Педагогический
ИМИДЖ Научно-практический журнал Pedagogical
IMAGE Scientific and Practical Journal

Dynamics of Mental States of Persons with Mental Disorders in the Process of Psychological Rehabilitation Using Audio Correction

Author(s)

Ekaterina S. Pyatkina, Candidate of Sciences (Medicine), Head of the Department of Rehabilitation Technologies, https://orcid.org/0000-0003-4897-5803, AuthorID: 899782, N. G. Chernyshevsky Saratov State University

83 Astrakhanskaya St, Saratov, Russia, 410012, tel: +7 (8452) 228586, This email address is being protected from spambots. You need JavaScript enabled to view it.

Elena S. Grinina, Candidate of Sciences (Psychology), Associate Professor, Associate Professor of the Department of Rehabilitation Technologies, https://orcid.org/0000-0002-8766-9668, AuthorID: 683090, N.G. Chernyshevsky Saratov State University

83 Astrakhanskaya St, Saratov, Russia, 410012, tel: +7 (8452) 228586, This email address is being protected from spambots. You need JavaScript enabled to view it.

Larisa V. Shipova, Candidate of Sciences (Psychology), Associate Professor, Associate Professor of the Department of Rehabilitation Technologies, https://orcid.org/0000-0002-6741-4748, AuthorID:651650, N.G. Chernyshevsky Saratov State University

83 Astrakhanskaya St, Saratov, Russia, 410012, tel: +7 (8452) 228586, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article analyzes the experience of using audio correction in the complex rehabilitation of people with mental disorders. Audio correction using the Tomatis method currently appears to be an effective technology for harmonizing the mental development of people with disabilities by purposefully influencing the auditory analyzer. The focus is on the dynamics of mental states of young people with mental characteristics of varying degrees of severity.

Materials and methods. The study involved 36 clients of the Adaptation and Rehabilitation Center for the Disabled – young people with mental disabilities aged 18 to 35 years. The dynamics of mental states was assessed by analyzing the results of an ascertaining and control experiment using a set of psychodiagnostic methods and techniques: conversations with young disabled people with mental disabilities, as well as with their relatives, the method “Well-being. Activity. Mood”, a questionnaire of the current mental state, a test of color choices. At the formative stage of the experiment, a comprehensive rehabilitation of persons with mental disorders was implemented, which included three courses of audio correction, individual and subgroup correctional and developmental classes, psychological consultations, trainings, dance therapy, music therapy, etc.

Results. As a result of complex rehabilitation with the use of audio correction, young people with mental disabilities showed an improvement in well-being, mood, increased activity, efficiency, decreased anxiety, tension, heteronomy, and self-regulation of the study participants became better.

Conclusion. The data obtained allow us to talk about the expediency of implementing audio correction in psychological support and rehabilitation of young people with mental disabilities in the process of comprehensive rehabilitation.

Keywords: people with disabilities, mental disorders, mental state, diagnosis, psychological rehabilitation, audio correction

For citation: Pyatkina E.S., Grinina E.S., Shipova L.V. Dynamics of Mental States of Persons with Mental Disorders in the Process of Psychological Rehabilitation Using Audio Correction. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (4). Pp. 589-602. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2024-18-4-589-602

DOI: https://doi.org/10.32343/2409-5052-2024-18-4-589-602

UDС: 159.9

The article was submitted to the editorial office on 20.11.2023, approved after review on 07.12.2023, and accepted for publication on 15.12.2024.

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Development Dynamics of Psychology Students’ Conflict Competence Under the Pilot Program

Author(s)

Lyubov A. Fomina, Postgraduate Student of the Department of Educational and Developmental Psychology of the Faculty of Psychology, https://orcid.org/0009-0000-0430-5889, Irkutsk State University

1 Karl Marx St, Irkutsk, Russia, 664003, tel: +7 (3952) 202349, This email address is being protected from spambots. You need JavaScript enabled to view it.

Elena A. Kedyarova, Candidate of Sciences (Psychology), Associate Professor, Head of the Department of Pedagogical and Developmental Psychology, https://orcid.org/0000-0001-9124-9503, Irkutsk State University

1 Karl Marx St, Irkutsk, Russia, 664003, tel: +7 (3952) 202349, This email address is being protected from spambots. You need JavaScript enabled to view it.

