Методика на планирането в помагащата дейност
The aim of the study is to provide a generalized methodology for planning psychological, pedagogical and social work with clients in need / at risk.
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The aim of the study is to provide a generalized methodology for planning psychological, pedagogical and social work with clients in need / at risk.
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The following paper presents the problems of the project oriented training. The analysis is centered on the technology of the modern education strategy. Discussed are the following issues: strong and weak points of traditional education methods, the need to modernize them, the philosophy of the project oriented training and its application in universities by teaching students. Presented is the experimental design of research, carried out by the author team with students in psychology.
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People, in their everyday activities, are faced with multiple choices, decision making and problem solving when aiming at more effective adaptation, goal setting and goal attainment as well as efficient psychic energy expenditure and social integration. The present study aims at the elucidation of the cognitive processes that participate in decision making. It comments on fundamental conceptions in relation to the phenomenon, the stages in the process of decision making, the structure of the problems and the most common decision making mistakes.
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Art arises and there is a basis of spiritual culture, which imposes rules for the creation and development of values. It reflects the relationship between artist and reality, and involves a spiritual communication, allows for self-expression. Important for art is always public. In the context of today’s modern and active functioning of the country, it becomes a consumer. Cultural industries underpins the consumer society in which we live. The only possible way to tackle these problems is the intellectual rebellion. Whoever finds its essence in the process of creativity. Who can deal with the mediocrity and the devaluation of values through the freedom of personal choice in the search for truth.
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The model presents an experimental research project to study the influence of blind chess on cognitive functions - memory, thinking and spatial imagination of sighted and blind persons in middle school age on some aspects of personality (esteem and social resonance).
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In the context of the modern education a leading role is allotted to the pedagogical ability to respect and stimulate every pupil’s free choice as a unique code to interpretation of knowledge. Working on fables at elementary school provides similar environment for pedagogical interaction. The specific effects of its performance – those of allusion and attitude are not only an exponent of interpretative skills for artistic recreation of a fable. They are also an original feedback of the pupil, which favours an opening of his reflexive skills and premises a development of his selfeffectiveness.
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The emergence of philosophical affect theory, sourced substantially in Continental philosophy, has intensified scholarly attention around affective potentials in laughter. However, the relationship between laughter’s affect and the comic remains a complicated one for researchers, with some maintaining that the two should be approached separately (Emmerson 2019, Parvulescu 2010). While there is a credible academic rationale for drawing precise distinctions, the present article takes an integrative approach to laughter and the comic. It analyses, then synthesises, points of convergence between key texts in affect philosophy and certain elements of incongruity-based humour theory. Specifically, the article seeks to demonstrate that some integration can bring insight and clarity to discussion of transformative potentials sometimes attributed to forms of comic laughter, especially within cultural studies and social science following the philosophy of Deleuze. This approach may also usefully complicate the concept of incongruity itself.
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The integration of humour’s classical theories such as relief, superiority, and incongruity suggest that the differences and patterns in what we find funny are largely dependent on attaching an “explicably safe” meaning to novel entities. It is argued that humour is a substantial organising influence in human socialisation and personal threat perception. Built on such work as Caleb Warren and A. Peter McGraw’s notion of humour in explicated ambiguity, Tom Veatch’s paradox of humour as a “normal” violation, and V.S. Ramachandran’s False Alarm Theory of humour, an integrational theory is developed and tested against a variety of hypotheses associated with the core findings of classical humour research.
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Cerebral lateralization is associated with differences in brain organization and handedness is seen as its main marker. In order to verify the hypothesis that differences in brain organization tend to be associated with different patterns of interests and abilities, 379 normal left-handed subjects (221 women, aged 18 – 72 years) and 366 normal right-handed subjects (256 women, aged 18 – 72 years) were interviewed about their interests and special abilities. The following interests and special abilities were studied: singing, playing an instrument, dancing, painting, acting, foreign language skills, sports skills, and writing poetry. The results in the left-handers group showed that there is a significantly higher percentage of subjects with a pronounced interest in playing an instrument. In the group of right-handers, the study demonstrated a significantly higher percentage of subjects specifically interested in learning foreign languages. With respect to the abilities, a significantly higher incidence of participants with vocal, instrumental, sports, and foreign language skills was found in the left-handers’ group. Differences in functional cerebral organization between left- and right-handers were suggested as possible explanation for the relationship of handedness with special abilities.
