Introduction: Negative parental behaviour is among the significant risk factors that can have a negative impact on an individual’s development. In certain contexts, when appropriate protective factors are available, individuals deal with adversity better and it does not come to a decrease in their social performance nor their achievement in various spheres of life.
Purpose: The purpose of the presented paper is to provide a literature review on the role of resilience in dealing with harsh circumstances when negative parental behaviour occurs in a family.
Methods: In the study, the traditional desk research method was used to gather data.
Conclusions: Exposure to negative parental behaviour – including abuse and neglect, as well as domestic violence, can have detrimental consequences for children’s health and welfare. Under such circumstances, protective factors available to children play a significant role. Exposure to negative parental behaviour, including abuse and neglect, as well as domestic violence, can have detrimental consequences for children’s health and welfare. Under such circumstances, protective factors available to children play a significant role. If a family fails to protect a child or even represents a risk factor in the child’s life, the importance of other social institutions, such as schools, church, peer groups, etc., increases, as both internal and external protective factors are important. They can provide children at risk with support, help them develop own coping strategies and foster their resilience in order to overcome significant adversity in their families without serious harm. An individual’s resilience is a decisive factor in the process of dealing with threatening situations.
Introduction:The authors of this paper base their research on the following assumption: the development of both geragogic education (older adult education) and profession is conditioned by the existence of a study program of geragogy provided by departments of geragogy created at universities (as public institutions of higher education). The fact remains that a qualified training of geragogues is absent in the Slovak conditions.
Purpose:When compiling a graduate profile, inclusive of a list of competences that a geragogue should possess, a range of specific local circumstances needs to be taken into consideration. Subsequently, it is necessary to define a position of a geragogue. Geragogue is a professional working in the field of senior education, just like a pedagogue or an adult educator work in their fields. It is also important to identify and accentuate the philosophical and social context in which these professionals are confronted with the demands of today’s society, in a form of a society based on knowledge, questions of the ongoing social changes and defining the meaning of life.
Results:The task of creating the department and program of geragogy is formulated as a social demand of the time, debunking the current myth of the crisis of universities. In history, a university was a vital place where the values serving social integration emerged. It was also a practice field for the educators to train so they could spread these values and transform them into social skills.
Conclusion:In the conclusion, the authors propose key areas of undergraduate training of geragogues, including the definition of institutional anchoring, with the goal to contribute to ongoing professional discussion and to creation of the department and the program of geragogy.
Introduction:The theoretical-empirical study is based on two particular case studies of families bringing up children from institutional care. It deals with the real needs of foster families, with the foster parents’ perception of fostering and their experiences from the time spent with children in foster care, about the children’s behaviour in adverse situations, which the foster parents must deal with in the period of the child’s adaptation to the new environment of their households. The authors accentuate the importance of communication and emotional education from the aspect of personality development of children placed into new families. These children should be prepared for moving from a known into an unknown environment. In the conclusions, the authors give several specific recommendations within the framework of semantic categories dealt with in the chapters and subchapters of the study.
Methods:The study is based on a theoretical analysis of the presented issues. For the purposes of the research, the following research methods were used
- Content analysis of official documents (job description of social workers in foster family care).
- Case studies of two clients of the offices of Social and Legal Protection of Children and Social Curatorship in the field offices of Central Office of Labour, Social Affairs and Family in Nitra and Bratislava Self-Governing Regions carried out in 2018.
- Interviews with foster carers (Family 1 and Family 2) carried out throughout the whole year 2018.
- Generalization in semantic categories which, at the same time, are the titles of the chapters and subchapters bellow, and also in the conclusions and recommendations for foster care and the social practice.
Results:For personal development, children need relationships with others. Maternal and paternal love, and care are the basic elements of these relationships - as confirmed in the interviews with foster parents. Alongside with biological parenthood, the so-called “psychological parenthood” has an important role to play. The role of a psychological parent can be filled by the members of own (i.e. biological) family as well as by adoptive parents, foster parents, the biological parents’ partners (stepmothers and stepfathers) and - under certain conditions - also by personnel in facilities of social care. Their psychological needs and the extent of their satisfaction determine what they will experience and how they will feel.
Discussion:It is important to prepare parents to accept the fact that foster parenthood is different from biological parenthood. Prospective foster parents often come to the offices of Social and Legal Protection of Children and Social Curatorship with the opinion that not even biological parents are being prepared for their parental roles. Foster parents already having biological children argue - as it follows from the interviews carried out throughout the research - that they are experienced parents and, so, they can bring up foster children as well. They do not realize that foster children bring something new that biological children have never experienced. Biological and foster parenthood are definitely not the same.
