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Publications of Rybakova Nadezhda Alekseevna
Psychology and Psychotechnics, 2016-11
Rybakova N.A. - Objective Sources and External Activating Conditions for the Self-Actualization of a Teacher pp. 913-920

DOI:
10.7256/2454-0722.2016.11.22760

Abstract: The article concerns the problem of identifying the conditions for ensuring the adequacy and efficiency of teacher's self-actualization in professional activity. Recognizing the fact of priority of personal factors therein, the emphasis is made on objective sources and external-activating conditions. According to the author, their complex is able to provide the necessary assistance to the teacher in his professional and personal development and growth through the self-actualization of his individual professionally significant potential.  The article is devoted to objective characteristics of the main sources of teacher's self-actualization in professional activity. Understanding and Using these resources are an important factor that influence the aforesaid process. A significant place is given to the principles of self-actualization of a teacher revealing the significance of the whole complex of external factors in unity with the internal ones. Rybakova pays special atention to justifying and describing external activating conditions. The research is based on the ideas of existentialism about the need to complete absolute freedom with total personal responsibility, activity approach, the theory and concept of personal growth and self-actualization, acmeological approach to teacher's self-actualization, axiological approach to teaching activity, etc. The main conclusion of the research are the following provisions: development and efficiency of teacher's self-actualization process to a high degree is determined by external factors. Important objective sources of teacher's self-actualization include being in deman socially, objective theoretical knowledge, society's culture, and professional activity itself. External activating conditions relate to stimulating professional environment and special teacher's training preparing a teacher for self-actualization under the conditions of continuous education.
Psychology and Psychotechnics, 2015-8
Rybakova N.A. - Self-actualization of a Person: Methodological Excursus

DOI:
10.7256/2454-0722.2015.8.15999

Abstract: The object of the present research article is the phenomenology of self-actualization. The subject of the paper is the identification of various methodological approaches to understanding the essence of self-actualization. This article concentrates on the formation and development of the idea of self-actualization in the various scientific approaches throughout the history of science. Much attention is paid to the concept of "self-actualization" and related phenomena studied by humanistic psychology, and the development of the theory of self-actualization in domestic science. Special place is given to the description of self-actualization as a deliberate, focused and self-managed activities unfolding in the various kinds of human activity. According to the author, the consideration of self-actualization as self-organized activity allows to look at the problem of personal freedom in the process of self-realization in a new light. The methodology of the study involves the concept of self-actualization and personal growth in humanistic psychology, the concept of self-realization in domestic science, the theory of activity and personal activity approach; the concept of self-management and self-organization. According to the author, the novelty of the article lies in the synthesis of many years of scientific experience on the issue of self-actualization, and in disclosing its essence from the viewpoint of the major foreign and domestic concepts. The special contribution of the author is the inclusion of the results of her own research of self-actualization from the point of view of the personal activity approach and the theory of activity. The main conclusion is the following: if we consider self-actualization as a self-organized activity, it becomes possible to develop technologies that can help a person to realize and accept their individual personality traits, and purposefully and efficiently manage their self-development and personal growth involving their unique traits and qualities. 
Psychology and Psychotechnics, 2015-2
Rybakova N.A. - Developing of Emotional Intelligence by Means of Music

DOI:
10.7256/2454-0722.2015.2.14080

Abstract: The article reveals the essence of the method of creating emotional and associative interpretations of music (in the broad sense) from the perspective of its application to improve emotional intelligence through intensive developing of empathy. Effect of the method is justified by ideas of psychology, music psychology and pedagogy of art. Particular attention is paid to the nature of this method, the characteristics of specific methods and techniques tested by the author in private practice, working with adults: creating of artistic and visual, literary and plastic interpretation of the image. The main conclusions of the research are the following:- The most important quality of a person who has developed emotional intelligence is the ability for empathy, which allows him to build effective interaction with other people;- Perception of music with the use of appropriate techniques can improve emotional intelligence of a person of any age through the development of the capacity for empathy;- Method of creating emotional and associative interpretations of music can bring more effective into the process of development of empathy in the process of music perception. The novelty of the research lies in the substantiation and development of the effective for developing emotional intelligence method of creating emotional and associative interpretations of music (in the broad sense), allocation and description of three groups of methods (in the narrow sense): fine art, literature and plastic interpretations. The author’s special contribution to the study theme is in the author's attempt to summarize the experience of psychology, music studies and music pedagogy, supplement it with the author's ideas and the results of the author's  work on the developing of empathy and emotional intelligence of adults who do not have any education in music. 
Modern Education, 2015-1
Rybakova N.A. - Sources of Motivation for Self-Actualization in Teacher's Professional Activity pp. 69-99

