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Файл:Social adaptation of persons with disabilities in the conditions of professional activity. Textbook for students in the field of training 08.04.01 Con.pdf
Neuromuscular relaxation
There are ways to reduce the level of nerve tension by completely relaxing the muscles of the body.
Regardless of the features of different relaxation techniques, the learning process includes three stages.
On the first of them the person develops the skills of arbitrary relaxation of individual muscle
groups in a state of rest. Then they are combined into integral complexes that provide relaxation of
the whole body or its individual sections. At the same time, training is first carried out in a passive state,
and then it can be included in the process of performing certain types of activities (reading, writing, etc.).
The muscles involved in the implementation of the corresponding motor acts aren‘t affected.
The purpose of the final stage is to assimilate the so-called «habitofrepose skill», which allows
to arbitrarily cause a state of relaxation in those life situations, when it is necessary to reduce or
prevent the occurrence of affective experiences. It is all the more appropriate to use such procedures
for prophylactic purposes as a kind of «psychohygienic» tool, preventing the accumulation of residual
phenomena of stress, contributing to the full recovery of strength during rest periods, normalizing
emotional background of activity.
The use of relaxation techniques is a powerful tool that allows you to fully relax and regain mental
balance. However, it is an active skill, and like any skill, it requires persistent training. The mistake
of most people who start relaxing is that they want to force the mastery of the procedure. But success
requires practice and patience. But your health and well-being do worth fifteen minutes of daily exercise.
After carefully studying this section, talk to yourself about the main thoughts and ideas again.
If you have any questions, write them down. Compare your thoughts and ideas with the outcome
after completing the topic. Test your knowledge after studying the topic.
SUMMARY
1. The word «adaptation» comes from a Latin word, which means adjustment. The process of
adaptation is a process of morphological and functional transformation in the organism, as a result
of which the acting factor of the environment reduces or ceases its negative impact.
2. Any change in the structure and function of part of the organism leads to adequate changes
of the whole. The organism is a unified system, and it reacts as a whole.
3. The genome of every person has enormous potential for implementing a wide variety of
adaptive options, but they are not infinite. And these limits are set by hereditary characteristics that
are specific to each species.
4. The non-specific component of adaptation may be overlapped by the specific.
5. The functional state of a person characterizes his activity in a particular direction, in specific
conditions, with a specific life energy reserve. So, they distinguish four stages of performance during
the day: the exercise stage; the optimal performance stage; the fatigue stage; the stage of «final impulse».
THINK ABOUT AND ANSWER THESE QUESTIONS
1. What do you think are the factors associated with individual physiological adaptation?
2. What are the main differences between the specific and non-specific reactions of the body?
3. In your opinion, what are the reasons of the poor physiological adaptation of a person to new
environmental conditions?
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3. GOAL SETTING, SELF-EDUCATION AND SELF-DEVELOPMENT
Main aims and outcomes
As a result of studying this material, you will learn:
– what is the fundamental difference between growth and development;
– why every state has an interest in the education and self-education of its people;
– what advantages a person gets as a result of the creation of a common educational space;
– what recommendations can be used in organising the process of self-education.
Keywords: growth, development, self-development, self-education, common learning space,
continuing self-education, learning styles.
3.1. Development through self-education
3.1.1. Growth, development and self-development
People often use the terms ―growth‖ and ―development‖ in their everyday lives, but are not always
able to clearly distinguish between the two. If self-development is your goal, you need to understand
whether you are really developing or building on something that has been there for a long time.
Growth is characterised by quantitative changes, which can be indicated by the mathematical sign
―more – less‖.
You can talk about the physical growth of a person. There is, in fact, a curious pattern to human
growth. During pre-natal life and early childhood, the upper part of the body (head) grows faster
than the lower part, and the central area grows faster than the limbs. At puberty, the growth ratios of
the different body parts are reversed: the limbs grow faster than the head and torso.
There is an increase in the properties of individual mental processes, for example the amount of
memory and attention increases over time. Recall that this volume will not exceed the magic number:
seven plus or minus two. But if you are on a developmental path, the volume of cognitive processes
tends towards infinity.
A professional career can also be growth, climbing the professional ladder according to length
of service. But it can also be a professional development.
Development is a qualitative regular change of material and ideal objects.
