilisation, while paid care-givers mostly informalised the relationship, infantilised the person cared for and underlined their asexuality. Secondly, care work is gendered; silenced, invisible and ambivalent; related to intimacy with older bodies; and performed in the home space, which blurs the distinction between the private and public field for paid care. Finally, it involves emotional work regarding managing the bodily aspects and navigating the relationships surrounding the older person; and it is labour-intensive with an exploitative character.
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Akhmedova, Aziza, and Makhmuda Tadjibaeva. "Building Competence Professional Self-Development For University Students As A Pedagogical Problem." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 466–70. http://dx.doi.org/10.37547/tajssei/volume03issue04-74.
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Currently, there is a sufficient variety of different ideas for building a system of continuous professional education, however, most authors agree that the current situation requires constant development and self-development of a person as a subject of his own life.
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Lukyanova, Margarita. "About Professional and Personal self-Determination of a teacher in the Multy-Paradigmal space of Pedagogical Reality." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 2 (2013): 207–12. http://dx.doi.org/10.18500/2304-9790-2013-2-2-207-212.
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The article covers the author’s understanding of professional and personal self-determination as a continuous, dynamic process that characterizes the entire path of becoming a professional. We show that professional growth of a person is connected with his constant acquisition of a higher level of self-appraisal as an expert and comprehension of his ideals. It is noted that paradigmatic multiplicity of pedagogical reality raises the necessity of free and responsible choice of professional values, ways of teaching for a modern teacher.
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Chernyavska, Tetiana. "Self-efficacy as a predictor of success of professional activity." Fundamental and applied researches in practice of leading scientific schools 44, no. 2 (April 30, 2021): 44–47. http://dx.doi.org/10.33531/farplss.2021.2.6.
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In the article the analysis of the problem of self-efficacy as a predictor of success of professional activity of the person focuses on researches of such substantial components of professional success as: motivation of achievement, self-actualization, personal growth, development of personal potential. It is revealed in which contexts scientists study the phenomenon of self-efficacy of the individual, as well as the features of various aspects of professional success. The purpose of the article is a theoretical analysis of modern psychological ideas about the nature of self-efficacy as a predictor of success of professional activity. To achieve the goal of the study the following methods were used: analysis, synthesis, comparison, abstraction, generalization, systematization of modern scientific sources and results of psychological research of the problem, which allowed to outline the impact of self-efficacy on professional success.
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Rzali, Lala Tariyel. "PROFESSIONAL CHOICE AS A SOCIAL AND PSYCHOLOGICAL PHENOMENON." Scientific Bulletin 1 (2022): 91–97. http://dx.doi.org/10.54414/maat6554.
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The problem of professional self-determination has been and remains one of the urgent problems of both education and society as a whole. Readiness for professional selfdetermination is formed at the senior school age. It is youth (senior school age) that is the "age" of professional self-determination. High school students are faced with questions: Whom to be? What to be? Where am I most needed? In the process of professional selfdetermination, a person takes an active position: he chooses a profession and builds his professional career, realizing his personal and intellectual potential, becoming a potential subject of future professional activity.
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Ahn, Juhyun, and Myoungsuk Kim. "Influencing Factors on Person-Centered Care Competence among Nursing Students Experienced Clinical Training." Medicina 57, no. 12 (November 25, 2021): 1295. http://dx.doi.org/10.3390/medicina57121295.
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Background and Objectives: Nursing students require appropriate education to improve their person-centered care competence. Therefore, research on the various factors that influence person-centered care competence is necessary. This study aimed to identify factors influencing nursing professional values, satisfaction with major, and perception of the nursing profession on person-centered care competence. Materials and Methods: This study was a descriptive survey, and participants were nursing students from three universities in Korea. Structured self-report questionnaires were used for data collection. Results: Nursing professional values (p < 0.001) were found to be an influencing factor on person-centered care competence (Adjusted R2 = 0.244). However, the perception of the nursing profession, and the satisfaction with the major were not found to be significant influencing factors on person-centered care competence. Conclusions: The findings suggest that fostering nursing professional values in nursing students and developing educational interventions for the same are essential to improve person-centered care competence.