DOI:
10.7256/2409-8736.2015.1.14002

Abstract: The research subject is the internal drivers of self-actualization of a music teacher. The research object is the self-actualization process in music teacher's professional activity both as a mean of professional and personal growth and the leading factor of solving tasks of modern music education at schools.  The main sources of motivation in music teacher's activity described by the author include the dominance need, inborn 'motive to self-improvement', personality orientation at profession, values and emotinal attitude to their profession, combination of important professional interests, deep awareness of the importance of self-actualization for a teacher, etc. The author of the article notes that teacher's self-actualization can be a ground for his professional growth and effective teaching acivity as long as it is viewed and performed as an intended activity on enriching, developing and fulfilment of profesionally important potentials.  The research methodology involves the humanistic approach, structure-genetic approach to personality, activity approach, the theory of selective attitude to the conditions for professional activity, conceptual ideas of teaching art, studies of music teaching activity and personal qualities of a music teacher. The main conclusions of the study are the following:  - It is fully justified to relate teacher's motivation to self-actualization and therefore personal growth involving inburn 'motive to self-improvement, prosocial orientation, dominance need and professional orientation, emotionally positive attitude to children and professional activity;  - The need to express oneself creatively, love for music and self-acceptane also play an important role in the process of teacher's self-actualization;  - Self-knowledge and understanding of his own motives are the starting point in the process of teacher's self-actualization.  The author's special contribution to the topic is caused by the fact that in addition to defining the main sources of motivation for self-actualization, the author also makes an attempt to discover other sources of activity in music teaching and performance.  The novelty of the research is caused by the fact that the author has summarized the scientific experience on the topic of personal motives in general and music teacher in particular and defined a set of internal drivers of self-actualization of a music teacher. 
Modern Education, 2015-1
Rybakova N.A. - Manipulative Stereotype in Teachers Professional Activity and Ways to Overcome it pp. 124-142

DOI:
10.7256/2409-8736.2015.1.14099

Abstract: The research subject is overcoming forming or actual manipulative stereotype in music teacher’s professional activity based on a number of methods of developing the ability to self-actualize in musical activity. The research object is music teacher’s self-actualization as an objective and a mean to overcome manipulative behavior in the process of its realization.The article reveals the essence and negative influence of manipulative stereotype on teacher’s professional activity. The reasons for its forming in the period of preparation for the profession are also exposed. Particular attention is paid to proving and describing the author’s methods of overcoming the above-mentioned stereotype in professional teacher’s activity in general and in the musical aspect of Music teacher’s profession in particular, which is connected with perception and assessment of musical compositions.Methodological basis of the research consists of the works on self-actualization and manipulation (A. Maslow, F. Perls, E. Shostrom); scientists’ ideas about the essence and role of the ideal I-image in the forming of personality (B.G. Ananyev, L.I. Bozhovich, I.S. Kon, K. Levin, A.G. Skripkin, V.V. Stolin, I.I. Chesnokova, S.V. Shorokhova, E. Spranger, Y. Yadov); researches in teacher’s self-actualization and personal growth in professional activity ( E.V. Andrienko, S.L. Bratchenko, M.R. Miriniva, N.A. Rybakova etc. ). The main conclusions of the research carried out are the following postulates:- Overcoming music teacher’s manipulative stereotype and behavior is possible by means of a purposeful development of the ability to self-actualize in the musical aspect of teacher’s activity, mainly in perception and assessment of music;- The given methods are effective for future and practising music teachers to develop the ability to self-actualize in music and thus to overcome manipulative stereotype in activity. The novelty of the research consists in proving and developing effective ways for a future or already practising music teacher to overcome manipulative stereotype in his activity through forming the ability to self-actualize in perceiving and assessing music. The particular author’s contribution to studying the theme is working out definite methods to develop the ability to self-actualize in musical activity: meeting the ideal image “I am a self-actualizing personality”, performing two roles, taking the Other’s point and independent judging.
Pedagogy and education, 2015-1
Rybakova N.A. - Problems of Teaching a Foreign Language to Future Teachers at Bachelors Courses

DOI:
10.7256/2454-0676.2015.1.14804

Abstract: The object of research in this article is teaching students who specialize in cross-cultural communication. The matter under study is conditions of this process under reformation of Russian education. Particular attention is concentrated on components of such programs and on demand for foreign language teachers in the present labor market in general and bachelors in particular. The method of research in this article is curriculum and Federal Education Standard analysis as well as empiric data obtained during vocational guidance talks with students. The main author’s conclusions come down to the following. Nowadays there is a contradiction between social processes with cross-cultural communication acting as a significant factor and problems of training specialists for it within the transitive period in Russian higher education. The novelty of the article consists in giving didactic curriculum analysis on the background of immense contradictions brought about by turning to the new two-level higher education system.
Philology: scientific researches, 2015-1
Rybakova N.A. - The Main Principles of Training Non-linguist students for professional cross-cultural communication

DOI:
10.7256/2454-0749.2015.1.14855

Abstract: The object of the research in this article is the training of non-linguist students for professional cross-cultural communication. The subject of the research is the main principles of this process and its specificity. The author analyses linguodidactic principles and those of teaching foreign languages to non-linguists as ensuing them. Particular attention is paid to the importance of training for professional cross-cultural communication in terms of global tendencies and changes taking place in our country.  The method of the research in this article is the didactic analysis and empiric data obtained from long observations in the process of working at non-linguistic institutes. The main author’s conclusions are the following. For linguistic support of cross-cultural communication translators and interpreters are not enough. Necessity of knowing foreign languages for all professionals increases and their language training must be proved theoretically and have a systematic and planned order. The novelty of the article is caused by the fact that the author reveals and proves principles of training non-linguistic students for professional cross-cultural communication considering pedagogical specificity of this process.
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