When we talk about mental development, we use characteristics inherent in development as a whole.
First of all, development is characterized by the formation of a new, previously non-existent,
systemic quality.
A traditional and very appropriate example is the egg and the chicken. There is no turning back.
The chicken is not something that came into existence by simply adding together the qualities of a
pre-existing system. It has its own structure, fluff, eyes, beak, legs. It is no longer a white and a yolk
in a shell. This development cannot be reversed.
In the course of development, the system is transformed at the level of structural content. The chicken
example illustrates this developmental characteristic well. The chicken did not appear due to the growth
of the shell or the appearance of another yolk. This is a completely new organism that functions differently
and has its own structure.
In the course of development, a consistent and continuous transition from one stage of development
to another can be traced. These stages are interconnected and determine the further process of development.
During development there is no way to reverse the process. Development is irreversible. Otherwise,
we are talking about degradation and pathological processes.
In addition, development occurs taking into account the time factor. The emergence of new
development is not the result of the number of years lived, but is not the result of the content of the
years lived.
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Professional development is the change in mental functions (thinking, perception, memory, etc.)
and properties of a person that arise in interaction with the profession, in the course of vocational
training and professional activity. Psychologists talk about the professionalisation of the psyche.
You yourself have probably noticed how people change over time as they immerse themselves in
their profession.
3.1.2. Goals for self-development
Self-development, self-realisation, is a journey without an end point. Self-development as a process
of movement is more important than its result. The need to grow and develop is seen in psychology
as the highest human need. However, we should not forget that people strive for self-development,
self-improvement, always with a specific purpose. Self-development itself is not a goal, it serves as
a means to realise some other goals. Moreover, the goals may be different.
There are many people who are passionate about their physical development, so they do a lot of
physical activities, like yoga or other Eastern techniques.
Professionally, different people pursue different goals in self-development. One person seeks
independence in financial or professional spheres; another wants to gain recognition in a narrow
professional sphere or among a wide range of people; another tries to increase their influence, power
or to get a more interesting, promising and better-paid job. So, before you set a goal for self-development,
you need to understand why you need it.
A distinctive feature of self-development is that people determine the whole chain of the development
process for themselves: their goals (what they need to develop for); the specific tasks that need to be
completed for the development process to take place; the conditions that are necessary for development;
and most importantly, they take responsibility for the process and outcome of their self-development work.
3.2. Education as a tool for human development
There is a direct correlation between the level of education and a person's income. An increase
in the level of education, contributing to an increase in intelligence, leads to an increase in human
income as well as GDP (gross domestic product) and the national wealth of society as a whole. It is
internationally accepted to measure the human capital of a country. This indicator provides insight
not only into a country‘s current performance, but also into its potential and what can be expected
from it in the future.
When calculating the index of intellectual potential, the level of education of the adult population,
the share of students in the total population, the share of education expenses in GDP, the share of
those employed in science and scientific services in the total number of employees, and the share of
spending on science in GDP are taken into account.
It is therefore understandable why any state pays close attention to education and creates the
conditions for the self-education of the population.
3.2.1. Transformation of education today
We have already talked about the right to education, enshrined at the international level in the
United Nations Declaration of Human Rights.
The state, in one way or another, assumes the primary responsibility for preparing the rising
generation as a cultural and historical subject and as a subject of professional activity.
Today, a powerful transformation of education is taking place. This is provoked by global changes.
In the Russian Federation, new state educational standards based on the competency-based approach
have been introduced and continue to influence the process and content of education at all levels.
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For example. Higher education has acquired a two-level structure. The first stage is a bachelor's
degree (four years), the second stage is a master's degree (two years). At the same time, separate
educational specialty programs designed for 5-6 years have been preserved, includes both levels of
the new two-level syste.
The Common European Educational Area is part of the global educational area. This opens up
opportunities for acquiring a wide range of competencies. Different countries have developed their
own traditions of studying theory and mastering practice. The choice of educational and career
routes for students has increased.
All participants in the educational environment found themselves in new conditions. Such conditions
entail the need to change the usual way of life, to build new lines of behavior, interaction, and activity.
Adaptation to a changed environment, its speed and effectiveness largely depends on the depth of
awareness and acceptance of new conditions.
This transformation entailed a semantic change in the concept of education, introduced new
forms, methods, technologies that radically changed the educational environment and influenced all
participants in the educational environment.