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Pochtaryova, E. Y., and N. N. Vasyagina. "Self-Determination in the Context of Personal and Professional Development of an Educator." Bulletin of Irkutsk State University. Series Psychology 34 (2020): 58–71. http://dx.doi.org/10.26516/2304-1226.2020.34.58.
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A humanitarian tendency of education gives greater urgency to person-centered conceptualization, which puts the idea of self-determination in the first place in the view of the making of heuristic ideas about personal and professional development of an educator. The paper aims at conceptualizing motivational processes of self-determination as a triggering threshold of personal and professional development of an educator. Self-determination and related concepts of self-regulation, self-motivation, facilitation, dialogue, productivity, and commitment have been found to determine the essence of personal and professional development of an educator as a psychological resource system. The authors have come to the conclusion that creative content of self-determination processes is due to integrity and effectiveness of personal and professional development of an educator.
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Sullivan, Patrick J. "Allowing harm because we care: Self-injury and harm minimisation." Clinical Ethics 13, no. 2 (January 10, 2018): 88–97. http://dx.doi.org/10.1177/1477750917749953.
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Harm minimisation has been proposed as a means of supporting people who self-injure. When adopting this approach, rather than trying to stop self-injury immediately the person is allowed to injure safely whilst developing more appropriate ways of dealing with distress. The approach is controversial as the health care professional actively allows harm to occur. This paper will consider a specific objection to harm minimisation. That is, it is a misguided collaboration between the health care professional and the person who self-injures that is morally and clinically questionable. The objection has two components. The first component is moral in nature and asserts that the health care professional is complicit in any harm that occurs and as a result they can be held morally responsible and subject to moral blame. The second component is clinical in nature and suggests that harm minimisation involves the health care professional in colluding in the perpetuation of self-injury. This element of the objection is based on a psychodynamic understanding of why self-injury occurs and it is argued that harm minimisation is merely a mechanism for avoiding thinking about the psychotherapeutic issues that need to be addressed. Thus, the health care professional merely reinforces a dysfunctional pattern of behaviour and supports the perpetuation of self-injury. I will consider this objection and argue that it fails on both counts. I conclude that the use of harm minimisation techniques is an appropriate form of intervention that is helpful to certain individuals in some situations.
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Иванов, A. Ivanov, Рабаданов, and Zaur Rabadanov. "Preventive Measures for Educator´s Self-Preservation." Socio-Humanitarian Research and Technology 5, no. 2 (June 10, 2016): 34–38. http://dx.doi.org/10.12737/19844.
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The paper reveals preventive measures for educators´ selfpreservation based on an experimental programme for school teachers, professors of universities and colleges "Prophylaxis for educators´ self-preservation" in the system of professional development. The use of methods of self-regulation is effective in the prevention of tension, averting the occupational burnout syndrome. Diagnostic technique for prompt assessment of general health, activity and mood is proposed. Long-term outcome and indicator of the effectiveness of the programme of self-preservation are physical as well as professional and creative longevity of a person.
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Monderna, Emanuele, and Natalia Voinarovska. "Promoting Personal Motivation within Professional Education." Journal of Educational and Social Research 9, no. 2 (May 1, 2019): 1–7. http://dx.doi.org/10.2478/jesr-2019-0007.
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Abstract Current research is dedicated to the issues of apprising personal and professional motivation of youth in the process of their training in higher educational institutions. Principal components of the motivational field of a personality, beneficial for professional success and productivity, have been examined, including such prominent types of motives as cognitive, social, professional, material and achievement. Individual dispositions have been scrutinized as the integral elements of the motivational scope of a person. Consistent patterns and missions of cognitive motivation within the educational process raised as one of the key questions throughout the research. Analyzing of meaningful and dynamic characteristics of personal motives enabled the authors of this paper to classify personal motives for self-development in the process of education, among which there are self-realization, self-affirmation, self-expression and self-actualization. Central assumption here is the correlation between an individual’s professional and personal activity and transformation of the tasks of professional and personal development. Theoretical framework consists of A.Leontiev’s, A.Maslow’s and C.Sanderson’s approaches to the notion of “motivation” as the inside encouraging reason for individual’s motions and activities.
