scholarly journals The Problem of Personality Development in Juvenile Offenders: A Cultural-Historical Approach

2020 ◽  
Vol 16 (1) ◽  
pp. 49-56
Author(s):  
O.G. Kravtsov
Keyword(s):  
Juvenile Offenders ◽  
Cognitive Abilities ◽  
Deviant Behavior ◽  
Personality Development ◽  
Self Regulation ◽  
Semantic Content ◽  
Psychological Problem ◽  
Situational Factors ◽  
Historical Approach ◽  
The Individual

Quite a number of scientific works focus on psychological differences between juvenile offenders and their ordinary peers. These differences usually come down to the fact that deviant and delinquent adolescents have less developed cognitive abilities, creativity and self-regulation. However, these ideas do not reflect the essence of the psychological problem of deviant behavior. A completely different understanding of the problem can be obtained if we consider the problem in the context of the cultural-historical approach of L.S. Vygotsky. In the framework of this approach, the development of the mind occurs due to the increase in self-regulation, the ability of a person to control his own mental processes. Here the question of whether human behavior is determined by external situational factors or by internal volitional efforts comes to the fore. We argue that this issue cannot be resolved mechanically as it is sometimes done. It is the individual himself who determines his/her attitude and semantic content of the surrounding social reality, and not vice versa. The results of out studies show that the psychological basis of deviant behavior is the weak development of personality in the cultural-historical sense. In other words, it is the weak subject of activity that lies at the core of deviance.

scholarly journals Readiness for Change: Case Studies of Young People with Challenging and Risky Behaviours

2012 ◽  
Vol 23 (1) ◽  
pp. 49-71 ◽  
Author(s):  
Annemaree Carroll ◽  
Adrian Ashman ◽  
Julie Bower ◽  
Francene Hemingway
Keyword(s):  
Juvenile Offenders ◽  
Young People ◽  
Self Regulation ◽  
Personal Control ◽  
Goal Commitment ◽  
Readiness For Change ◽  
Future Research ◽  
Risky Behaviour ◽  
Treatment Readiness ◽  
The Individual

Readiness for change (or treatment readiness) is a core concept of many rehabilitation programs for adult and juvenile offenders. The present study examined the experiences of six young people aged 13 to 17 years who participated in Mindfields®, a 6-week self-regulatory intervention aimed at enhancing life skills and goal setting among youths who present with challenging and/or risky behaviour. This article investigates the extent to which: readiness for change influences individual responses to the Mindfields® program; external factors influence the achievement and maintenance of program success; and goal achievement leads to perceptions of self-efficacy and personal control over one's behaviour. Prior to, and on completion of the intervention, participants completed the Mindfields® Assessment Battery that measures goal commitment, social competence, self-regulation, life satisfaction, delinquent involvement, and readiness for change. Findings show the importance of participants’ motivation to make life-changing decisions, but this motivation and promising goals can be compromised by factors external to the individual. Our findings prompt future research into ways in which young people can maintain their motivation and readiness for change, and draw encouragement from less successful outcomes than might have been expected.

scholarly journals GENESIS OF PROFESSIONAL SELF-FULFILMENT OF A TEACHER

2021 ◽  
pp. 135-142
Author(s):  
Svetlana Sergeyko
Keyword(s):  
Personality Development ◽  
Self Regulation ◽  
Self Organization ◽  
Professional Activity ◽  
Self Awareness ◽  
Ideal Self ◽  
Self Actualization ◽  
Professional Self ◽  
Definition Of ◽  
The Individual