3.2.2. Common learning space
The end of the twentieth century was marked by the need to expand the educational space. Initially,
as it was planned, a single European educational space was formed by 2010. Subsequently, the
countries of America, Australia, Canada and others began to join the European countries. By now
we can already talk about creating the global educational space. It would expand the opportunities
for human capital mobility on the European labour market. The competence approach as the basis
for a unified vocational education model (1984) was the basis for this idea.
Three categories of competences are compulsory elements of vocational education: universal,
general professional and professional.
Firstly, the universal competences that shape a cultured person. The social space of the modern
world is very complex and tends to become ever more complex. For hundreds of years, different
communities have developed in isolation. Over this time, each society has developed its own rules
and norms, and created its own unique culture. Today, man lives in a multicultural space. The modern
person should know a lot about human nature and human society, to be able to interact with different
cultures, to understand and accept people in all their diversity. This is why representatives of
different fields of humanitarian and social knowledge: sociologists, psychologists, educators,
lawyers, economists are dealing with the problems of social competence.
Universal competences are formed at all levels of education. It is a condition for the existence
of the human community. But we know that in people's lives there are many areas for self-realization.
Professional self-realization is just one of them. If all the energy is concentrated and spent only on work,
then there is neither time nor energy left for everything else. Within these areas the person is
completely incompetent. For example, these are family, friends, hobbies, health care and much more.
In this regard, we can state an imbalance in life spheres. An excellent employee and master of
his craft, who is in demand at work, turns out to be not in demand outside of it. While navigating
professional issues, he is absolutely not savvy, for example, in everyday or secular, cultural or other
topics. These topics imply a humanitarian component. Going beyond the boundaries of his work,
such a person becomes deprived of his social circle.
All areas, in addition to the purely professional, form the foundation for interaction between
representatives of different professions. Therefore, this is a significant part of a person‘s education
and general cultural level, allowing him to live and be happy among other different people.
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Secondly, general professional competencies. Each area of training involves its own range of sciences
and disciplines, to which the efforts of subjects and objects of education are primarily directed.
At the same time, we know well how quickly and often dramatically the world changes, how many
interdisciplinary areas of training are now being implemented. One and the same scientific discipline
is relevant both in its own way and in many others. Scientific discoveries and the implementation of their
results in practice, in production, only in narrow scientific areas no longer exist and are almost impossible.
For example, the topic of ―smart‖ concrete is developing in construction. In short, we are talking
about the inclusion of bacteria in the mixture, which are activated when moisture penetrates into the
composition. This helps to tighten cracks and faults in situations where concrete pavements are
washed away. An amazing innovation that is now beginning to be used in many countries around
the world. This technology involves training simultaneously in the field of building materials,
chemistry, physics, biology, microbiology, as well as economics and management.
Thirdly, professional competencies. Even with traditional education, students deeply comprehended
the educational material in their field of study. They studied the works of their predecessors and
conduct their own research activities. All this work has always been carried out and is being carried out
according to clear scientific rules and in accordance with the requirements. One of the requirements
for scientific work is its relevance. In this connection, and also taking into account the speed of change
in the world, today it is necessary to closely monitor innovations and be a participant in innovative
processes.
The state allocates serious budget items for education. In addition to the state, employers and
the student himself (in the broad sense of the word, regardless of age) have their own area of
responsibility. Education is not received, but acquired. A variety of resources are invested: time, effort.
It is known that education requires the desire of the student himself. The most skillful teacher and
educational conditions, built according to the latest science and technology, lose their power in the
absence of the student‘s internal motivation.
Knowing that difficulties activate the adaptive capacities of the individual and create the
conditions for their expansion, let us look at psychological adapta-tion as a mechanism for selfdevelopment.
For example, the presence of learning difficulties. These need to be over-come. External reasons
include the complexity of the subjects studied, deficien-cies in the organisation of the learning process,
the lack of a learning-friendly material and social environment. Internal factors may include poor
training of students, personal characteristics of students: low level of intellectual abilities, lack of
motivation to learn, problems with self-regulation and many others.
The process of self-development begins with an awareness of one's person-al resource set, its
possibilities and limitations. It is important for us to accept limitations, no matter how difficult it
may be. This is the starting point. Is there a desire to develop? Once you are aware of your priorities
and motivation, you need to formulate a goal, develop a plan and act according to it. The desired re-sult
is sure to happen.
