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МЕТОДИКА СТИМУЛЮВАННЯ ГІПЕРКОМПЕНСАЦІЇ ПОРУШЕНЬ

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Золотарьова Т.

Педагогічні науки: теорія, історія, інноваційні технології

2017

nr 9(73)

143-154

In the article the heuristic-synergetic medic-psychological-pedagogical method of stimulation of disorders overcompensation is offeredThe synergetic methods of disorders direct overcompensation are used in the methodology. The methodology has propedevtical stage and five basic stages. During the preparatory stage arises the systemof intercommunications between the active subsystems of the first signal system of participants of overcompensatory process. Asaresultofrealizationofthefirstbasicstageofworkeveryparticipantofthe overcompensatoryprocessrevealsaninsufficientlywelldevelopedsubsystems B and D ofthe system“personality”. These subsystems can not be self-organized, there are appropriate subsystems B and D of the system “defect”. Subsystems B and D can not set between itself horizontal intercommunications through the greatest levels of the development as a result of presence between them subsystem C of the system “personality” of lower level of development, which has the appropriate subsystem in the system “defect”. In the issue of realization of the second basic stageof work the person reveals subsystems A and E of the system «personality» with the higher level of development, which would be related with subsystems B and D of the system «personality» with the lower level of development. In consequence of realization of the third basic stage of work the participants of overcompensatory process create complex image of itself with the higher level of development of subsystems A and E of the system “personality” and with intercommunications between them. On the fourth basic stage of work the person determines the way of overcompensation and will realize it: using the created complex image as attractor, the person carries out the process of overcompensation impossible of self-organization of subsystem B and D of the system “personality” to self-organization of subsystem A and E of the system “personality” to achieve its zone of the nearest progressive development. On the fifth basic stage of work, using the created synsense image as attractor, the participants of overcompensatory process continue to carry out the work, beginning on the fourth basic stage to achieve with subsystem A and E of the system “personality” to zone of the actual progressive development. The methodology is instrumental in forming in person the skills to set intermediates and ultimate goals correctly, to overcome difficulties, which arise in the process of reaching the goal. Healthy persons, persons with bad eyesight and dull hearing, persons with easy mental retardation and delay of psychical development, persons with child’s cerebral palsy can use this methodology.

Increase in military leadership skills and competences of future leadersthrough stress research findings

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Gell H.

Zeszyty Naukowe / Wyższa Szkoła Oficerska Wojsk Lądowych im. gen. T. Kościuszki

2016

tom Nr 4

26--37

The article describes the term “stress”, how stress is measured and how conclusions for an effective and efficient training can be drawn to increase officer cadets’ leadership skills and competences based on stress measurements. With the so-called Clinical Stress Assessment method, which was invented by a prestigious stress-researcher, Austrian and Czech officer cadets have been examined for the last years by taking a capillary blood sample of 100 microliters from the fingertip. The blood sample is analyzed within three minutes by special equipment and recorded by special software. After interpretation of the discovered data, adequate proposals how to organize a proper education and training can be made. In this paper, there are presented especially those findings which are related to leadership skills and competences; for example, how the sequences of education and training should be organized and which circumstances prospective, future military leaders should take into consideration in order to increase their personal and their future subordinates’ performance. At the end of the article the reader will know – because of understanding the term “stress” – that a “stressless” education and training will not create any improvement of skills and competences; without any mental and/or physical burdens there is no effect.