- Лунченко, Надія Вікторівна (orcid.org/0000-0002-4926-7115) (2023) Formation of psychological safety of participants of the educational process of the primary school in the activity of psychological service Dissertation candidate2 thesis, Харківський національний педагогічний університет імені Г.С. Сковороди.
![[thumbnail of Lunchenko_aref_сайт.pdf]](https://lib.iitta.gov.ua/style/images/fileicons/text.png) |
Text
Lunchenko_aref_сайт.pdf Download (866kB) |
Abstract
Lunchenko N.V. Formation of psychological safety of participants of the educational process of the primary school in the activity of psychological service. – qualification scientific work on the rights of the manuscript. The dissertation for the degree of Candidate of Psychological Sciences (Doctor of Philosophy) in the specialty 19.00.07 "Age and pedagogical psychology. Н.S. Skovoroda Kharkiv National Pedagogical University, 2022. The work presents an analysis of scientific and theoretical concepts and approaches to the study of the psychological safety of the educational environment of the primary school, identified and described the regulatory factors of its formation in the work of the psychological service of the school. The scientific novelty and theoretical significance of scientific work, which are that: - shows the specifics of the psychological safety of the educational environment of primary school students, which is manifested in direct connections with the extent of the favorable psychological climate and the sociometric status of the student, optimism and satisfaction destructive type of self -affirmation and victimization; . - the regulatory predictors of the psychological safety of the educational environment of the participants of the educational process of primary school are determined; Expanded idea of: -psychological safety of the educational environment of the primary school in the unity of its material-spatial, socio-psychological and psychological-pedagogical components; – psychological and pedagogical principles of ensuring the psychological safety of the educational environment of the primary school by the psychological service; - typological features of psychological safety of the educational environment through the characteristics of the ratio of students and teachers of instrumental levels, actually psychological safety and manifestations of bullying in primary school; were further developed: – means of psychological support for the development of psychological safety of the educational environment of the primary school in the activity of psychological service; - psychodiagnosis of psychological safety of the educational environment of primary school. The practical importance of the dissertation is to adapt the methodology of psychodiagnosis of psychological safety of the educational environment of the primary school, in the creation of a program of psychological support for ensuring the psychological safety of the educational environment of the primary school, the effectiveness of which is proven and which can be applied in the activity of its psychological service. As a result of theoretical analysis, it was determined that the psychological safety of the educational environment of the primary school is a highly organized system of socio-psychological conditions within which educational tasks are realized, socialization and psychological development of personality is being realized and material-spatial (subject resourcefulness of the school), social and psychological (relations and communication at school) and psychological and pedagogical (measure of the effectiveness of the educational process, pedagogical communication of the teacher with students, satisfaction with the educational process of its participants), which are taken into account in the activities of the psychological service to ensure its psychological safety. Psychological safety of the educational environment, in its own time, is a state of psychological protection groups of students and pedagogical staff, dialogical nature of pedagogical communication, interpersonal tolerance, psychological comfort and well-being, atmosphere of trust and mutual respect of participants in the educational process. The complex of psychodiagnostics of the psychological safety of the educational environment of the primary school created within the framework of research involved the adaptation of the Ukrainian -language version of the methodology of A.K. Musa, B. Meak and JI Sagir, which allows you to determine the measure of instrumental and psychological safety, as well as manifestations of bullying in the educational environment of primary school in assessments of participants in the educational process. In addition, the psychodiagnostic complex includes techniques that allow students to study the mental qualities and abilities of students (sociometric status, psychological climate in the classroom, stress factors of educational activity, aggression, anxiety, style of self-affirmation, victimity, satisfaction of life) and teachers (style of pedagogical communication , communicative tolerance, emotional burnout, work satisfaction) of primary school. A typological analysis of the psychological safety of the educational environment was carried out through the clustering of instrumental and psychological safety indicators, as well as the manifestations of bullying at school. The existence of three levels of psychological safety of the educational environment, characterizing a psychologically dangerous, conditionally safe and safe educational environment, has been revealed. The correspondence of the psychological safety of the educational environment in the estimates of participants in the educational process – students and teachers of primary school was revealed. The specificity of the psychological safety of the educational environment of the primary school, which is manifested in its direct correspondence with sociometric status and psychological climate in the classroom. The reverse compliance of the psychological safety of primary school students is revealed with the severity of stress factors of educational activity, personal and situational anxiety, aggression, destructive type of self-affirmation and victimization. In students with isolated sociometric status of stay in a psychologically dangerous educational, it is related to pessimism. Low sociometric status against the background of a psychologically dangerous educational environment causes low life satisfaction with students. It is empirically determined that the instrumental and psychological safety of teachers' educational environment is positively correlated with the pedagogical style of active interaction with students, and the manifestations of bullying are characteristic of teachers with styles of pedagogical communication, characterized by less dialogue. Interpersonal communicative intolerance and mental burnout in teachers are directly proportional to the psychological danger of the educational environment and are exacerbated, provided they are not dialogical styles of pedagogical communication. The satisfaction of teachers' work corresponds to the psychological safety of the educational environment and the dialogue of pedagogical communication. The analysis of the regulatory determinants of the psychological safety of the elementary school educational environment showed that students are determined by indicators of identified regulation of educational activity, the ability to model and evaluate the learning outcomes, and teachers – the internal motivation of professional activity, indicators of modeling and flexibility of behavior and activity. The instrumental safety of the educational environment of students is due to the predictors of identified and intro - depicted regulation of learning, modeling of educational activity and flexibility in learning, and teachers – intro -contained regulation of professional activity, evaluation of results and flexibility in work. The manifestations of bullying are more pronounced in the educational environment, the greater the external regulation of learning, the ability to plan and program the educational activity, independence and responsibility in students, as well as identified regulation of professional activity, ability to plan and flexibility of behavior in primary school teachers. The created program of psychological support for the formation of safety of the educational environment of the primary school was implemented in three stages: motivational, basic and reflexive, provided for separate directions of group and individual work with all participants of the educational process. The results of the implementation of the program showed that the increase in the instrumental and psychological safety of the educational environment and the reduction of the indicators of bullying occurred in teachers and students of the experimental group, but instead the participants in the educational process of the control group of significant shifts occurred.
Downloads
Downloads per month over past year
Actions (login required)
 |
View Item |