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Gelotophobia, or the fear of being laughed at, has been described as an inability to enjoy humour and laughter in social interaction. A number of studies have shown its increased levels under various mental disorders. Gelotophobia in psychiatric patients may appear either as a primary syndrome, or as a secondary disorder connected to the patient’s reaction to their social position (self-stigmatisation). In turn, self-stigmatisation is closely related to the personality of the patient and, in particular, to their attitudes to illness. Since the fear of being laughed at has been studied within both the clinical concept and the continual model of individual differences, the question of differentiation between normal and pathological fear of being laughed at is topical, while borderline groups are of particular interest. The aim of the present study was to examine the relationship between gelotophobia, attitudes to illness, and self-stigmatisation in patients with minor, non-psychotic mental disorders, as well as those with brain injuries, who also had mild mental disorders, without having the status of psychiatric patients. The sample consisted of 73 patients with non-psychotic mental disorders, and 30 patients with brain injuries. The methods used included PhoPhiKat-30, ISMI-9 (Internalized Stigma of Mental Illness Inventory), and TOBOL (Types of the Attitudes to Disease). The results revealed at least a slight level of gelotophobia in 31% patients with non-psychotic mental disorders, and 20% in those with brain injuries. Gelotophobia correlated with certain types of attitude to illness in each group. Subjects displaying high levels of gelotophobia were in general characterised by disadvantageous attitudes to illness. In the group of psychiatric patients, gelotophobia was associated with self-stigmatisation, whereas in the group of neurological patients it was not. Thus, in this study gelotophobia was examined for the first time in patients with non-psychotic mental disorders, as well as in those with brain injuries. Differentmechanisms of gelotophobia development were suggested for the two groups.
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Job demands, like time pressure, consume employees’ limited resources, which need to be restored through recovery in order to maintain psychological well-being and work performance. Employees in high-strain jobs need to replenish their emotional resources throughout the work day. This can take place during breaks if employees are able to psychologically detach from the work demands. Given the stress-relieving functions of humour, we hypothesised that affiliative humour during breaks would attenuate affective impairments related to time pressure and would decrease negative emotional spillover from breaks to subsequent work. We conducted moderated mediation analyses with bootstrapping based on a cross-sectional sample of 170 employees working at four retail stores. Time pressure was positively related to affective irritation, which in turn was related to more spillover of negative (and less spillover of positive) mood from breaks to work. Laughing with colleagues during breaks moderated the link between time pressure and affective irritation, such that this relation became nonsignificant when the frequency of joint laughter during breaks increased. Hence, pleasurable social break activities appear to be important for within-workday recovery. Employers should encourage their employees to take their breaks consistently and to socialise with likable colleagues, especially during periods of high work load.
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A novelty of this research is the study of early childhood abuse. The fight to eliminate physical abuse in the school environment must start from the first level of placing the child in this environment, respectively from the young school age. The important scientific problem solved lies in the change of the attitude of the parents and teachers towards the physically abused child, but also in the establishment of the psychotherapeutic methods of working with them. The causes of physical abuse are numerous because abuse is a complex phenomenon, and the literature mainly reveals the abnormal behaviors of parents, poor parent-child relationships and problematic families. Very often we meet children who belong to disorganized families and / or with a disadvantaged socio-economic level. Any attack on the child's health, physical abuse, regardless of its form, affects all areas of psychological functioning of the child (intellectual, emotional, volitional, interpersonal), not only causes physical damage, but also negatively affects the child's overall development, his relationships with other people, school performance.
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The results of a study of ego states, self-esteem and life positions effects on teachers’ subjective career success are presented. The sample includes 324 teachers between 24 and 65 years. The results obtained present preferences for the ego states Nurturing Parent and Adult, and for the life position „I am OK, you are OK“, which are manifested through characteristics such as affection, friendliness, analyticalness and devotion to others. The established average self-esteem level suggests for positive attitude towards oneself and career satisfaction. The ego states Natural Child, Caring Parent, Adapted Child, the self-esteem and the life positions „I am OK, you are OK“ and „I am not OK, you are not OK“ have significant effects on subjective career success. Personal characteristics such as empathy, concern for others and the promotion of development lead to a sense of subjective career success. The results are applicable for the implementation оf teacher competency improvement programs, which will not only increase their sense of career success, but will also have a positive effect on the quality of the educational process.
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Self-image plays an important role in human life, due to its influences on the emotional state level, to its guidance toward self-knowledge by relating to others and due to its leading of gaining self-esteem. In fact, it leads life success and the way of relating to everyone else. Psychological development of children and teenagers depends mostly on the reactions and the attitude of family and teachers. The educational leaders, through the teaching methods and aids, can influence student`s self-image. Refering to the students that have a poor self-image, the cooperative learning method is extremely efficient by sustaining self-awareness, self-knowledge, knowledge of others and positive interactions in class.