The article gives the author’s definition of the concept of “professional self-fulfilment of the teacher”, which means a personal strategy of a teacher’s professional activity, aimed at improving their personal qualities and developing their professional competencies. The structural and content components of the professional self-fulfilment of the teacher have been determined: self-understanding, self-actualization, self-identification, self-design, self-organization and self-regulation. It has been proved that each of the six components carries its own function, being central at a certain stage of professional development, determining the course of the teacher’s personality development, and moving at the next stage to a “subordinate” position when it becomes a mechanism for the implementation of a new stage of the teacher’s professional self-fulfilment. Self-knowledge is an activity specially organized by a teacher, the purpose of which is to identify one’s own potential capabilities, actual needs, life meanings in the aspect of professional activity. Self-actualization is an activity specially organized by a teacher, the purpose of which is self-understanding, self-awareness of one’s own uniqueness in professional activity. Self-identification is an activity specially organized by the teacher, the purpose of which is self-identification with one of the self-actualizing professional portraits. Self-design is an activity specially organized by the teacher, the purpose of which is to develop an individual educational trajectory in the direction of his “ideal self-teacher”. Self-development is an activity specially organized by the teacher, the purpose of which is positive self-change of the individual in the direction of his “ideal self-teacher”. Self-presentation is an activity specially organized by the teacher, the purpose of which is the teacher’s presentation of his intermediate and final results. Keywords: Professional self-fulfillment of the teacher; structural and content components of the professional self-fulfillment of the teacher; self-understanding of the teacher, self-actualization of the teacher; self-identification of the teacher; self-design of the teacher; self-organization of the teacher; self-regulation of the teacher.

Life purpose values in socio-cultural regulation of deviant behavior of young people in the sphere of education

2020 ◽  
pp. 29-35
Author(s):  
O.V. Sorokin ◽  
Keyword(s):  
Young People ◽  
Deviant Behavior ◽  
Self Regulation ◽  
Social Reality ◽  
Semantic Content ◽  
Educational Institutions ◽  
Life Meaning ◽  
Cultural Regulation ◽  
The Social ◽  
Cultural Code

Researched is the role of traditional educational institutions in regulation of deviant behavior of young people. In social reality of young people, acts of deviant behavior are endowed with new semantic content. Previously unambiguously condemned behavioral acts associated with attitude towards the teacher, the relationship in the school team and the education system as a whole in modernconditions are interpreted ambiguously in youth environment. Meanwhile, basic foundations of universally significant norms, based on life-meaning values of the core of Russian culture, continue to be reproduced in social practices of Russian youth, thanks to mechanisms of self-regulation, that are based on mentality, archetypes, and habitus. The theme itself, the attitude to objects of education, understanding the meaning of their purpose, functions that they perform in society, are closely related to those key needs, that carriers of the cultural code have long invested in these objects. That is why in the social reality of young people hybrid forms of semantic relationship to universally significant norms begin to coexist. Young people more and more often determine for themselves, that behavioral acts should be considered appropriate for themselves, and which are deviating in the field of education.

scholarly journals Cultural-Historical Approach to Education

2020 ◽  
Vol 16 (4) ◽  
pp. 4-13
Author(s):  
G.G. Kravtsov ◽  
E.E. Kravtsova
Keyword(s):  
Personality Development ◽  
Training And Development ◽  
Real Relationship ◽  
Historical Approach ◽  
Starting Point ◽  
Depth Analysis ◽  
The Individual ◽  
Correct Understanding ◽  
Russian Education ◽  
Further Development

The article raises questions about the causes of those problems and difficulties that occur in modern Russian education, and ways to overcome them. The starting point for the authors' thoughts is the problem posed by L.S. Vygotsky of the correlation and interconnection of training and development. The assumption is made that a lot of troubles and difficulties in education are due to the lack of scientifically based didactics. The current theoretical ideas about what and how to teach children go back to the didactics of Y.A. Komensky, built on the basis of worldly experience and evidence of common sense that have nothing to do with scientific didactics. Studies of prominent Russian psychologists — P.Ya. Galperin and V.V. Davydov, as well as theories of training they created, according to the authors of this article, do not withstand criticism in the light of the requirements presented by scientific didactics. The main flaw is seen in the fact that these researchers were staunch supporters of the activity approach in psychology, which, in a sense, is an example of that traditional psychology that was rightly criticized by L. S. Vygotsky, since its method, historically established in natural science, does not even allow approach the study of such psychological realities that are behind the concepts of human freedom, his consciousness, personality, development, will and arbitrariness. The only constructive path in the psychology of education leading to the creation of scientifically based didactics is seen in an in-depth analysis and further development of ideas and principles put forward by L.S. Vygotsky, including, for example, the principle of historicism, the principle of integrity, the idea of a systemic and semantic structure consciousness, the paradoxical identity of communication and generalization. The gate leading to the correct understanding of the cultural-historical approach in psychology may be the position of D.B. Elkonin that the most important and fundamental for creating a theory of child development is the “individual-society” relationship, which in child psychology looks like a real relationship and communication of the child with his mother.