Pay attention to your motivation. Are you aiming for good luck or for avoiding failure?
A positive goal should be expressed in the affirmative. It‘s not enough to know what not to do. You need
to know what to do. For example: ―I don‘t want to be in a dependent position‖. Such a goal doesn‘t work,
it's illiterate, it‘s not clear in what direction to make the effort. Think about how to say it dif-ferently.
Volitional regulation as a truly personal regulation is not a simple change of motivation
systems, attitudes, stereotypes of activity in accordance with some ideal projects. It is a holistic,
day-to-day self-creation, self-construction, a stren-uous, constant effort to rebuild one's life.
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In everyday life, as a rule, the method of psychological self-regulation is chosen intuitively, by
trial and error, to select the most effective one. For the de-velopment of volitional qualities, such as
determination, initiative, discipline, you can use quite simple exercises. It is important to perform
them systematically, as in any training. The will, like a muscle, gains strength through exercise.
In this regard, in recent years, self-education has come to the fore, which is closely related and
implies self-development.
Companies and organisations invest in the professional training and development of their
employees. Personnel management necessarily includes continuous training, continuing education and,
if necessary, re-training. A number of large firms are setting up their own universities and business
education systems at various levels.
After carefully studying this section, talk to yourself about the main thoughts and ideas again.
If you have any questions, write them down. Compare your thoughts and ideas with the outcome
after completing the topic. Test your knowledge after studying the topic.
3.3. Continuing self-education
The pace of development in industry and society as a whole led to the need for continuing education
for the working population. Lifelong learning has been replaced by the new slogan of lifelong learning.
Lifelong learning is the process of a person's development as an individual, a subject of activity and
communication throughout his or her life through training in state and public educational institutions
and through self-education.
The need for education is now universal, spreading to all populations, including teachers. Perhaps
for the first time, the ability to learn is seen as central to one's success in any professional field, and
the ability to teach others is seen as professionally important, not just for the educator but also for
the manager.
It should be emphasised that the aim of lifelong learning is not to teach a person for life, but to create
the conditions for him/herself to learn.
Continuous education (Long Learning Life) exists as a unified system of state and public educational
establishments, providing organizational, substantive unity and continuity of all educational levels.
Traditional education includes pre-school, school, vocational, further education and retraining.
Public education includes various courses, seminars and training courses, as well as libraries and the media.
Signs of lifelong learning:
– encompasses the whole process of a person‘s life;
– the existence of an open education system;
– the place of learning is not limited;
– implementation of the principle of self-education.
A real breakthrough in the implementation of the principles of lifelong learning is the use of
Internet-oriented educational technologies, distance learning technologies, media education technologies,
e-learning technologies, smart-education technologies in the educational environment. Blended learning
in the development of MOOC (massive on-line open courses) provide flexibility in the learning process
and rational use of class time.
Modern information and communication technologies are improving the quality of education,
including vocational education. These technologies are being developed in many countries and,
thanks to a common information space, they are available to the global education community within
days of their development.
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3.3.1. Ways to organise self-education
Self-education becomes a vital necessity for a person when the formal learning process ends.
Even if you continue to learn under the guidance of a teacher, you are learning on your own. Your task,
as an adult, is to organize the learning process in a way that is convenient and useful for you personally.
It should be noted that the first steps in the implementation of lifelong learning of adults met
with great resistance, both teachers and adult learners. Adults did not want to learn as children, and
teachers did not see how they could teach in a different way.
The differences in attitudes were so striking that special research was required. Greek roots
(a man or a person who leads or educates) has the name of the new science of andragogy. This science
appeared much later than pedagogy as a response to a changing world, when it is necessary to teach
and learn not only at school and at student age, but throughout life. Lifelong learning has become
necessary in order to meet conditions that are rapidly changing. For example, in the era of computerization,
master computer literacy, because All production and labor processes have become impossible without
computer skills.
Andragogy, in contrast to pedagogy in its traditional basic understanding, is part of general
pedagogy and studies the patterns and features of training and education of adults. After all, as practice
has shown, they learn differently. For example, it is important for adult students to understand a clear
connection between the content of educational material and their production tasks and the specific
needs of real life. The material must be relevant to the development of adult learners in the profession
and in life outside work. This is what forms the basis of self-motivation in the educational process.