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Changing the focus in modern education from teaching knowledge to acquiring key competences requires the development of new, practically oriented, interactive methodological solutions. The article outlines theoretical perspectives for future investigation, based on the results from lessons carried out according to the Waldorf system of teaching – innovative for Bulgaria. They point to opportunities of developing interdisciplinary teaching in English, Bulgarian (Music, Visual Arts, Philosophy, Citizenship) through (literary) translation as a learning activity. Thus conditions could be created for going beyond a particular subject, hence for learning in the context of universal human themes. This could allow for the acquiring of basic life skills and the integrated development of key competences: literacy competence, multilingual competence, cultural awareness and expression competence, citizenship competence, including intercultural competence.
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The second article focuses on dialectical logic, biological and spiritual determination, freedom of choice, consciousness and Self-consciousness, as well as on non-evolutionary development. A correlation analysis was carried out, on the one hand: between organic structures, neurophysiology, events of the bodily organism and, on the other hand, mental processes, states and formations, especially free will or creativity, as well as cognitive functions, consciousness and self-conscious Mind. Here consciousness can be a determinant, and information is a mediator between Mind and body.
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This article is focused on the differences between shame and guilt examined through a psychological perspective. The purpose of this analysis developed here is to attain conceptual clarity about what is distinctive about shame and guilt. We claim that shame is erroneously included in the category of “moral emotions” and that, paradoxically, there is nothing moral in it. To this end, we emphasize that shame is produced by the failure to achieve a certain minimum, which is social in its nature. It is therefore connected with low demands on one’s self and low self-esteem. Guilt, on the other hand, is based on the failure to achieve a subjective maximum and an ideal, so it tends to be observed in personalities that exhibit high demands upon themselves and a high self-esteem.
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Reviews of: Kirjarahva pildiraamat. Fotosid aastatest 2001–2009. Pildistanud Alar Madisson, koostanud Alar Madisson, Piret Noorhani, Vilve Asmer. Tartu: Eesti Kirjandusmuuseum, Kunst, 2009. [127] lk Kirjarahva teine pildiraamat. Fotosid aastatest 2010–2013. Pildistanud Alar Madisson, koostanud Alar Madisson, Piret Noorhani, Vilve Asmer. Tartu: Eesti Kirjandusmuuseum, 2013. [123] lk. Lev Võgotski. Mõtlemine ja kõne. Psühholoogilised uurimused. Tõlkinud Peeter Tulviste. (Avatud Eesti Raamat.) Tartu: Ilmamaa, 2014. 509 lk. Leo Tolstoi. Mis on kunst? Tõlkinud Andri Ksenofontov. (Avatud Eesti Raamat.) Tartu: Ilmamaa, 2014. 314 lk. Eesti perioodikas ilmunud järjejuttude bibliograafia 1918–1944. Koostaja Kalev Sikk. Väljaandja: Lembit Sikk Pärna talu, 2014. 258 lk + Lisad: Anderomaanid, 6 lk; Errata, 1 lk. Kas sa Tammsaaret oled lugenud? Kirjanduslik eluloovestlus Helga Nõuga. Koostaja Rutt Hinrikus. Tartu: Eesti Kirjandusmuuseum, Eesti Kultuurilooline Arhiiv, 2014. 144 lk. Helga Nõu. Valetaja. Mälestused, tõeotsimised. Tallinn: Eesti Ajalehed, 2011. 280 lk. Martin Klöker. Tallinna kirjanduselu 17. sajandi esimesel poolel (1600-1657). Haridusinstitutsioonid ja juhuluuletamine. Tõlkinud ja eessõna Kristi Viiding. Tallinn: Teaduste Akadeemia Kirjastus, 2014. 679 lk.
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The central idea of the present text is to show that in the formation of the students of tomorrow's world, a fundamental role belongs to the idea of curiosity. Scientific knowledge has recently become, thanks to technological development and the increasingly computerized era, a way of life in which the skills to understand and handle the applications and software increasingly present in everyday life have become inherent requirements of a life quality. Therefore, there is a need for education based on scientific knowledge to be much more present in the school curriculum of the students who will form tomorrow's society. Perhaps one of the most effective means by which students benefit from a science education is the systematic stimulation of native curiosity. We show some ethological and neurological foundations of curiosity that we consider sufficient for a reformulation of standard pedagogy.
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Social activism is a way of acting whose aim is to bring about specific changes. The movement is increasingly popular among children, who have a growing understanding of largescale phenomena and are increasingly aware of their agency. The aim of this article is to conduct an overview of the phenomenon of children’s social activism and to analyse the activities undertaken by children activists in an educational-literary interdisciplinary project carried out by early school-age children. The project addresses the topic of literary education and implements new initiatives to increase reading and ecological knowledge.
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