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Polovinko, Vladimir S. "CONTRADICTIONS OF PROFESSIONAL SELF-DETERMINATION: CLASSIFICATION AND FORMS OF MANIFESTATION." Herald of Omsk University. Series: Economics 18, no. 1 (July 7, 2020): 111–25. http://dx.doi.org/10.24147/1812-3988.2020.18(1).111-125.
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The article deals with the problems of professional self-determination of a person in the conditions of transformation of social and labor relations and the labor market under the influence of the industrial revolution. The author identified the principle of contradictions as the main method of research, which makes it possible to clarify the problem field of the pro-cess of professional self-determination. To identify contradictions, the main theories and concepts that affect the division of labor and the transformation of social and labor relations are analyzed: the concept of the fourth industrial revolution, the digital economy, the innova-tion economy, the theory of human capital, human resource management, continuous Long-life learning (LLL), talent management. This allows us to identify trends in the devel-opment of social and labor relations as a factor of professional self-determination. The arti-cle considers the basic process of pro¬fessional self-determination as a continuous, multi-stage, cyclical, including stages: goals of professional self-determination, individual compe-tencies (strengths and weaknesses), supply and de¬mand in the labor market (current state and future), employment (form of employment), methods of competence development. One of the sources of contradictions the author sees the processes associated with the simulta-neous implementation of the principles of the third and fourth industrial revolutions in the Russian economy. Based on the analysis of theories and concepts, the article formulates eight main contradictions of professional self-determination, each of which has particular forms of manifestation. In the future on the basis of these contradictions is supposed to develop private mechanisms of professional self-determi¬nation of the person in choosing a profession, how and where competency development, place of work, shape and type of employment.
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Gilyano, Albina, and Elena Tkach. "Formation of professional competencies as a basis of professional self-determination of students of agricultural universities." E3S Web of Conferences 258 (2021): 07024. http://dx.doi.org/10.1051/e3sconf/202125807024.
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The article presents an analysis of the problem of the formation of professional competencies as the basis of students’ professional self-determination. Attention is paid to comprehending the aspects of the competence-based approach in professional education, which was developed in foreign practice and introduced into the Russian educational paradigm and acquires specificity in the space of interaction with Russian scientific psychological and pedagogical traditions. The article describes the components of professional competence, comprehends the important points of professional self-determination of students, and presents the main tasks of psychological and pedagogical support of the process of professional self-determination of students. A person in the reflexive-value space of his professional self-determination can become the author of personal self-development and consciously transform his professional biography. However, it is important to understand that this process is largely determined by the external circumstances of life, economic, political, social conditions. In this regard, it is necessary to note the importance of the educational space, the activity of teachers, who by their activity create certain psychological and pedagogical conditions for the professional self-determination of students.
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Havryshkiv, Oksana. "Professional self-improvement of higher military school teachers." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 22–32. http://dx.doi.org/10.30970/vpe.2021.35.11319.
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The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.
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Baltusite, Regina. "SUPPORT OF A HIGHER EDUCATION INSTITUTION FOR THE NEW TEACHERS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 196. http://dx.doi.org/10.17770/sie2012vol1.39.
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<p>The article deals with the problem of the support of a higher education institution for the new teachers. The professional development is a complex and time-consuming processof a personality’s self-perfection, self-development and self-training. The process of professional development begins with the obtaining of a diploma. The success in the professional activities and the progress in making a career depend on a person him/herself in various aspects. However, irrespective of the fact that a beginning teacher has the experience of practice, when starting professional activities in the respective working environment, he/she faces situations that demand immediate solution of a problem, but there is not always a person beside a beginning teacher, who could provide support regarding dealing with a particular situation and making a decision. The support, provided by a higher education institution, when a new teacher starts working, is very important. A beginning teacher can use the contacts established at the higher education institution and apply to the university lecturers for assistance.</p>
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Bilyk, Valentyna, Artem Tkachov, and Ivanna Tkach. "Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19." Revista Tempos e Espaços em Educação 14, no. 33 (November 19, 2021): e16589. http://dx.doi.org/10.20952/revtee.v14i33.16589.