At first, it was difficult for andragogy specialists to formulate a definition of the concept of ―adult‖.
After all, these are not anthropometric data and not the level of income or education. As a result,
scientific circles agreed on an approach to the definition of this term, in which an adult is understood as
a mature person (all parameters of maturity are implied), distinguished by responsibility and independence.
In addition, it is inherent for an adult to identify himself from a certain age. It is believed that
the most favorable conditions for personal self-identification develop in adolescence, when reflection
appears.
According to the perceptions of both Western and Russian adult education schools, the general
differences in adult learning practices are as follows:
1) learning cannot be imposed on adults: Adults will only learn if they want to learn;
2) adults only want to learn what they need for their immediate work or what they will need in
the near future;
3) adults learn on the job; they do not like to be away from work for long periods of time;
4) adult learning focuses on specific work problems which are real or may arise in the near future;
5) adult learning is influenced by previous experiences. If these experiences are negative, it is
difficult to make people productive learners;
6) adults learn best in informal settings. Like children, they like variety, informality, and a welcoming
attitude. They do not want competition in learning, they do not like formal assessments, tests and exams.
In adult education, learning content is therefore selected on the basis of the educational needs
of the learners themselves. The design and organisation of learning activities takes into account the age
and personal characteristics of adults, their motivation, social, cognitive and professional experience.
The form of interaction between the teacher and the adult learner is based on the paradigm of
―subject-subject relations‖. Teachers need to be attuned to communicating with learners as colleagues,
as people who bring a significant amount of their previous experience into the learning process.
27
3.3.2. Learning styles
A significant step in adult retraining has been taken by D. Kolb. His model presents learning as
a cyclical process with successively interlinked stages. Each completed cycle is the beginning of the
next cycle. The process never stops and includes 4 stages: concrete experience (data collection as a
result of observation and personal experience); analysis of the meaning and significance of the data;
generation of abstract concepts and images; experimental activities to test the concepts in new situations.
What became clear during the work of D. Kolb and R. Fry? It is interesting that people at different
stages of learning in this author‘s model can be more or less successful, feel differently and experience
positive emotions in some cycles, and negative emotions in other cycles. This is due to the individual
characteristics of the psyche and body, depends on the characteristics of the experienced and
learned experience, and on external factors.
As an example, you can remember yourself, your childhood and how you studied at school. Or
their peers. Some loved exact technical sciences, others preferred literature or creative subjects.
Some people like to spend time constructing, others like to spend time in the library and study the
works of different authors, others like to watch the world and people. The same academic subjects
evoked different responses from different students; they seemed difficult to some, but easy to others.
Gradually, such preferences develop into an individual combination of different approaches to
mastering educational material and to work. This is an individual learning style or an individual style
of activity. This style is quite stable, but is not without the ability to transform.
Here is a summary of the four learning styles/activities.
Actors (stage I: acquisition of specific experience). Actions, activity, dynamism. These are just
some of the characteristics of this type. Novelty attracts such people. For the sake of new experiences
and emotions, they are ready to act without looking back and not think about the consequences. Active
ways of learning are interesting, important and even necessary for them. It is difficult for them to sit
through monotonous lectures and be in a passive state. Such people are extroverts and easily attract
other people. This is a groovy type, looking for problems and solving such problems. As a rule, they
are not ready for long distances. They may become bored and refuse to complete the task. But they
immediately find new interesting tasks for themselves.
Theorists (stage III: creation of abstract concepts and models). Considering problems vertically,
step by step, they systematize various facts, create large-scale theoretical models, systematize and
coordinate various facts, thoughts, ideas, results of research and observations, both their own and those
of other authors. This type enjoys dealing with contradictions and unraveling complex problems.
They can sit for a long time in archives, reading rooms, reading a book. Such people have a developed
logical mind, they are reasonable and rational in their research. Any speculation devoid of clear
justification causes them to protest. They experience almost unbearable torment due to superficial
assumptions, fantasies and similar frivolity.
