The diagnostics of formation of social maturity and social responsibility in students of medical college

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The diagnostics of formation of social maturity and social responsibility in students of medical college

Kislyuk Zhanna Mykhaylivna Graduate student of the department, Kalaur Svitlana Mykolaivna Doctor of Pedagogical Sciences, Professor, Professor of the department of social work and management of socio-cultural activities, Ternopil Volodymyr Hnatyuk National Pedagogical University

Annotation

This article has been devoted to the actual problem of development of social maturity and social responsibility in students of medical college, which has been understood as a complex and multifaceted concept, including various aspects and components. The author has investigated the significance of the process of formation of social maturity and social responsibility in students of medical college, substantiated the necessity of psychological and pedagogical support of this process. The author of the article has considered the structure of social responsibility and social maturity, as well as provided criteria and tools for assessing its formation. The author also has identified the role of social responsibility and social maturity in creating a modern society, solving social problems, strengthening moral values, as well as influencing the quality of education and economic development.

The author has concluded that social responsibility and social maturity include the ability to create and implement positive changes in the educational environment, to interact with students and colleagues with respect and understanding, as well as to participate in public initiatives and projects aimed at solving social and community problems. The author of the article has identified such structural elements as: consciousness and awareness, moral and ethical values, participation and involvement, social influence and example for others, social problem solving, economic and environmental sustainability, social education and information.

The article has emphasized that the development of social responsibility and social maturity contributes to the formation of ethically competent, active and tolerant professionals who are able to make a positive contribution to society. As a result, the article has provided an in-depth examination of the importance of developing social responsibility and social maturity in future medical professionals and substantiated the integral role of this aspect in modern medical practice.

Keywords: social maturity, social responsibility, students of medical college, modern society, social problems, moral values, social activity, professional training.

Анотація

Діагностика сформованості соціальної зрілості та соціальної відповідальності у студентів медичного коледжу

Кислюк Жанна Михайлівна аспірант кафедри, Калаур Світлана Миколаївна доктор педагогічних наук, професор, професор кафедри соціальної роботи та менеджменту соціокультурної діяльності, Тернопільський національний педагогічний університет імені Володимира Гнатюка

Стаття присвячена актуальній темі розвитку соціальної зрілості та соціальної відповідальності у студентів медичного коледжу, під якою розуміється комплексний та багатогранний концепт, що включає різні аспекти та компоненти. Автори досліджують значущість процесу формування соціальної зрілості та соціальної відповідальності у студентів медичного коледжу, обґрунтовують необхідність психолого-педагогічного супроводу цього процесу. У статті розглядається структура соціальної відповідальності та соціальної зрілості, а також наводяться критерії та інструменти для оцінки її сформованості. Авторками виявлено роль соціальної відповідальності та соціальної зрілості у створенні сучасного суспільства, вирішенні соціальних проблем, зміцненні моральних цінностей, а також впливу на якість освіти та економічний розвиток.

Наводиться висновок про те, що, соціальна відповідальність та соціальна зрілість включають здатність бачити і впроваджувати позитивні зміни в освітнє середовище, взаємодіяти зі студентами та колегами з повагою та розумінням, а також брати участь у громадських ініціативах та проектах, спрямованих на вирішення соціальних та громадських проблем. Як структурні елементи авторки виділяють: свідомість і усвідомлення, моральні та етичні цінності, участь і залученість, соціальний вплив та приклад для інших, вирішення соціальних проблем, економічна та екологічна стійкість, соціальна освіта та інформування.

Стаття підкреслює, що розвиток соціальної відповідальності та соціальної зрілості сприяє формуванню етично грамотних, активних та толерантних фахівців, здатних робити позитивний внесок у суспільство. У результаті стаття надає поглиблений розгляд важливості розвитку соціальної відповідальності та соціальної зрілості у майбутніх медичних працівників та обґрунтовує невід'ємну роль даного аспекту у сучасній медичній практиці.