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The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university
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Beheza, L. E. "Empirical research the professional identity of the doctor." Fundamental and applied researches in practice of leading scientific schools 41, no. 5 (November 30, 2020): 96–99. http://dx.doi.org/10.33531/farplss.2020.5.18.
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The article offers a theoretical overview of the main views on the problem of a person's professional identity. In the concepts of the professional development of the individual, three aspects of the consideration of professional identity are noted: 1) professional identity as a tendency of becoming a professional; 2) professional identity as an individual-personal emotional state in which a person is at different stages of the professional path; 3) professional identity as a structural element of the professional path.
It has been determined that the professional identity of a doctor as an individual psychological phenomenon is characterized by the coordination of cognitive, personally valuable, and professional paradigms of the personal “I-image of a doctor”, professional self-realization and identification-differentiation with the professional community. In the paradigm of studying the professional self-concept of a doctor (cognitive, emotional-evaluative, behavioural, and social components), the professional identification of a doctor is characterized by three patterns: communicative, professional, and reflective.
The specificity of the components identified in the theoretical model of the professional identity of a doctor is due to the characteristics of the profession, the combination of structural components, and the nature of their combinations, the specificity of professional activity, as well as socio-psychological conditions and factors.
Respondents, answering the question «Who am I?», Represent identities (personal, professional) that have already taken shape. The following categories became professional identities: «Person», «Profession», «Family», «Personal qualities», «Communication characteristics / roles in communication». Identity performs the function of determination and regulation of behaviour, performance of role and professional functions, reproduction of behaviour patterns.
Conceptual markers of the professional identity of the individual are the phenomenon of personality self-awareness; professional identification is dynamic; it is formed and develops in the process of personality's professional genesis; professional identity is associated with the professional community and communicative models of interaction.
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Колосова and O. Kolosova. "Problem of Professional Self-Determination Formation and Person’s Professional Typology Construction." Administration 4, no. 1 (March 17, 2016): 21–30. http://dx.doi.org/10.12737/18789.
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This paper is based on the results of research related to a problem of professional self-determination
formation and person’s professional typology construction, and devoted to how the knowledge of students’
individual-psychological and social-psychological features will allow during training in higher education
institution not only adequately use natural tendencies and abilities, but also to help in formation of activity’s
individual style allowing to compensate a lack of some components development by development of others
ones. As a result this will allow solve effectively the same professional problems by people with various
combination of operational components in person’s structure. Therefore in this case it is appropriately to
focus attention on the typological approach to person’s features similarity studying under the profession
influence, and, taking this approach as a basis, a more flexible studying of this problem is offered, assuming
the possibility for existence of several types in the same professional community. Therefore, there is an
opportunity for dynamic development of person’s qualities in the presence of strongly expressed motivation
to professional activity.
This direction of researches is especially topical in connection with political and social-economical
transformations in society, and introduction of professional standards, demanding essential changes in
training of specialists. Nowadays there is rather serious gap between employers’ requirements in the labor
market, and knowledge and skills which are gained by graduates during the training. The professional
standards regulating requirements to work’s quality and content and being an obligatory element for an
assessment of graduate’s training quality and his readiness for the future professional activity only describe
necessary parameters, without answering a question how these parameters may be created at the youth
choosing the certain profession, taking into account person’s specific features. If the person’s professional
choice is defined by random factors and there is no activity’s individual style formation during the training,
such mistakes will be cost much in the future to both the person and the higher education institution.
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Semenoh, Olena. "KEY CONCEPTS OF SELF-CONCEPTION OF ACADEMICIAN NELLY NYCHKALO." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 9–21. http://dx.doi.org/10.33989/2226-4051.2016.14.171576.