Pragmatists (stage IV: testing of concepts). Show enthusiasm to determine in practice the viability
of theoretical models, projects, design drawings, and action algorithms. They focus on profitable
options and are able to quickly guess and calculate them. Difficulties and obstacles are perceived as a
challenge and they resolutely begin to overcome obstacles. Avoid wasting time on detailed discussions.
The highest quality educational environment for adult learners is impossible without taking into
account the individual style of activity. These are conditions that promote the development, formation,
development, deepening of competencies, both professional and universal (general professional).
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3.3.3. Technologies to support self-education and self-development
Suppose you really wanted to do your own self-development and self-education.
Many questions arise:
―How to organize your life so that there would be enough time for everything?‖
―Where to draw energy to realize your ―I want‖?‖
―How to understand what prevents you from achieving the desired?‖
―What can support a person on a long way of self-development and self-education‖?
From the point of view of development and self-development, an important stage in life is the
emergence of the need for self-education. This is an important starting point that stimulates the
development of new knowledge, skills, habits. This is the start for accumulating new experience
and this process lasts a lifetime. It is known that needs cannot be satisfied until the final stage.
The need for food is satisfied for a certain period of time, and then resumes again. As long as a
person feels full, this need is not relevant. But this is temporary.
In order to maintain your own motivation for self-education, you need to take into account
several rules.
The first rule indicates purposeful activity, which is expressed in specific actions.
It is the goal that creates motivation, and motivation that gives strength to study. Only knowledge
developed in practice, thus transformed into actions, become tools for changing the surrounding reality.
Theoretical material is quickly replaced by new material that is significant at this moment in life.
Therefore, the material read in the textbook is quickly forgotten.
The second rule calls for finding your own students and acting as a teacher for them.
For example, you are learning new educational material. It is still unfamiliar and complex for you,
it is difficult to operate in new terms. Tell your friends what you have learned. They will ask you
questions, and together you will discuss the topic of the material you have studied. This way your
experience will accumulate and become more diverse. You will feel confident.
The third rule teaches you to record your thoughts and ideas about the material you have studied.
Long-term memory functions according to its own laws, which can be used to improve the quality
of one‘s self-education. The following algorithm of actions has proven itself well:
– read the educational material or part of it;
– retell to yourself with an emphasis on the main details, terms, concepts;
– highlight the main idea, compactly formulate the material or question on the topic of what
you read;
– write down.
Be sure to keep in mind that this approach also requires training. Be gentle with yourself if you
feel uncomfortable at first. This period will pass and it will be easier to master the educational material.
The fourth rule encourages others to participate in the process of self-education.
This could be a supervisor or a colleague with whom you are in the same professional space
and know your professional environment. This could be your classmate, also studying. With him you
are in the same educational space and environment. It is clear to you and no additional explanations
are required in communication. This could be your friend, buddy or relative.
You are also united by a common social environment. It could even be a fictional character.
In any case, choose a companion on your educational path who can serve as an example for you.
This example will show you growth guidelines. The ideals on which a person relies for self-improvement
can also be in his or her own imagination.
After carefully studying this section, talk to yourself about the main thoughts and ideas again.
If you have any questions, write them down. Compare your thoughts and ideas with the outcome
after completing the topic. Test your knowledge after studying the topic.
29
SUMMARY
1. Professional development, professionalization of the psyche is a change in mental functions
(thinking, perception, memory, etc.) and human properties that arise in interaction with the profession;
people change over time, immersing themselves in their profession.
2. An increase in the level of education, contributing to an increase in in-telligence, leads to an
increase in human income as well as GDP (gross domestic product) and the national wealth of society
as a whole.
3. Today, a powerful transformation of education is taking place. Adaptation to a changed
environment, its speed and effectiveness largely de-pends on the depth of awareness and acceptance
of new conditions.
4. The form of interaction between the teacher and the adult learner is based on the paradigm
of ―subject-subject relations‖.
5. The highest quality educational environment for adult learners is impossible without taking
into account the individual style of activity.
6. The emergence of a need for self-education stimulates the development of new knowledge,
skills, and habits. This is the beginning of the accumulation of new experiences, and this process
lasts throughout life.
THINK ABOUT AND ANSWER THESE QUESTIONS
1. What indicators characterise the results of the self-education process?
2. What do you think are the benefits of continuing education?
3. How do you feel about learning: as an adult or as a child?
4. What features of adult learning are you ready to use in the process of your self-education?
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