青少年学生对辅导残疾人心理准备的影响因素

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引用次数: 0

摘要

在高等教育现代化的时代,在注重个体轨迹和以能力和能力为基础的人格形成的时代,一种新型的活动——辅导获得了新的角色。在欧洲主要国家,这种对残疾人的支持已被证明是有效的,但在乌克兰,这种支持并不广为人知。本文提出了一项实证研究的结果,青年学生的心理准备成为残疾人辅导员。样本由哈尔科夫的O.M.别克托夫城市经济国立大学的68名学生组成。研究表明,辅导是一种新的令人兴奋的现象,它给学生提供了体验辅导的机会,包括残疾学生。同时,对此类活动的心理准备水平较低,这是由于对辅导员的职能职责认识水平不够、最终目标不明确等原因造成的。辅导残疾学生的心理准备结构有四个因素:“亲社会帮助取向”、“学业取向”、“社会直觉”和“交际能力”。鉴于残疾学生的心理特点,他们的支持应该与相对健康的学生的教育支持有显著的不同。所获得的数据可用于制定一项综合计划,以研究辅导残疾人的心理准备情况。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Factors of Psychological Readiness of Student Youth for Tutoring for People with Disabilities
In the time of higher education modernization, which is focused on individual trajectories and the formation of personality on the basis of its capabilities and abilities, a new role is acquired by a new type of activity – tutoring. In European leading countries, this type of support for people with disabilities has proven its effectiveness, but in Ukraine it is not widely known. The article presents the results of an empirical study of the psychological readiness in young students to become tuitors for people with disabilities. The sample was consisted of 68 students O.M. Beketov National University of Urban Economy in Kharkiv. The research has shown that tutoring is a new and exciting phenomenon that gives students the opportunity to experience mentoring, including students with disabilities. At the same time, psychological readiness for such activities is at a low level, which is caused by the insufficient level of awareness of functional responsibilities of a tutor, a clear ultimate goal, and so on. There are four factors in the structure of psychological readiness for tutoring students with disabilities: “Prosocial Orientation to Help”, “Academic Orientation”, “Social Intuition” and “Communicative Competence”. Given the psychological characteristics of students with disabilities, their support should be significantly different from the educational support of relatively healthy students. The data obtained can be included in the development of a comprehensive program to study the psychological readiness for tutoring people with disabilities.
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