Questions and assignments for chapter 6. Akvileva G.N., Klepinina Z.A. Methods of teaching natural science in elementary school: Proc. aid for students establishment avg. prof. pedagogical education profile. Providing emergency psychological assistance

1. What is communication and what are its functions?
2. Give a classification of types of communication.
3. What are non-verbal means of communication? How do they manifest themselves?
4. What influences non-verbal language of communication?
5. What are the types of facial expressions?
6. Give a classification of gestures.
7. What are the functions of posture?
8. Talk about eye contact. What are its manifestations?
9. How is the speaker system divided?
10. What are the manifestations of the acoustic system in communication?
11. Describe the stages of communication.
12. What are the causes of poor communication?
13. Give the main characteristics of communication.
14. What is the main significance of the visual (optical) communication system?
15. What is the main significance of the olfactory system?
16. Explain communication strategies.
17. Describe the mechanisms of communication.
18. What are the main characteristics of communication?
19. Describe the factors that influence people's perceptions.
20. What is attraction and what are its principles?

References for Chapter 6

Main

1. Kibanov A.Ya. Psychophysiology professional activity and occupational safety. M.: Prospekt, 2012.
2. Rybnikov O.N. Psychophysiology of professional activity. Vulture UMO MO. M.: Academy, 2010.
3. SorochaiV.V. Psychology of professional activity. Lecture notes. Rostov-on/D.: Rostov Book Publishing House, 2010.

Additional

1. Ilyin E.P. Differential psychophysiology of professional activity. St. Petersburg: Peter, 2008.
2. Kibanov A.Ya. Personnel Management. Theory and practice. Psychophysiology of professional activity. M.: Prospekt, 2012.
3. Klimov EL. Psychology of a professional. M., 1996.
4. Markova A.K. Psychology of professionalism. M., 2003.

Internet resources

Question 1. What is an estate? How did the position of different classes differ and what did they have in common?

Answer. The whole society is medieval Western Europe was divided into three classes. There wasn’t much in common between them, perhaps only the language (each locality has its own) and Catholic faith(Gentiles were excluded from this structure and were considered an alien element, even if their family lived in Europe for hundreds of years, longer, in the case of the Jews, than many royal dynasties that were descendants of alien barbarians). Each class had its own rights and responsibilities:

1) those who pray (clergy) were monks in monasteries, priests and bishops in churches and cathedrals, the head of the church, the Pope, also laid claim to secular power throughout the Catholic world, relying for this on an allegedly ancient document (the so-called “Dictate of the Pope” );

2) those who fight (feudal lords) were professional warriors, they also owned estates with peasants dependent on them and ruled states (the kings were initially in the same class, but by the end of the Middle Ages they stood above the classes);

3) those who work (peasants and townspeople) paid taxes and taxes, peasants were mostly dependent on feudal lords, but cities were often independent, some unions of cities (for example, Hanseatic) and even some individual cities (for example, Venice, Genoa) were stronger than many kingdoms.

Question 2. When and why did the split occur? christian church into Catholic and Orthodox?

Answer. The reason was a dispute about who should be in charge in the Christian world: the Pope or the Patriarch of Constantinople. And they found many reasons, mainly discrepancies in rituals, accusations from Catholics that the Orthodox patriarch forces priests not to shave their beards, etc.

Question 3. Why does wealth grow? catholic church began to threaten her authority? By what means did the popes restore their position in society?

Answer. The Catholic Church taught that one must live according to the commandments of Christ. She glorified those who renounced earthly goods, distributed wealth to the poor and became a hermit. However, in reality, the church was constantly getting richer. This obvious contradiction became more and more obvious. This was pointed out both by heretical teachings and by monastic orders recognized by the church (for example, the Franciscans). The popes constantly issued bulls (papal decrees) that prohibited disputes about the poverty of the church. This temporarily silenced those who did not want to make an open break with the church, because the bulls had the highest authority in the Catholic world. The methods of fighting heretics were violent.

Question 4. Compare the relationship between the church and secular authorities in Western Europe and Byzantium.

Answer. In Byzantium, from the very beginning, the church was subject to the authority of the emperor. In Western Europe, the church and secular authorities struggled for dominance for a long time, and only after the formation of centralized states did the secular authorities win.

Question 5. Who was called a heretic? How did the church fight heretics?

Answer. Heretics were those who were baptized but argued with the teachings of the Catholic Church (Jews, Muslims and other people of other faiths were also hated, but they were not considered heretics). Heretics were fought harshly. Those who repented were imprisoned and forced to make long and dangerous journeys to holy places. Those who did not repent were excommunicated from the church. The Pope could excommunicate an entire region or country. It was a tool of political struggle. Then usually the vassals rebelled against the lord of that area or the king of that country. And individual people excommunicated from the church for heresy fell into the hands of secular authorities who sentenced them to be burned at the stake.

Question 6. What goals did the participants of the Crusades set for themselves? Did they achieve them?

Answer. The first generation of crusaders achieved their goals, but the Crusades as a whole ended in complete failure. Initially the goals were the following:

1) the Pope hoped to direct the militancy of the feudal lords to war not with each other, but against the “infidels”;

2) the Pope wanted to expand the lands that would be ruled by Catholics;

4) believers hoped for a reward for the liberation of holy places in the afterlife;

5) peasants hoped to find wealth on new lands; their ideas about these lands were like a fairy tale;

6) the merchants expected to receive most trade across the Mediterranean and with the Middle East and distant countries, including India;

7) the feudal lords hoped to gain new lands as a result of the campaign.