Nadezhda I. Chernetskaya, Doctor of Sciences (Psychology), Associate Professor, Professor of the Department of Pedagogical and Developmental Psychology, https://orcid.org/0000-0001-7082-5444, AuthorID: 472536; Scopus ID: 57216888358, Irkutsk State University

1 Karl Marx St, Irkutsk, Russia, 664003, tel: +7 (3952) 202349, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. Conflict competence is an important part of the professionally important qualities of a psychologist, but the practice of higher psychological education does not always provide for the purposeful development of this competence, and graduate psychologists often find themselves unprepared to solve professional problems related to conflicts. The authors provide the results of the study of trends in the dynamics of conflict competence development under the program implemented on the basis of the Psychology Department of Irkutsk State University.

Materials and Methods. The sample of the study consisted of 20 students who participated in the experimental program on a long-term basis - during all four years of study in the profile “Psychology”. Among the psychodiagnostic methods used were: E.E. Tunik’s test to assess personal creativity, A.I. Tashcheva’s test to calculate the semantic index of negative perception of conflicts, E.P. Ilyin and P.A. Kovalev’s test to identify personal aggressiveness and conflict, test by V. V. Boyko to identify emotional efficiency in communication, A. V. Karpov’s reflexivity test and the Thomas-Kilmann test to identify behavioral strategies in conflict situations.

Results. It was proven that as a result of a four-year formative program, psychology students experienced the following changes: a decrease in the semantic index of negative perception of conflicts, an increase in positive aggressiveness and a decrease in negative aggressiveness, a decrease in general conflict, a decrease in intolerance to the opinions of other people, a decrease in suspicion, a decrease in the index of emotional interference in establishing contacts, and a decrease in the frequency of using strategies for avoiding conflicts and adapting to them.

Discussion and Conclusion. The assessment of dynamic trends as a result of long-term studies made it possible to prove the effectiveness of the program for all three components of conflict competence, as well as to identify the strongest “points” of the program in each component.

Keywords: conflict competence, components of conflict competence, student psychologists, psychological education

For citation: Fomina L.А., Kedyarova E.А., Chernetskaya N.I. Development Dynamics of Psychology Students’ Conflict Competence Under the Pilot Program. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (4). Pp. 557-573. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2024-18-4-557-573

DOI: https://doi.org/10.32343/2409- 5052-2024-18-4-557-573

UDС: 159.99+378

The article was submitted to the editorial office on 25.09.2024, approved after review on 24.11.2024, and accepted for publication on 30.11.2024.

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Objective Factors of Conflict Resilience Among Teachers in Educational Institutions

Author(s)

Anna V. Bakina, Candidate of Sciences (Psychology), Associate Professor, Department of General Psychology, https://orcid.org/0000-0002-6772-3743, AuthorID: 267448, SPIN-код: 7261-1748 ResearcherID: AAI-1917-2020, Ufa University of Science and Technology

32 Zaki Validi St, Ufa, Russia, 450076, tel: +7 (347) 2299616, This email address is being protected from spambots. You need JavaScript enabled to view it.

Svetlana V. Yaremtchuk, Candidate of Sciences (Psychology), Associate Professor, Department of Education Psychology, https://orcid.org/0000-0003-1036-6826, AuthorID: 489797, SPIN-код: 1673-8024 Scopus Author ID: 56111955900, Researcher- ID: A-3599-2017, Amur State University of Humanities and Pedagogy

17/2 Kirov St, Komsomolsk-na-Amure, Russia, 681000, tel: +7 (4217) 591430, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. Conflict resilience is a crucial competence for pedagogical practice, allowing teachers to successfully navigate conflict situations. This competence can be considered a guide for professional growth for modern educators. However, the factors that influence a teacher’s conflict resilience and the variables that could predict groups requiring additional support and development of their conflict response abilities have not been adequately explored. This study aims to investigate the objective factors that affect a teacher’s conflict resilience, including gender, age, teaching experience, qualifications, position, and employment conditions (including the number of positions held and additional responsibilities such as classroom management).