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On the basis of research and reflection on Nelly G. Nychkalo the article outlines the key concepts of "working man", "a man of culture", "patriotic person" in terms of professional development and self-identity. According to V. Kremen reasons, the concept of self-conception is considered to indicate the mental representation of himself, displaying of meta-individual world of personality in her consciousness and imaginations of himself on which she gives birth to a new sovereign image, determines the prospects of her own potential. Ideas of Zyazyun are taken into account, who set in the center of educational mastery "I"-Concept, experience, communication, personality, its orientation, affect, will and intelligence. Attention is focused on intelligence, intelligence, spiritual elitism, open personality Nelly Nychkalo man as standard pedagogical work.It was found that the characteristics of the concept "man of work" N.Nychkalo enriches by the analysis of the concepts of "human capital", "continuous education", "quality lifelong education", which mostly provides professional competitiveness, creates a need for constant self-identity through formal, non-formal and informal education. It is proved that a person of culture is spiritually rich, humane, creative person, dedicated by her work and captured by it, has developed the desire to do Good, Truth, Hope. We consider the concept of "patriotic man," moral values and spiritual content of which make the culture of the nation.
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Оshurkevych, Nataliia. "Genesis and content concept of professional self-determination of personality." Pedagogical Process: Theory and Practice, no. 4 (2018): 43–49. http://dx.doi.org/10.28925/2078-1687.2018.4.4349.
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The article is devoted to the study of the problem of professional self-determination of personality and its relevance in contemporary socio-economic conditions. An analysis of the work of domestic and foreign scholars on the problem of professional self-determination of personality, made it possible to find out that there is no single theory in the understanding of the process of professional self-determination of personality. The article reveals the essence of the concepts of «personality», «profession», «professional self-determination», «professional self-determination of personality», «self-determination». The genesis is analyzed and approaches to the definition of the essence of the concept of «professional self-determination of personality» are considered. The emphasis is placed on the professional self-determination of a personality as a multicomponent phenomenon that is interconnected with professional development and the formation of an individual. The author’s definition of the concept of «professional self-determination of personality» is proposed as a prolonged, dynamic and phased process of self-knowledge and professional choice, influenced by external and internal factors of the subject. It has been established that in the writings of leading scholars there is an increased interest in the problem of professional self-determination of personality. The great experience of the various concepts and theoretical approaches developed to understanding the problem of professional self-determination of personality points to the complexity and multicomponent nature of the phenomenon of «professional self-determination of personality», as well as its close connection with the person’s self-determination of the person, his self-realization, self-actualization and self-knowledge in professional activity.
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Zeer, E. F., and E. E. Symanyuk. "Self-realization of Human Personality in Mature Adulthood as a Predictor of Ensuring Its Professional Performance." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 26, no. 4 (2020): 100–114. http://dx.doi.org/10.15826/izv1.2020.26.4.075.
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Introduction. The present paper addresses social, psychological and professional characteristics of a mature human adult (ages 56–60). The analysis of a social situation of development determines essential developmental inconsistencies akin to a conflicting reality between external and internal conditions for the process of self-realization. The termination of professional engagement causes emotional stress and (normative) crisis of job loss and initiates the search for the ways to ensure solvency and professional performance. Thus, the relevance of this research is underpinned by the idea that self-realization is a factor of ensuring professional performance. The conflicting realities in personal growth during the period of mature adulthood feature a social situation of development where social and technological activities are the most dominant in leading economic sectors. The structural and functional model of self-realization reflects the basic features of a newly formed personality. The aim of the present research is to define the aspects and patterns of human self-realization that accounts for professional performance. Methodology and research methods. A new theoretical and applied discipline constitutes the methodological framework of the present research. It involves psychologic, postmodern paradigm, methodological approaches to and principles of professional creditworthiness, as well as the concept of professional growth. Results. The heuristic model of professional self-realization generalizes the social situation of development in mature adulthood. The said model has become the blueprint for the structural and functional model of self-realization that accounts for professional performance of a person in mature adulthood. The purpose of the present research warranted the development of a supplemental educational program which increases the professional worth of a person nearing retirement age. The program content is illustrated as a block module, thus enabling to tailor several learning paths to individual needs of trainees. This program is meant for online learning and is based on advanced educational technologies. Practical significance. The points and recommendations stated in the paper can be used by staff development services. However, our primary goal was to help people with their self-determination during professional transformation of economy through self-actualization and self-realization to ensure their professional performance.