Conclusions:In the conclusions, the authors point out that children in foster care identify with their parents’ values and opinions. For children who have faced significant adversity in their lives, it is beneficial if the family environment and education are harmonious. Such good conditions can have a positive impact on the children’s entire future lives. In the process of adaptation, the whole network of relationships within the family must be re-structuralized, which requires well-prepared family members.
Introduction:The research study deals with the personality of managers in regard to their professional career. The main objective of the study was to find the relationship between the personality dimensions according to the Big Five personality traits model and Holland’s typology of the six personality types and work environment types.
Methods:The research sample consisted of 121 managers from different levels of the subordinate system in state organizations and private companies in Slovakia. The personality dimensions Neuroticism, Extraversion, Openness to experience, Agreeableness, and Conscientiousness were in this research measured by the NEO Five-Factor Inventory. We have also used the SDS questionnaire - Self-Directed Search to determine the personality types and work environment types - RIASEC codes. The statistical evaluation was performed using the SPSS 20 statistical system, with the data evaluated by methods of descriptive and correlation analysis.
Results:There were the highest values recorded in Conscientiousness throughout the research sample. The lowest values were recorded in Neuroticism. We found out that the Summary Code of managers is ESI (Enterprising, Social, Investigative), of male managers is EIR (Enterprising, Investigative, Realistic), of female managers is SEC (Social, Enterprising, Conventional). When comparing the individual RIASEC personality types, we found significant differences between males and females. Males are more realistic than females, more investigative and enterprising than females. Females are more social and conventional compared to males. There was no gender difference in artistic orientation. The RIASEC personality types in the entire sample match the RIASEC work environment types according to SDS, regardless of age. The results demonstrated relationships between the NEO - FFI personality dimensions and personality types and RIASEC work environment types codes according to SDS.
Discussion:We can say that managers in our research sample are primarily Enterprising types with leading life orientation. Typical representatives of this personality type are characterized especially by traits such as dominance, ambition, focus on success, self-confidence, sociability, and responsibility. In the context of a manager’s success and their effectiveness, or ineffectiveness in work environment, the most predictive Big Five factor for an effective manager is Neuroticism, all effective managers scored low in Neuroticism. Results obtained by the SDS questionnaire - Self-Directed Search confirm our findings of prevalent personality dimensions in the overall personality profile of managers. The overall RIASEC personality code of managers according to SDS is ESI in the whole research sample, thus we can conclude that in the case of the overall personality type - RIASEC code of manager the dominant personality type is Enterprising/leading, followed by the Social personality type and the third is the Investigative personality type.
Limitations:One of the methodological limitations of this research is the number of participants in the research sample. We do not consider this number as representative for the purpose of generalizing the results.
Conclusions:Research results show that there is a relationship between professional orientation and personality. Some personality dimensions are significantly related to professional orientation types and to professional interests, whereas others are related only non-significantly or not at all. Significant relations were found between the dimension Openness and Artistic, Leading, and Social type, between the dimension Extraversion and Enterprising and Investigative type, and between the dimension Agreeableness and the Social type. Realistic type was not related to any personality dimension. The dimension Neuroticism was negatively related to all professional types. For the career counseling practice and selection of job seekers and manager position applicants, this may mean that despite confirmation of these convergences, there may be different relations between different Holland’s professional types and personality dimensions.
These findings can be the focus of further research on students in their final year of secondary school when they are deciding on their future professional career.
This research study, we believe, has contributed to the understanding of the relationship between personality and professional career. The results confirm that professional orientation and personality interact and influence the professional behavior of a person.
Introduction:Philanthropism as it evolved at the end of the 18th century in Germany wanted to break completely with the contemporary methods persisting in education, with the hegemony of classical languages, and with the study of antique authors’ works; instead, it laid emphasis on practical and useful knowledge, on teaching modern languages, on acquiring knowledge based on demonstration, and on an intimate connection to nature. The aim of philanthropist education was to train virtuous citizens who honestly pursue their ordinary profession, in whose training they assigned a central role to physical education.
Purpose:In our paper, which is a part of our research exploring the appearance of the pedagogical ideas of philanthropism in Hungary, we set out to investigate the question: What was the focus of physical education in the philanthropinums? As a first step in our investigation, we give an overview of the philanthropists’ ideas regarding physical education, then we take a close look at how these ideas were put into practice in two selected institutions, namely among the walls of the philanthropinums in Dessau and Schnepfenthal, by relying on the contemporary works of Gerhard Ulrich Anton Vieth and Johann Christoph Friedrich GutsMuths. Finally, we consider their impact in Hungary.