Ключові слова: соціальна зрілість, соціальна відповідальність, студенти медичного коледжу, сучасне суспільство, соціальні проблеми, моральні цінності, соціальна активність, професійна підготовка.

Introduction

The development of social maturity and social responsibility in medical college students is an important aspect of their professional training. It has a special significance in modern society, where not only the transfer of knowledge has to be required, but also the formation of values, skills of interpersonal communication and participation in social life.

The medical profession involves not only training but also upbringing. Future medical professionals need to understand that their role extends beyond academic subjects. They influence the outlook and behavior of their patients, becoming an example and authority for them. Through the development of social maturity and social responsibility, medical professionals can influence patients or clients to develop positive values, tolerance, respect for others and a desire to make positive changes in society.

Social maturity and social responsibility also contribute to the development of empathy and interpersonal communication skills in prospective students. These skills play an important role in establishing trusting relationships with patients and allow students to better understand their needs and concerns.

In addition, the development of social maturity and social responsibility helps medical college students to become active participants in community initiatives and projects. They can organize public, social events, volunteer actions, educational projects aimed at promoting and preserving health. This approach not only benefits society, but also demonstrates to students how important it is to be an active citizen and take care of others.

As a result, the development of social maturity and social responsibility in medical college students is an integral part of their professional training. It contributes to the formation of competent, ethically literate and socially aware professionals who are able to influence the development of the individual and society as a whole.

Analysis of publications

Studying the problem of development of social maturity and social responsibility of medical college students, we have taken into account the main methodological provisions of national scientists on the relationship between learning and development, where the determining role in the development of personality belongs to education and upbringing.

In modern science there are a number of relatively independent directions in the research of responsibility: social responsibility as a moral category (L. Kohlberg, J. Piaget, J.-P. Sartre, H. Heckhausen, etc.), the correlation of freedom and responsibility (Р. Belanger, V. Budz, C. Rogers, etc.), the system approach to the research of social maturity (C. Tinajero, M. Paramo, etc.), the correlation of social and personal responsibility (A. Adler, R. May, etc.), the formation of social maturity (I. Danchenko, I. Poluboiaryna, V. Tyrina, etc.) [2-8].

Social maturity has been considered as a stable state of personality characterized by integrity, predictability, social orientation of behavior in all spheres of life activity.

In our opinion, social responsibility is a conscious and active participation in social processes and initiatives aimed at the benefit of society and the environment. It is an understanding of one's role as a citizen and participant in society, as well as the desire to make a positive contribution to improving the lives of others, preserving the environment and solving social problems. Socially responsible people show concern for their neighbors, demonstrate empathy, respect and solidarity, acting on the basis of high moral principles and values.

In the context of the future professional activity of a medical worker, social maturity and social responsibility includes the ability to create and implement positive changes in the environment, to interact with students and colleagues with respect and understanding, and to participate in community initiatives and projects aimed at solving social and community problems [9].

Presentation of the main material

Social maturity and social responsibility is a complex and multifaceted concept that includes various aspects and components. The main structural elements of this concept are:

> Conscientiousness and awareness: the basis is awareness of one's own role in society and understanding of the importance of one's actions for the surrounding world. This includes awareness of social problems, the needs of society and the necessity to take an active part in their solution.

> Moral and ethical values: socially mature and socially responsible people are guided by high moral and ethical principles in their actions. This includes respect for others, honesty, fairness, tolerance and concern for the well-being of society.

> Participation and involvement: socially mature and socially

responsible individuals actively participate in social and community initiatives, show interest and willingness to contribute in solving the problems. This can be volunteering, participation in charitable organizations, involvement in medical or environmental projects, etc.

> Social influence and example for others: people with social maturity and social responsibility have a positive impact on others through their actions and behavior. They become role models for others, inspire social engagement, and can help shape public opinion.

> Solving social problems: social maturity and responsibility includes involvement in solving social and community problems. This can be directed toward fighting against poverty, environmental problems, inequality, violence, and other societal challenges.

