Forms of participation and teacher voice. Self-appraisal in Academy schools.

Since 2010, privatisation of English state funded schools has accelerated. This is an educational policy that continues to shift accountability for effective teaching away from central government and local authorities towards schools and individual teachers. New models of network governance continue to exacerbate old tensions between ideas of professional accountability and contractual accountability. In this context quality assurance mechanisms have displaced opportunities for personal development and job satisfaction.The phenomenon of participation has been conceptualised here as teacher voice and as the means of reducing professional conflicts in secondary schools. This discussion draws on empirical evidence from teacher interviews and teacher self-appraisal submissions in order to answer the question, ‘What are teachers’ experiences of participation in their performance appraisal in English Academy schools?’, where ‘evaluation has become an embedded practice giving less room to local actors’ (Kauko and Salokangas, 2015). Voice is described with reference to reflective writing for self-appraisal. Institutional forgetting is described in relation to reductions in professional dialogue and professional autonomy. Keywordsprivatization, self-appraisal, participation, voice, active, passive, compliance, non-compliance, forgetting, knowledge, stratification, separation, compartmentalization

The Lutheran Military Chaplaincy in the Finnish Defence Forces’ Organisation Today. A Multi-Method Approach

The Finnish military chaplains’ work focuses on supporting the conscripts’ ethical functioning ability as well as overall wellbeing of the people in the Finnish Defence Forces. This article gives the military chaplains an opportunity to tell in their own words what kind of issues relate to their perceptions working as a successful religious professional in this unique context. The research was carried out with a multi-method data, that includes an electronic questionnaire and an interview data. The results show that as the military chaplains commit and integrate well to their operational environment, they are also a heterogenous occupational group and manage their work very self-directedly. They appear to be more chaplains than soldiers or special officers, but it does not cause significant professional conflicts. The military chaplains’ profession should be described more as contrasting than conflicting overall. The intensity of their personal vocation and religiosity varies, but it affects considerably to their work motivation. It can be interpreted that military chaplains hold, in a sense, a double vocation towards their work where there is a clerical calling and a mission to work in a military environment.

Living in dual liminal states: Navigating the loss of my father and my clinical career during a pandemic

Drawing from Van Gennep and Caffee’s conceptualization of liminality, this autoethnographic narrative portrays the author’s rites of passage into academia and through the death of her father. These fundamental developmental transitions and losses emerged concomitantly within the backdrop of a pandemic, further cloaking the world in grief and disequilibrium. Incorporating the voice of the personal as professional, the author portrays her existential struggles in relinquishing her cherished role as a palliative care social worker and living through her dad’s final months during a time of restricted social interaction. Interwoven throughout the narrative appear stories of strife, hope, grief, and professional epiphanies of purpose and insider privilege. The paper embraces both personal and professional conflicts and provides insight into the ways in which the unique setting of a pandemic can provide clarity for navigating the liminal states of separation, transition, and incorporation.

Denying Due Process While Promoting Democracy: The Iraqi Detention Story

During times of military occupation following an armed conflict it is not uncommon for the victors to implement mass detention programmes aimed both at providing security and bringing criminals to justice. International human rights regimes serve as overarching guidance for these programmes but are subject to broad interpretations, so it is often unclear what regulations or laws should inform day-to-day operations. Military and civilian lawyers may find themselves practising in a foreign jurisdiction for which they have no training or experience, let alone licensure. Law enforcement officers and military police are forced to adapt long-held practices to a new environment. Questions arise as to the rights that detained individuals possess, as these programmes frequently combine rules from different legal systems with no clear authoritative hierarchy. Attention is focused on the treatment of detained individuals with far less emphasis placed on their due process rights or other fundamental legal freedoms. This article examines one such instance, the US detention programme in Iraq, and highlights the numerous ethical and professional conflicts presented when members of one justice system are transplanted into another without proper preparation and background.