scholarly journals Concept of Will as an Open Problem in Culture-Historical Context

2017 ◽  
Vol 4 (1) ◽  
pp. 48-53
Author(s):  
Nataliya N. Tolstykh
Keyword(s):  
Cognitive Control ◽  
Open Problem ◽  
Personality Development ◽  
Self Regulation ◽  
Historical Context ◽  
Brain Structures ◽  
External Source ◽  
New Approach ◽  
Inner World ◽  
The Individual

Outlines a new approach to the problem of development of will, emanating from the tradition of thought represented by Vygotsky and Bozhovich. The main conceptual de-velopment lies in drawing a distinction between two concepts – will (volya) and goal appropriation, self-regulation, executive cognitive control of behavior (proyzvolnost’). Both concepts emphasize the readiness and ability of an individual to pursue a goal. The distinction lies in the nature of that goal determination. In will, it is self generated and comes from the inner world of the individual while in goal appropriation, it is determined by an external source but is readily appropriated. A such distinction is supported by re-cent findings in neuroscience which describe the actualization of di˙erent brain structures depending on whether an individual acts upon will or willingly submission. Hence, the personality development is considered as a process of will development in which will and goal appropriation inter plays and progresses in specific stages paving the way for subjunctivization or becoming a true subject of that culture.

scholarly journals Theoretical and methodological justification of the study of nnhe adaptive transformation of the psychological pprotection of the students personality

2021 ◽  
pp. 42-47
Author(s):  
Iryna Savenkova ◽  
Yulia Missuk
Keyword(s):  
Adaptive Behavior ◽  
Personality Development ◽  
Self Regulation ◽  
The Other ◽  
Other Hand ◽  
Adolescence Period ◽  
The One ◽  
The Individual ◽  
The University ◽  
Study Student

The problem of the relationships of mechanisms of psychological protection with the process of adaptation of students is considered to the educational environment in the university in this article. It is justified the feasibility of the study student period, that places higher demands to the psychological protection of the individual. The description of the theoretical justification of the problem of psychological protection and its features is given on the analysis of the scientific literature. It is presented the picture of the strategies of adaptive behavior of the person. The psychodiagnostic techniques are described such as ( test "Lifestyle Index" К. R. Plutchik – G. Kelermag, the methodology "The indicator of strategies to overcome stress" of D. R. Amirkhan in the adaptation of N.O. Syroty and V.M. Yalta, the multifactor personal questionnaire "The adaptability" of A. G. Maklakova in the adaptation of S. V. Chermyanin, the test of semantic and real orientations of D. O. Leontiev, the methodology of determining the stylistic features of self-regulation of behavior by V. I. Morosanova and E. M. Konoz). All they are used in the research of the features of psychological protection of personality and transformational adaptation. It is given the data of empirical research of features of formation of strategies of adaptive behavior in the course of psychological protection of the personality of the student. The psychological protection and personality development are related with each other, allowing the individual to adapt to difficult living conditions. On the one hand, the psychological protection is a condition for the harmonious development of the student's personality. It allows to provide adaptation through realization of balance of dynamic process of development. On the other hand, the development of personality in adolescence period is one of the conditions of psychological protection, ensuring the process of transformation of the individual and its life. The constructive interaction with the surrounding world is not possible without it. On the one hand, the self-protective efforts of a person are aimed at adaptation to the environment (preservation), and on the other hand, to the transformation of the psychological situation (change).