Question 7. What changes did the Crusades bring to the relationship between East and West?

Answer. The enmity between Christians and Muslims has become much stronger (among Muslims even today they are reminded of the Crusades when they want to say that nothing but cruelty can be expected from Western countries)

Question 8. Which of the Crusades do you consider the most important in terms of its significance and historical consequences?

Answer. IV Crusade temporarily destroyed the Byzantine Empire and forever deprived it of its power, but this campaign could not be called the most important. The most important (and most successful) was the First Crusade. It was he who laid the foundation for the very idea of the Crusades and cemented it in the minds of Europeans. This idea largely determined the life of Western Europe for almost two centuries, and its echoes can be found in the 16th century.

Question 9. Place in chronological order the events associated with history:

a) speech of Pope Urban II in Clermont;

b) the formation of spiritual knightly orders;

c) the defeat of Constantinople by the crusaders;

d) Children's Crusade.

Question 10. What was characteristic of the Catholic Church in contrast to the Orthodox (choose the correct answers): a) worship was conducted on Latin; b) priests could get married; c) the church was headed by the Pope; d) did the priests not shave their beards?

What reactions does intense stress cause?

List the basic rules for providing emergency psychological assistance.

Tell us about self- and mutual-help techniques for aggression and motor agitation.

Tell us about self- and mutual-help techniques for fear.

Tell us about self- and mutual-help techniques for anxiety.

Tell us about techniques for self- and mutual assistance during hysteria.

During what period of time after exposure to stress can emergency psychological assistance be provided?

Chapter 7 Organizational aspects

Providing emergency psychological assistance

In emergency situations

Issues covered in the chapter:

Definition of emergency psychological assistance.

Organization of psychological assistance at the emergency site.

Stages of emergency psychological assistance.

Ethical principles of a psychologist when working in emergencies.

Methods used in providing emergency psychological assistance.

In the previous chapter we talked about methods of “pre-psychological” help in extreme situations. This chapter is devoted to the problems of organizing professional psychological assistance in emergency situations. It was already noted in the first chapter that extreme and emergency situations are not always synonymous. When we talk about an extreme situation, we rather mean a person’s attitude towards the event. The concept of an emergency situation implies an objectively existing situation.

Responsibility for organizing and providing assistance to people in emergency situations is assumed by the state, creating special services: rescue, fire, medical. It is extremely important that employees of these units understand how the work of providing professional psychological assistance at the scene of an emergency should be organized.

After all, behind the word “catastrophe” there is always human grief and suffering; each such situation breaks the destinies of many people and gives rise to family and personal tragedies. During an emergency, the quiet life of a large number of people is destroyed. These people need the help of specialists, including psychologists.

Providing emergency psychological assistance is an independent area of psychological practice. Its originality is due to the special conditions in which the professional activity of a psychologist takes place while working to provide emergency psychological assistance. The unusual conditions are determined by four factors.

1. The presence of a traumatic event. The provision of emergency psychological assistance occurs after an event that has a strong impact on the emotional, cognitive, and personal spheres of a person. These can be large-scale emergencies of a natural or man-made nature, or smaller-scale events that are also powerful stressors on a person (road accidents, rape, sudden death of a loved one). Almost always such an event can be characterized as a sudden event.

Time factor – Emergency psychological assistance is always provided in a short time.

Unusual working conditions for a psychologist(no or insufficient separate premises for work, poor living conditions, etc.).

Concentration in one place of a large number of people in need of psychological help.

From the above, we can conclude that emergency help from a psychologist is short-term help after a strong negative stress impact (distress).

The main tasks that the psychologist’s activities are aimed at when providing this type of assistance can be formulated as follows:

Maintaining a person’s psychological and psychophysiological state at an optimal level (providing assistance with acute stress reactions).

Prevention of delayed adverse reactions, including by ridding a person of adverse emotional states that arose directly as a result of a traumatic event.

Prevention and, if necessary, cessation of the manifestation of expressed emotional reactions, including mass ones.

Consulting victims, their relatives and friends, as well as personnel working in response to emergency situations, about the peculiarities of experiencing stress.

Assistance to specialists taking part in emergency response efforts.

ABOUT organizational diagram of specialists’ activities

1. What definitions of the category “form of education” do you know? Have your say.

2. Name the groups of forms of training. Describe each of them, highlighting their distinctive features.

3. What are the common features of all forms of organizing students’ learning activities in natural science?

4. Classify the forms of teaching natural science. Why was there a need for such a classification?

5. What controversial issues do you know about the problem of forms of education? What conclusion follows from this?

6. What form of training is the main one?

7. List the specific characteristics of the lesson.

8. What are the functions of the lesson? Explain the relationship between the functions.

9. What is the structure of the lesson? What is it due to? List the stages of conducting a lesson.

10. Uncover the functional significance of each structural component lesson.

11. Name the types of lessons in primary science. What is the essence of each of them?

12. Describe each type of lesson, noting the features of its organization, methods used, and functional significance. Explain this specificity.

13. Why in educational process Should different types of lessons be taught in primary science?

14. Give an analysis of the lessons given in this chapter and draw a conclusion about the degree to which the specific features of each type are implemented in them. Prove your opinion.

15. What is the importance of reviewing knowledge in science lessons?

16. Name the types of repetition and give their characteristics.

17. Expand the methodology for each type of repetition.

18. Why is it important to apply different types repetitions?

19. What is the essence and functions of extracurricular work? Why in the process of teaching natural science in primary school Is this form of work necessary?

20. Name the types of extracurricular work of students. Explain the method of each type.

21. What is the essence and functions of extracurricular activities?