<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Olga Logashenko</style></author><author><style face="normal" font="default" size="100%">Lyudmila Lomakina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE MODERN EDUCATION AND THE SAFETY OF HEALTH OF STUDENTS IN CONTEXT OF PSYCHOLOGY-PEDAGOGICAL ACCOMPANIMENT OF THE PROFESSIONAL TRAINING AT HIGHER SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">psychology-pedagogical accompaniment</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific-practical activity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393666738.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the paper a problem of the pedagogical support of students’ health maintenance during the period of their professional training at higher school is studied. On the stage of the educational-introductory practice an innovative pedagogical technique of psychological-pedagogical accompaniment (PPA) of the scientific-practical activity (SPA) was elaborated to ascertain the influence of this technique on the characteristics of mental-physiological health of students. 
The main elements of PPA and SPA are: normative-legal, psycho-diagnostic, methodological, organizational, psychosomatic maintenance and phased monitoring.
 The psychosomatic maintenance is to influence the psychological health, personal and physical health of a student. 
In our research the strengthening and maintenance of health means:
 • for psychological health – the development of a creative way of thinking, attention, memory and volitional sphere; the growth of emotional resistance;
 • for social health – the formation of social adaptation; the development of responsibility, empathy, active position in life; the correction of self-concept and self-control; the focus on self-development;
 • for physical health – the teaching of self-control methods for the state of adaptive potential of the cardiovascular system; the prevention of neuropsychic disorders. 
The elaboration of psycho-pedagogical bases for maintaining and strengthening of health and the application of PPA and SPA is aimed at maintaining and strengthening of health due to reducing the state of neuropsychic tension, the stimulation of the professional interest and the satisfaction of students’ needs to acquire knowledge in the atmosphere of psychological comfort. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">183-191</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Olga Logashenko</style></author><author><style face="normal" font="default" size="100%">Tatyana Shaposhnikova</style></author><author><style face="normal" font="default" size="100%">Lyudmila Lomakina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFICIENCY OF THE PSYCHOLOGY-PEDAGOGICAL ACCOMPANIMENT OF THE SCIENTIFIC-PRACTICAL ACTIVITY OF STUDENTS-PSYCHOLOGISTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">creative activity</style></keyword><keyword><style  face="normal" font="default" size="100%">psychology-pedagogical accompaniment</style></keyword><keyword><style  face="normal" font="default" size="100%">research potential</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific-practical activity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392235691.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The presented work is the logical continuation of the research carrying the title “The Motivation and Methodological Aspects of Psycho-Pedagogical Accompaniment of the Scientific-Practical Activity of Students-Psychologists” published in the scientific collection “Problems of Education in the 21st Century”, Volume 2, 2007, “Variety of Education in Central and Eastern Europe”.
 In addition to the two earlier presented stages of the psycho-pedagogical research (the diagnostic and forming) the results of the third stage devoted to the efficiency identification of the presented system of the scientific and practical activity of students have been analyzed.
 In our opinion the efficiency of the continuous system that is an integral component part for the training of qualified specialists and that was defined through the notion “scientific and practical activity” is expressed in:
 1) the development of the specialist’s ability successfully project and discover earlier unknown ways to solve coming problems;
 2) the ability to work out in the teaching process some evaluating mechanisms for the cognitive activity that include the modeling and comprehension of problem situations, the forming of aims, the planning and the evaluation of activities, the making of hypothesis and analogies;
 3) the support in discovering of the research potential of a future specialist;
 4) the development of the personal position in the educational and research activity;
 5) the stimulation of the “breaking” the limits of the curriculum, deliberate self-determination
 6) the orientation of the educational process of a student to the individual research activity otherwise it is impossible to create the educational environment where a new type specialist – teacher-researcher ready for the innovative activity, the participation in the reforming test – research work by using individual creative approach as one of the productive interactive forms of teachers and students.
 The efficiency is proved by:
 • the increase in the quantity of students aimed at the pedagogical activity and having the formed general educational and pedagogical abilities;
 • the meaning growth of the educational and familiarization practice in students’ minds;
 • the increase of the creative activity;
 • the readiness for using the results of the educational and familiarization practice on the subsequent stages of the professional training.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">180-191</style></section></record></records></xml>