Materials and Methods. The study was conducted on a sample of 1,785 teachers from the Khabarovsk Region, aged 19-77 (1,661 females and 124 males), who were surveyed using Google Forms. Conflict resilience of the participants was assessed using a methodology for determining conflict resilience level (N. P. Fetiskin et al.), based on which teachers were categorized into four groups according to their identified conflict resilience levels. Objective factors were determined through direct questions. Statistical analysis was performed using the Mann-Whitney U test and Pearson correlation coefficient. Data processing was done in the STATISTICA software.

Results. Significant differences were observed between male and female teachers. Specifically, women were found to exhibit a higher degree of conflict resilience compared to their male counterparts. Correlation analysis revealed a positive association between a teacher’s conflict resilience and their age and work experience. In other words, as teachers gain age and experience, their level of conflict resilience tends to increase. No significant correlations were discovered between conflict resilience and a teacher’s qualification category. Additionally, no significant differences in conflict resilience were identified when comparing teachers holding various positions or having different workloads.

Discussion and Conclusion. The patterns identified in the study help to identify a risk group of teachers who are characterized by low conflict resilience. These are young teachers with limited work experience. Males are more likely to be part of this group. These findings indicate a need for psychological support for this group to increase their ability to manage conflict situations effectively.

Keywords: conflict resilience, teachers, education, factors, gender, age, work experience, qualification, position, workload, classroom management

For citation: Bakina A. V., Yaremtchuk S. V. Objective Factors of Conflict Resilience Among Teachers in Educational Institutions. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (4). Pp. 574-588. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2024-18-4-574-588

DOI: https://doi.org/10.32343/2409-5052-2024-18-4-574-588

UDС: 159.944.4

The article was submitted to the editorial office on 09.09.2024, approved after review on 01.11.2024, and accepted for publication on 05.11.2024.

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Comparative Study of Initiative of Younger Schoolchildren in Learning and in Free Activity

Author(s)

Galina A. Mishina, Doctor of Sciences (Psychology), Head of the Department of Special Psychology and Correctional Pedagogy, https://orcid.org/0000-0002-8406-2246, Institute of Correctional Pedagogy

1 Bld, 8 Pogodinskaya St, Moscow, Russia, 119121, tel: +7 (499) 2450452, mishina@ikp

IIrina V. Dovolnova, Independent Researcher, https://orcid.org/0000-0002-3596-7313

Moscow, Russia, tel: +7 (499) 2450452, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. State initiatives in the field of education and culture aims to develop a pro- active, independent and responsible individual, capable of artistic creation, constructive dialogue, taking a proactive position that allows non-standard solutions in the changing conditions of the modern world. There are contradictions between the social order of society and the presence of passivity, individualism of modern children. Teachers and parents are interested in the technology of developing child’s basic personal characteristics. Currently, there are two main approaches to the conditions for developing a child’s personality: learning process and free time activity. Our study focused on studying the initiative of younger students in free time activity - in a situation of favorite activity at home and during recess. The data was compared with the results of studying initiative in learning process.

Methods. The study used the method of indirect observation, the method of scale assessment, statistical methods (the Shapiro-Wilk agreement criterion, the Wilcoxon difference criterion).

Results. The study showed that the high-initiative younger students had significantly higher indicators of initiative in the learning process and in free time activity at home than in recess; the low and medium initiative younger students had significantly lower indicators of initiative in learning process than in free time activity at home and in conditions of recess. There are also differences in the choice of activities and the form of their organization in free time activity.

Conclusion. The results of the study allowed us to outline important points for the personal development of younger schoolchildren: firstly, the presence of free independent activity filled with meaningful content and organized on the child’s own initiative; secondly, an increase in the indicators of educational initiative, an important condition for the development of which is the personality of the teacher who organizes the educational environment.

Keywords: initiative, learning, free time activity, conditions for the development of initiative, younger school age

For citation: Mishina G.A., Dovolnova I.V. Comparative Study of Initiative of Younger Schoolchildren in Learning and in Free Activity. IMIDZH = Pedagogical IMAGE. 2024; 18 (4). Pp. 543-556. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2024-18-4-543-556

DOI: https://doi.org/10.32343/2409-5052-2024-18-4-543-556

UDС: 159.9.07

The article was submitted to the editorial office on 24.09.2024, approved after review on 10.12.2024, and accepted for publication on 12.12.2024.

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