> Economic and environmental sustainability: social maturity and social responsibility also emphasizes the importance of sustainable development of society and the planet as a whole. This includes incorporating environmental and social considerations into decisions, supporting sustainable production and consumption practices [10].

> Social education and awareness: students are committed to selfdevelopment and learning about social problems and possible solutions. This may include studying social sciences, participating in educational activities, and disseminating information.

These components are interrelated and together form the structure of the concept of social maturity and social responsibility, which covers personal sphere, interaction with society and impact on the surrounding world.

Formation of social maturity and social responsibility can be evaluated through a number of criteria that allow to determine the level of awareness, actions and attitudes of an individual in the social sphere [11]. Here are some criteria by which their formation can be assessed:

• Awareness of social problems (implies understanding of existing social problems, their impact on society and the necessity to solve them).

• Caring and participation (one of the criteria is active caring for others and participation in social initiatives, projects and activities).

• Empathy and respect (manifested in the ability to express empathy and respect for different social groups and individuals).

• Responsible decision-making (a person is able to make responsible decisions, taking into account the interests of society and others).

• Social influence and leadership (manifested in the ability to have a positive influence on others, to become a leader and organizer of social initiatives).

• Social activity (this criterion includes participation in public life, volunteering, participation in charitable organizations and projects).

• Ethical literacy (expressed in observance of high ethical standards in all spheres of life).

• Social education (includes knowledge and understanding of social processes, problems and solution mechanisms).

• Sustainable behavior (characterized by stable and responsible behavior in relations with others).

• Social communication (manifested in the ability to interact effectively with a variety of social groups and adapt to different social contexts).

These criteria can serve as a guideline for assessing the formation of social maturity and social responsibility in medical college students and help determine their readiness and ability to take an active part in social life and solving its problems.

The diagnostics of formation of social maturity and social responsibility is an important stage of assessment of personal and professional development of a student. It allows determining to what extent a person realizes his/her role in society, is ready to make positive changes and shows concern for the well-being of others. The importance of diagnosing social responsibility is due to the fact that it reflects the ability of an individual to act not only in his/her own interests, but also taking into account the interests of society as a whole.

One of the key aspects of diagnostics of social maturity and social responsibility is the analysis of behavioral and ethical manifestations of the student. This includes observing his/her participation in public initiatives, volunteer actions, charity events and other manifestations of activity in the social sphere. It is also important to identify to what extent a person is guided by moral and ethical principles in his/her daily life, how he/she treats others, what values and beliefs underlie his/her actions.

Different methods and tools can be used to diagnose social responsibility, such as questionnaires, surveys, interviews, observation, analysis of social activities and projects in which the individual has been involved. It is also important to take context and cultural sensitivity into account, as the perception and expression of social maturity and social responsibility may differ in different cultural environments.

Diagnostic results can inform the design of individualized development plans to strengthen and develop social maturity and social responsibility. This may include learning interpersonal skills, organizing and participating in social projects, developing leadership skills, and developing an ethical basis for decision-making.

In general, the diagnostics of formation of social maturity and social responsibility has been an important tool for understanding and developing the social aspects of personality. It contributes to the formation of socially active, humane and civil personalities capable of making a meaningful contribution to society and taking responsibility for its well-being.

The diagnostics of formation of social maturity and social responsibility requires the usage of various tools that allow to objectively assess the level of awareness, actions and attitudes of an individual in the social sphere. For this purpose we can use the following:

> Questionnaires and interviews - specially designed questionnaires and interviews make it possible to assess an individual's opinion and position on social problems, his/her participation in public initiatives, motivation and readiness for social activity.

> Interviews - conducting structured interviews allows for indepth exploration of an individual's views and motivations, as well as identifying their experience and participation in social initiatives.

> Observation - observing a student's behavior in a variety of social situations can provide insight into their level of social engagement, willingness to help others, and influence on others.

> Analyzing social projects - studying an individual's participation in various social projects, volunteer activities, and community events can help assess his or her practical activity in the social sphere.