PSYCHOLOGICAL CONTENT OF “ATTITUDE” IN THE EDUCATOR’S CONFLICTOLOGICAL COMPETENCE

Мета статтіполягає у з’ясуванні психологічного вмісту та значення ставленнєвого складника у структурі конфліктологічної компетентності педагога. Методи. Дослідження послуговувалося теоретичними методами збору, узагальнення, систематизації, порівняння інформації. Системна робота з інформацією здійснювалась у три етапи: на першому етапі на сайтах міжнародних організацій з питань освіти, Верховної Ради України, ручним пошуком за тематичними запитами у різних уточнювальних комбінаціях, відібрано первинні (1997–2004) та останні чинні документи і публікації з питань структури компетентності особистості; другий етап включав відбір найновіших вітчизняних та зарубіжних досліджень за означеною тематикою в базі Google Scholar; на третьому етапі серед усіх відібраних джерел аналізувались ті, які містили в тексті опис психологічної природи, співвідношень ментальних структур у моделях конфліктологічної компетентності особистості. Результати. Показано, що фундатори компетентнісного підходу визначили місце поняття «ставлення» нарівні зі знаннями, уміннями, навичками у структурних моделях конфліктологічної компетентності особистості. Проте через різночитання перекладачами, державотворцями, науковцями та практиками цього поняття категорія «ставлення» втратила свою первинну сутність, описану у працях міжнародних організацій з питань освіти та їх експертів (Rychen, 2004), і вивчається лише через відзначення супідрядних їй феноменів в окремих описах «соціально-особистісних» аспектів компетентності. Обґрунтована солідаризуюча окремі психологічні структури роль «суб’єктивного ставлення» для ефективної діяльності людини у мінливих обставинах. Запропонований психологічний вміст поняття «ставлення» у структурі конфліктологічної компетентності як психічний латентний потенціал реакцій, переживань та дій людини, що актуалізується під час конструювання нею поточної комунікативної ситуації. Висновки. Доведена вагомість суб’єктивного в категорії ставлення у структурі конфліктологічної компетентності як провідної у конструктивних способах переживання і поведінки особистості у ситуа-ції професійних конфліктів. Від психологічних ставлень особистості залежить як засвоєння суб’єктом взаємодії спеціальних знань та вмінь з конфліктології, так і їх прояв у діяльності. Ключові слова: ставленнєвий складник конфліктологічної компетентності, моделі конфлікто-логічної компетентності, атитюди, соціальні настановлення (настанови), цінності, особистісний потенціал. The aim of this paper is to clarify the psychological content and significance of the attitude component in the structure of conflict competence of the educator’s personality. Methods. The study used theoretical methods of collecting, summarizing, systematizing, comparing information. Systematic work with information was carried out in three stages. The first stage was on the sites of international organizations on education, the Verkhovna Rada of Ukraine, manual search for thematic queries in various clarifications, selected primary (1997–2004) and latest valid documents and publications on the structure of personal competence. The second stage included selection of the latest domestic and foreign research on this topic in the Google Scholar database. At the third stage, work was with all the analyzed and selected sources, contained the description of the psychological nature, relations of mental structures in the models of conflictological competence of the person.Results. It is shown that the founders of the competence approach have defined the place of the concept of “attitude”, along with knowledge, skills, and abilities in the structural models of conflict competence of the person. Nevertheless, due to different interpretations of this concept by translators, statesmen, scholars and practitioners, the category “attitude” has lost its original essence, that was described in works of international organizations in education and their experts (Rychen, 2004) and is studied only through subcontracted to it phenomena in separate descriptions of “socio-personal” aspects of competence. The role of “subjective attitude” for effective human activity in changing circumstances, which plays a solidarity role for certain psychological structures is substantiated. The psychological content of the concept of “attitude” in the structure of conflictological competence as a mental latent potential of reactions, experiences and actions of a person, which is actualized in the construction of the current communicative situation.Conclusions. The importance of the subjectivity in the category of “attitude” in the structure of conflict competence, as the leading one, in the constructive ways of experiencing and behaving of the educator’s personality in the situation of professional conflicts is proved. Both the assimilation of special knowledge and skills in conflictology by the subject of interaction and their manifestation in activity depend on the psychological attitudes of the individual.Key words: attitude component of conflict competence, models of conflict competence, attitudes, social attitudes, values, personal potential1 On key competences for lifelong learning (2006/962/EC): Recommendation of the European Parliament and of the Council of 18.12.2006. URL: https://cutt.ly/4sRh8a0 (дата звернення 26.07.2020).