Methods:In this study we apply the source analysis as a traditional research method in the history of education.
Conclusions:The impact of philanthropism on contemporary Hungarian public education, especially in the first half of the 19th century, can be clearly detected, which can be accredited to study trips to Germany and the Hungarian translations of German works. The presence of philanthropism can also be perceived in swimming instruction. Basedow and GutsMuths initiated the instruction of swimming and lifeguarding, and the general institutionalization of swimming instruction. The impact of philanthropists could also be felt in Hungary. Károly (Carl) Csillagh’s textbook on swimming appeared in German in 1841 with the title “Der philantropische Schwimmmeister” (“The Philanthropist Swimming Instructor”). The first book on swimming in Hungarian appeared in 1842.
Introduction:This study analyzes the mode of value transmission and those set of values that promote the measurement of educational outcomes.
Purpose:The focus of this contribution is to discover helpful guidelines for a set of educational values.
Methods:In the present study, we applied source analysis as a traditional research method in the philosophy of education.
Conclusion:We would like to point out that education is the observation, consideration and formation of needs and, at the same time, pedagogy is at least as a regulating as a descriptive kind of an activity. The ideal educational system of methods and objectives are neither open nor closed, it only contains elements that provide possibilities for the individual to fulfill requirements in quantity and quality according to their aptitude. On the other hand, it assures forming behavior and socialization simultaneously.
Introduction: The paper discusses the term cognitive competence of foreign language teachers and focuses on their application in practice. It also deals with possible impact of cognitive competences on choice of teaching methods. The paper identifies a list of the cognitive competences which are both expected and needed when conducting English lessons.
Methods: For the purposes of the survey, the qualitative method of direct observation was chosen. To maximise valid information about the taught lesson, identical observation and self-evaluation sheets had to be designed first. The findings are analysed, compared, and conclusions drawn for school practice.
Results: The survey data show which cognitive competences the teachers of English language use the most and the least when the teaching of pre-intermediate learners from two grades was observed at lower secondary school. The main findings also highlight the necessity of using a wider variety of more up-to date teaching methods and approaches suitable for both target grades of learners, in contrast to still prevailing traditional ones.
Discussion: It needs to be admitted that the authors of this paper are not aware of works which deal with similar research of cognitive competences. Though many authors write about social, key and teaching competences in general, cognitive competences are still a kind of Pandora’s box. It is recommended both that deeper research be undertaken in this field and that teachers pay more attention not only to relevant theoretical knowledge within, for example, courses of continual professional development, but also to the impact on their learners’ performance of the cognitive competences being used.
Limitations: The authors are aware of the limited number of observed lessons due to objective reasons such as the reluctance of some teachers to participate in the survey. The survey sample of four observed lessons is too small to enable definitive, generalisable statements to be made about the use of cognitive competences and the appropriateness of teaching methods. Additional, observed lessons would yield more valuable and valid results.
Conclusion: The survey proves that cognitive competences are a necessary part of teachers’ personalities and abilities and their usage can depend on the proficiency level of learners of English language. The authors assert that the topic of cognitive competences and their impact in foreign language teaching has still not been explored in detail. It is an interesting area involving active metacognitive and cognitive functions influenced by many factors which tend to change according to the teacher’s historical context. This idiographic survey for the purposes of a graduation thesis carried out in a small town school can be regarded as a modest contribution to the topic.
Introduction: In the presented paper, the role of practical training in the formation of intercultural competencies is considered in terms of Dublin descriptors on the basis of educational intercultural practice.
Methods: For the purposes of the study, a multi-stage model of intercultural practice was developed. The method of comparative analysis showed the correspondence of the model to the main descriptors. The study is based on the results of intercultural practice of Ukrainian students in vocational schools in Slovakia.
Results: It has been shown that the four levels of practice in the form of short-term introductory intercultural practice, ethno-cultural educational practice, scientific and pedagogical communication practice abroad, as well as long-term intercultural training correspond to the Dublin competence descriptors in the form of knowledge, skills, communication, autonomy and responsibility.
Discussion: The results of the research show the directions in the formation of intercultural competencies of students. Close cultures such as the Ukrainian and the Slovak can be a launching pad for building deeper competencies. The pedagogical practice of Slovak and Ukrainian students develops the intercultural competencies of both the trainees and the students.
Limitations: The study was conducted in a limited number of educational institutions in Ukraine and Slovakia. It is expected to increase their number on the principles of reciprocity in order to develop intercultural competencies in the students of the two countries.