> Social games and simulations - the use of specific games and simulations can help identify empathy, social decision-making skills, and the ability to interact with other participants.

> Analyzing ethical situations - offering a variety of ethical situations to analyze can help assess awareness and responsible decision making in complex social contexts.

> Portfolio and reflection - creating a portfolio, including a description of social initiatives, projects and reflection on one's actions, helps to individually assess one's path in the development of social responsibility.

> Sociometry methods - the usage of sociometry methods allows to reveal relationships and influence of an individual in a social group, as well as his/her ability to influence others [12].

> Social cases - consideration of real or fictitious situations related to social responsibility allows to assess the level of understanding and readiness to solve such tasks.

Each of these tools has its own advantages and limitations, so in the diagnostics of formation of social maturity and social responsibility it has been recommended to use a combination of different methods for a more complete and accurate picture of the personality and its social activity.

The formation of social maturity and social responsibility is an integral part of the development of the individual and society as a whole. It is a process that has many positive aspects and important practical applications. Let us consider a few key arguments why the formation of social maturity and social responsibility is necessary:

> Strengthening modern society: socially mature and socially responsible citizens are the cornerstone of a strong civil society. They realize their role and actively participate in the life of society, contributing to the development of democratic institutions and maintaining social stability.

> Solving social problems: socially responsible individuals formed in society are able to find and propose solutions to a variety of social problems such as poverty, inequality, environmental crises and other challenges.

> Creating a positive educational environment: socially responsible educators and educational institutions foster moral values, tolerance and respect for others, which are important for creating a healthy educational environment.

> Improving quality of life: socially responsible actions and initiatives contribute to improving the quality of life of many people, especially those in vulnerable situations.

> Creating a sustainable economy: corporations and entrepreneurs, aware of their social responsibility, contribute to the creation of a sustainable economy by taking into account environmental and social aspects in their activities.

> Social interaction and tolerance: people with social maturity and social responsibility are able to interact effectively with diverse social groups, taking into account the interests and necessities of each of them [7].

> Leadership development: the capacity for social maturity and social responsibility fosters leadership development, enabling individuals to positively influence others and become role models.

> Building a positive reputation: organizations and individuals who demonstrate social maturity and social responsibility build a positive reputation, which affects their status and credibility in the community [4; 9].

> Promoting sustainable development: social maturity and responsibility aims to support the sustainable development of society and the planet as a whole, including the balance between economic, environmental and social aspects.

> Creating ethically aware individuals: building social maturity and social responsibility promotes ethical thinking and behavior, which is important for maintaining moral standards in society.

The formation of social maturity and social responsibility is a key factor for the sustainable development of society, maintaining moral values and creating a positive impact on the surrounding world.

Conclusions

The research has emphasized the relevance and importance of developing social responsibility in medical college students in the context of modern challenges of society. The criteria and tools of formation of social maturity and social responsibility, can be used for the diagnostics of formation and assessment of the degree of formation of social maturity and social responsibility in future medical students. This allows to create a basis for objective assessment and analysis of this competence.

The results of the research have reinforced the role of social maturity and social responsibility in the context of medical education and society as a whole. It has to be noted that it is important that future doctors have this competence for successful realization of their professional activity.

This research has led to a deeper understanding of the importance of developing social maturity and social responsibility in future medical students, it has emphasized that the formation of social responsibility is a key element in the education of social and moral activity in the student of medical college and calls for efforts to implement and maintain this competence in the pedagogical practice of medical college, consciously directing education on the path of strengthening social values and sustainable social and economic development.

References

1. Adler A. (1930). Social interest: A challenge to mankind. John Linton & Richard Vaughan, trans. New York: Putnam.

2. Babcock H.M. (2009). Assuming personal responsibility for improving the environment: moving toward a new environmental norm. Harv. Environ. Law Rev. 33, 117-176.

3. Belanger P. (2016). Self-construction and social transformation: Lifelong, lifewide and life-deep learning. Hamburg: UNESCO Institute for Lifelong Learning (UIL).