The Connection between Teachers’ Attributional Style and Behavioral Patterns in Professional Conflicts

В статье раскрываются целесообразность и прогностическая ценность атрибутивного подхода к изучению конфликтов в деловом взаимодействии преподавателей. На основе анализа теоретических концепций обосновывается, что индивидуальная склонность преподавателя типично использовать внутренний или внешний вектор атрибуции определяет восприятие другого субъекта взаимодействия, в том числе и конфликтного, либо как потенциального партнера, либо как конкурента и тем самым опосредует выбор субъектом атрибуции соответствующей стратегии поведения в конфликте. Представлены результаты эмпирического исследования, где раскрывается содержание и направленность корреляционных взаимосвязей между оптимистичностью в достижениях и во взаимоотношениях с другими, стабильностью как параметрами стиля атрибуции личности и стратегиями компромисса, сотрудничества, приспособления, избегания и соперничества как паттернами поведения преподавателя в конфликтном деловом взаимодействии. Результаты исследования представляют практическую ценность для психологов и специалистов учреждений образования при разработке профилактических и коррекционных мероприятий, направленных на управление конфликтами в педагогических коллективах. The article treats the relevance and the prognostic value of attributional approach to the investigation of conflicts in educators’ professional interaction. The analysis of theoretical concepts enables the author to conclude that educators’ individual inclination to use the inner or outer vectors of attribution defines the perception of other subjects of the interaction (including conflicting situations) as potential partners or as competitors and, therefore, influences the choice of a respective behavioral pattern. The article presents the results of an empirical research that reveals the content and the direction of correlated links between achievement-associated optimism, stability as a parameter of personal attribution and strategies of compromise, cooperation, adjustment, avoidance, competitiveness as behavioral patterns in a conflicting professional interaction. The results of the research are valid for psychologists and educators who develop prophylactic and correctional strategies aimed at the management of conflicts in pedagogical teams.

Amamentação cruzada no cenário da precarização do trabalho em saúde: atuação do enfermeiro [Cross-breastfeeding in the scenario of health work precarization: nurse's role] [Lactancia cruzada en el escenario de precarización del trabajo de salud: papel de la enfermera]

Objetivo: investigar a atuação dos enfermeiros frente à amamentação cruzada e correlacionar com a atual questão da precarização do trabalho. Método: estudo qualitativo do tipo descritivo com base metodológica de análise do discurso, realizado com seis enfermeiras da Estratégia de Saúde da Família (ESF) por meio de um grupo focal. Resultados: o tema amamentação cruzada é apresentado como um indicador de conflitos ético-profissionais no processo de trabalho, expressando-se nos seguintes aspectos: conhecimento das prescrições de contraindicação, sensação de dificuldade em intervir e transferência à nutriz por qualquer dano à saúde da criança. Conclusão: no cotejo entre esses resultados e uma organização de trabalho com normas e rotinas institucionalizadas, discutem-se como efeitos da não utilização de técnicas de aconselhamento, a fragilização da autonomia da nutriz, de forma imperceptível, reproduzidas por enfermeiros na assistência.ABSTRACTObjective: to investigate nurses’ role related to cross-breastfeeding and to correlate with the current issue of precarious work.Method: descriptive and qualitative study based on methodological discourse analysis, carried out with six nurses from Estratégia de Saúde da Família (ESF) Program through a focus group. Results: cross-breastfeeding topic is presented as an indicator of ethical-professional conflicts in the work process, expressing itself in the following aspects: knowledge of prescriptions of contraindication, feeling of difficulty in intervening and transference to the nursing mother for any harm to the child's health. Conclusion: in the comparison between these results and a work organization with institutionalized norms and routines, we discuss the effects of not using counseling techniques, the fragility of nurses' autonomy, imperceptibly reproduced by nurses in care.RESUMENObjetivo: investigar el papel de las enfermeras relacionadas con la lactancia cruzada y su correlación con el tema actual del trabajo precario. Método: estudio descriptivo y cualitativo basado en el análisis metodológico del discurso, realizado con seis enfermeras del Programa Estratégia de Saúse da Familia (ESF). a través de un grupo focal. Resultados: el tema de la lactancia cruzada se presenta como un indicador de conflictos ético-profesionales en el proceso de trabajo, expresándose en los siguientes aspectos: conocimiento de prescripciones de contraindicación, sensación de dificultad para intervenir y transferencia a la madre lactante por cualquier daño a la madre. salud del niño Conclusão: en la comparación entre estos resultados y una organización de trabajo con normas y rutinas institucionalizadas, discutimos los efectos de no utilizar técnicas de asesoramiento, la fragilidad de la autonomía de las enfermeras, reproducida imperceptiblemente por las enfermeras bajo cuidado.