scholarly journals Conceptualizing and Studying Characteristics, Units, and Fits of Persons and Environments: A Coherent Synthesis

2021 ◽  
pp. 089020702110487
Author(s):  
Christian Kandler ◽  
John F. Rauthmann
Keyword(s):  
Social Integration ◽  
Personality Development ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Interventions ◽  
Narrow Sense ◽  
Personality Differences ◽  
Methodological Approaches ◽  
Well Differentiated ◽  
The Individual

Based on a perspective on personality coherence as the extent to which personality-relevant characteristics are differentiated and integrated within a person in his or her environment, we propose a synthesis that builds on and harmonizes existing and partly conflicting theories, methodological approaches, and empirical findings. This understanding of personality coherence needs clear definitions of person and environment characteristics. We define traits as characteristics of the person, adaptations as characteristics of the person-in-contexts, and states as characteristics of the person-in-situations. Thus, our synthesis involves concepts of environments and person-environment units. Next, we provide testable criteria to differentiate characteristics of persons from characteristics of person-environment units and to identify dispositional traits for a narrow-sense perspective on personality coherence. We raise awareness of the importance of fit between (profiles of) person and environment characteristics for an understanding of the integrated uniqueness of persons in their environments. We outline implications of this broader perspective on personality coherence for personality development, self-regulation, social integration, well-being, and psychological interventions. Lastly, we conclude that the analysis of an individual’s uniqueness and personality differences requires information about how well-defined, well-differentiated, well-integrated, and well-operationalized person(ality) variables are actually expressed in, or interact and transact with, the individual environment.

scholarly journals Predicting the deviant behavior of juvenile offenders

2021 ◽  
Vol 1 (2) ◽  
pp. 215-229
Author(s):  
Elena Kirillova ◽  
Evgeniya Zueva
Keyword(s):  
Juvenile Offenders ◽  
Personality Traits ◽  
Criminal Behavior ◽  
Deviant Behavior ◽  
Work And Family ◽  
Practical Significance ◽  
Control Group ◽  
Prognostic Criteria ◽  
The Individual ◽  
Personal Questionnaire

Introduction. The relevance of the research problem is confirmed by statistics on juvenile delinquency, as well as by legal acts. The problem of predicting the deviant behavior of juvenile offenders is reviewed through description of static and dynamic risk factors for repeated offenses. One of the findings of the study is that it is the personal features that determine deviant behavior, whereas the situational factors play the role of modulators. A review of the literature sources allows us to conclude that personality traits are related to criminal behavior, which makes it possible to predict the deviant behavior of juvenile offenders. Aim of the study is to identify the personal characteristics that determine the deviant behavior of juvenile offenders. Methodology, methods and techniques. The methodological basis of the research is a dispositional approach to the study of personality, which assumes their readiness for a certain behavior, repeated in various situations, formed as a result of the interaction of objective and subjective factors. Research methods: The following methods were used to conduct the study: the personal questionnaire of G. Eysenck EPQ; the questionnaire of the level of aggressiveness of A. Bass and A. Darkee; the individual typological questionnaire of L. N. Sobchik (ITQ); the personal questionnaire «Mini-cartoon» (abbreviated version of MMPI) in the adaptation of F. B. Berezin and M. P. Miroshnikov; the Freiburg multifactorial personality questionnaire FPI (form B). Findings of the study: A comparative analysis of the individual psychological characteristics of juvenile offenders and participants of the control group with normative behavior showed multiple statistically significant differences in assessments for 36 variables out of 55 (65.5 %). Discriminant analysis allowed us to determine 8 common features of “deviance-law-abidance”: aggression, hostility, irritability, guilt, psychopathy, neuroticism, introversion, open attitude. They act as prognostic criteria for deviant behavior of adolescents and discriminate against subjects with a prediction accuracy of 97%. Scientific novelty of the research consists in enhancing and clarifying awareness of personality traits of deviant adolescents who have committed crimes, as well as predicting deviant behavior. Practical significance: The patterns and recommendations obtained can be useful in preventive, educational, correctional work, and family counseling. The identified personality traits of deviant behavior can be used as prognostic criteria for identifying deviations at the early stages of socialization of children and adolescents.