4. Budz V. (2021). The Paradox of Freedom in the Context of Construction and Self-organization of Social Reality. Meta: Research In Hermeneutics, Phenomenology, And Practical Philosophy Vol. XIII, №. 2. рр. 462-484

5. Danchenko I., Poluboiaryna I., Tyrina V. (2019). Formation of social maturity of students of institutions of higher education. European Humanities Studies: State And Society, 18(2), 125-146.

6. Gomez-Marmol A., Sanchez-Alcaraz Martinez B., Sanchez E., Valenzuela A. (2014). Relationship between Socio-demographic Variables and Personal and Social Responsibility. La Pensee. 76. 30-40.

7. Ren Y., Wu J., Qin H. (2023) Development and validation of a personal responsibility scale for Chinese college students. Front. Psychol. 14:1231462.

8. Saracaloglu A., Saygi Gereker C. (2018). Relationship between Individual Social Responsibilities and Personal Values of Teacher Candidates. International Education Studies. 11. 64.

9. Smith L. (2005). Psychotherapy, classism, and the poor: Conspicuous by their absence. American Psychologist, 60 (7), 687-696.

10. Smith R. (2018). Self-construction and social transformation: lifelong, lifewide and life-deep learning. International Journal of Lifelong Education, 37(3), рр. 393-395.

11. Tinajero C., Paramo M.F. (2012). The systems approach in developmental psychology: Fundamental concepts and principles. Psicol.Teor. EPesqui, 28, 457-465

12. Zak A., Sedlak P., Sady M. (2023). Knowledge and Values: The Importance of Personal Social Responsibility for Education, Management, and Sustainable Development. Multidisciplinary Journal of School Education, 12(1 (23), 13-37.

social responsibility maturity education

1. Adler A. (1930). Social interest: A challenge to mankind. John Linton & Richard Vaughan, trans. New York: Putnam.

2. Babcock H.M. (2009). Assuming personal responsibility for improving the environment: moving toward a new environmental norm. Harv. Environ. Law Rev. 33, 117-176.

3. Belanger P. (2016). Self-construction and social transformation: Lifelong, lifewide and life-deep learning. Hamburg: UNESCO Institute for Lifelong Learning (UIL).

4. Budz V. (2021). The Paradox of Freedom in the Context of Construction and Self-organization of Social Reality. Meta: Research In Hermeneutics, Phenomenology, And Practical Philosophy Vol. XIII, №. 2. рр. 462-484

5. Danchenko I., Poluboiaryna I., Tyrina V. (2019). Formation of social maturity of students of institutions of higher education. European Humanities Studies: State And Society, 18(2), 125-146.

6. Gomez-Marmol A., Sanchez-Alcaraz Martinez B., Sanchez E., Valenzuela A. (2014). Relationship between Socio-demographic Variables and Personal and Social Responsibility. La Pensee. 76. 30-40.

7. Ren Y., Wu J., Qin H. (2023) Development and validation of a personal responsibility scale for Chinese college students. Front. Psychol. 14:1231462.

8. Saracaloglu A., Saygi Geeker C. (2018). Relationship between Individual Social Responsibilities and Personal Values of Teacher Candidates. International Education Studies. 11. 64.

9. Smith L. (2005). Psychotherapy, classism, and the poor: Conspicuous by their absence. American Psychologist, 60 (7), 687-696.

10. Smith R. (2018). Self-construction and social transformation: lifelong, lifewide and life-deep learning. International Journal of Lifelong Education, 37(3), рр. 393-395.

11. Tinajero C., Paramo M.F. (2012). The systems approach in developmental psychology: Fundamental concepts and principles. Psicol.Teor. EPesqui, 28, 457-465

12. Zak A., Sedlak P., Sady M. (2023). Knowledge and Values: The Importance of Personal Social Responsibility for Education, Management, and Sustainable Development. Multidisciplinary Journal of School Education, 12(1 (23), 13-37.

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