Conclusions: The model is practically implemented in the process of the teaching practice of Ukrainian students in selected schools in Slovakia. An increase in the level of intercultural competencies was observed both in the Ukrainian students and in the students of Slovak schools.
Introduction: The paper deals with a possible level of risk in cerebrally gifted pupils in relation to bullying at lower secondary schools and grammar schools. In terms of personality characteristics, gifted pupils form a very diverse group, but some research suggests that they might be a risky group concerning school bullying. In the Czech Republic, the most of cerebrally gifted pupils attend ordinary primary schools or grammar schools and they are in daily contact with other pupils. Due to ambiguous research results, there is a question if it is really possible to think of certain risks in the case of cerebrally gifted pupils in relation to their school environment. Quantitative research tried to answer these questions.
Methods: The research was focused on the perception of selected areas in the class social environment by the diagnosed cerebrally gifted pupils, the undiagnosed gifted ones and the ordinary pupil population. A quantitative research strategy for bullying incidence mapping in primary and grammar schools were determined. As a research tool, a questionnaire was chosen. Gathered data from the initial questionnaire were evaluated by the following methods: dispersion analysis (ANOVA) for data spread by Gauss curve, Kruskal-Wallis test for data with non-Gauss distribution, arithmetic mean, Pearson Chi-Square Test, correlation analysis and contingency tables.
Results: There are differences among the class climate in ordinary classes and the classes with diagnosed cerebrally gifted pupils and undiagnosed pupils. The comparison was at the level of schools, it means among primary schools and grammar schools. It was found out that the cerebrally gifted respondents repeatedly met some form of bullying.
Discussion: On the basis of the findings, the authors assumed that cerebrally gifted pupils (GP) represent a risky group in social interaction with their peers and are more prone to different symptoms of bullying. This has not been statistically confirmed. The overall score was similar in other groups.
Limitation: The views of teachers and the views of some psychologists suggest that within the GP group, there is a special group of GP that is not identifiable by traditional questionnaires. For further research, it is worthwhile to consider opting for such research methods that could reveal those pupils.
Conclusions: Based on these results, it is possible to support those authors who consider GP as a specific group with their own problems, different values and perceptions, but similar to their peers.
Introduction: A robust process of centralization in education administration and school finance has taken place in Hungary in the course of the present decade. The governance, control, and funding of schools has been taken from local government by the state, and the autonomy of headmasters and teachers has diminished. However, neither the objectives of, nor the motives behind this centralization seem to be completely clear. This paper aims to contribute to the clarification of these objectives and motives, and explores whether the reform has been successful in achieving its declared objectives.
Methods: The clarification of the objectives and motives relies not only on an analysis of the existing literature, but on the textual analysis of various legal texts, together with the use of structured research interviews and press interviews with education policy makers and people working in education administration. Simple statistical methods (including inequality measures and concentration indicators) are employed to determine the impact of the centralization process via the analysis of administrative data on school finances, teacher earnings and student performance.
Results: It was found that while the declared objectives of the centralization included the reduction of inequalities in resource availability and teachers’ wages, and an improvement in equality of educational opportunity, in the first two post-reform years there was a significant drop in the level of resources per student, resulting in a slight increase of inequality of resources. A drop in expenditure may in principle indicate a growth in efficiency, but in this instance this seems actually to have been achieved at the expense of shortages and other school-level problems with a negative effect on the quality of education.
Discussion: The usual requirements to be observed in public sector governance reforms were deliberately neglected, and the reform was carried through in the absence of any pilot study or systematic impact assessment. This is all the more problematic as the recent literature on the experience of other countries does not provide unanimous support for centralization. Further, given the declared objectives of the reforms, it is rather remarkable that no systematic monitoring of results was put into place.
Limitations: The analysis offered here is confined to the short term effects of the reform. A more complete evaluation of the reform will only be possible later, when the longer term effects of the process become clear. The relatively short time since the reform does not allow the definitive identification and evaluation of the effects of the centralization on student performance. However, the short-term effects on inequalities in school finances and teacher salaries are worth investigating at this point. The limited availability of school budget data from the pre-reform period restricts somewhat the reliability of the analysis of the effects of the reform on school expenditure. A further limitation is that the statistical analysis presented here is restricted to basic schools2 only, in the interests of simplifying comparisons. However, a preliminary analysis of secondary schools showed very similar patterns.
Conclusions: The empirical results are to a certain degree inconclusive. As far as school funding is concerned, the inequality of funding increased right after the centralization, then stagnated and started to diminish significantly only after 2015. At the same time, from the perspective of school funding per student on the basis of the income of various local authorities, the results seem somewhat more satisfactory, and it is possible to identify some positive effects in this respect.