scholarly journals Conceptualizing and Studying Characteristics, Units, and Fits of Persons and Environments: A Coherent Synthesis

2021 ◽  
Author(s):  
Christian Kandler ◽  
John F. Rauthmann
Keyword(s):  
Social Integration ◽  
Personality Development ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Interventions ◽  
Narrow Sense ◽  
Personality Differences ◽  
Methodological Approaches ◽  
Well Differentiated ◽  
The Individual

Based on a perspective on personality coherence as the extent to which personality-relevant characteristics are differentiated and integrated within a person in his or her environment, we propose a synthesis that builds on and harmonizes existing and partly conflicting theories, methodological approaches, and empirical findings. This understanding of personality coherence needs clear definitions of person and environment characteristics. We define traits as characteristics of the person, adaptations as characteristics of the person-in-contexts, and states as characteristics of the person-in-situations. Thus, our synthesis involves concepts of environments and person-environment units. Next, we provide testable criteria to differentiate characteristics of persons from characteristics of person-environment units and to identify dispositional traits for a narrow-sense perspective on personality coherence. We raise awareness of the importance of fit between (profiles of) person and environment characteristics for an understanding of the integrated uniqueness of persons in their environments. We outline implications of this broader perspective on personality coherence for personality development, self-regulation, social integration, well-being, and psychological interventions. Lastly, we conclude that the analysis of an individual’s uniqueness and personality differences requires information about how well-defined, well-differentiated, well-integrated, and well-operationalized person(ality) variables are actually expressed in, or interact and transact with, the individual environment.

scholarly journals Motor self-regulation in goats (Capra aegagrus hircus) in a detour-reaching task

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e5139 ◽  
Author(s):  
Jan Langbein
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Population Level ◽  
Detailed Examination ◽  
Individual Performance ◽  
Individual Variability ◽  
Mammal Species ◽  
Reaching Task ◽  
Prepotent Response ◽  
The Individual

Motor self-regulation is the ability to inhibit a prepotent response to a salient cue in favour of a more appropriate response. Motor self-regulation is an important component of the processes that interact to generate effective inhibitory control of behaviour, and is theorized to be a prerequisite of complex cognitive abilities in humans and other animals. In a large comparative study using the cylinder task, motor self-regulation was studied in 36 different species, mostly birds and primates. To broaden the range of species to comprehensively evaluate this phenomenon, motor self-regulation was studied in the domestic goat, which is a social ungulate species and moderate food specialist. Using the cylinder task, goats were first trained to perform a detour-reaching response to retrieve a reward from an opaque cylinder. Subsequently, an otherwise identical transparent cylinder was substituted for the opaque cylinder over 10 test trials. The goats’ ability to resist approaching the visible reward directly by touching the cylinder and to retain the trained detour-reaching response was measured. The results indicated that goats showed motor self-regulation at a level comparable to or better than that of many of the bird and mammal species tested to date. However, the individual reaction patterns revealed large intra- and inter-individual variability regarding motor self-regulation. An improvement across trials was observed only in latency to make contact with the reward; no improvement in the proportion of accurate trials was observed. A short, distinct pointing gesture by the experimenter during baiting did not have any impact on the side of the cylinder to which the goats detoured. In half of goats, individual side biases were observed when detouring to the side of the cylinder, but there was no bias at the population level for either the left or right side. The results underline the need for a detailed examination of individual performance and additional measures to achieve a complete understanding of animal performance in motor self-regulation tasks.

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