GENRE AND STYLISTIC PECULIARITIES OF THE CRIME NOVEL “A BANQUET OF CONSEQUENCES” BY ELIZABETH GEORGE

The research endeavors to systematize the typological peculiarities of the woman’s detective prose of Elizabeth George, as well as generalize the specifics of the “crime novel” through the prism of her work “A Banquet of Consequences”. We established that the text of the novel of the American author covers several ordinary “cases”, which are linked in one sequential chain. It also showcases such stylistic know-hows as subjective text organization, “the assimilation of detective narration”, the twins system, many-dimensional characterization of the policewoman (and her complicated relationship with the police authorities), the main heroine’s work-life conflict, epic narration domination, and the description of the by-the-book investigation process. Elizabeth George uses a well-known method of “unfolding” of the detective storyline, where different evident and hidden motives are being revealed and analyzed. The slow-paced exposition gears down the events and creates the effect of the expanded epic narration of the crime novel. At the same time, she tackles both personal and professional conflicts between and within the characters. We learned that the main reason behind the policewoman’s choice of lifestyle is the fact that she is forced to work in the team of the dominant men. Therefore, the heroine’s combines two images, being both an “exploited” member of the police unit and a depressed “disguised” woman. By building the plot and the system of characters of the crime novel, Elizabeth George tries to complete the process of the police officer rediscovering herself as a woman. To bring this idea to life, the author creates the twins system, which, on all structural levels, incorporates one essential element – changing of clothes.

Pedagogical aspects of managing professional conflicts in the activities of the head of the local department of the Ministry of Internal Affairs of Russia

The reform carried out in recent years in the system of the Ministry of Internal Affairs of Russia is aimed, among other things, at focused work on the establishment and development of a professional worldview of a police officer in departmental universities of the Ministry of Internal Affairs of Russia. The conflict in the activities of the police officers is active and professional in nature, i.e. associated with the features of professional tasks. The characteristic features for decisions made by employees in conflict situations are lack of time, often the finality of a decision, since a decision cannot be clarified later, verification of decisions by interested opponents and management, the need to make decisions based on incomplete, sometimes deliberately distorted information. With regard to the activities of the internal affairs bodies, the main reason causing conflict situations in communication is the commission of a crime, entering into conflict with society, with the law.

Pedagogical conflicts in the classroom: types, causes, specifics of their settlement

The paper describes the structure and types of pedagogical conflicts, the prerequisites for their occurrence; the features of pedagogical conflicts, as well as the specifics of their settlement. The researchers identify the following groups of pedagogical conflicts: professional conflicts, conflicts of expectations, conflicts of personal incompatibility. There are also some other classifications, such as motivational conflicts between teachers and students; conflicts related to deficiencies in the organization of the educational process and conflicts of interactions. Pedagogical conflicts have a stable clear structure. It includes: a conflict situation, conflict participants, the object of the conflict, the conditions of the conflict, the images of the conflict situation, conflict interaction. Pedagogical conflicts have their own characteristics associated with the specifics of educational activities, the difference in the status and age of the interacting parties. The paper discusses the following steps for the settlement of pedagogical conflicts: detection, analysis and the settlement itself. The author describes the strategies of behavior in the conflict, as well as constructive ways to settle them: tenderness, compromise, arbitration, analysis of the situation; as well as an algorithm for analyzing the pedagogical situation and solving the pedagogical problem. The paper presents the general rules for the peaceful settlement of school conflicts for all subject teachers. As a result of the analysis of the main types of pedagogical conflicts produced in the paper on the basis of researches of Russian and foreign scientists, it was found out that the settlement of pedagogical conflicts in most cases lies with the teacher. So, modern teachers should have special training aimed at learning the correct behavior in the conflict and the study of the basic methods of their correct settlement. In order to settle a conflict you must choose a strategy of behavior in it. Understanding the causes of conflicts and the successful use of mechanisms to arrange them are possible only if future teachers have knowledge, skills and appropriate personal qualities.