INTERRELATIONSHIP BETWEEN SELF-MANAGEMENT OF BIOPSYCHOSOCIAL DEVELOPMENT OF STUDENT’S PERSONALITY AND HEALTH HABITS. THEORETICAL ASPECT
DOI:
https://doi.org/10.17770/sie2018vol1.3257Keywords:
biopsychosocial development, health habits, interrelationship, purposeful development, self-managementAbstract
Until now, there has been done little research on the purposeful biopsychosocial development of student personality in Latvia. Also, in pedagogical science there has been little done on the formation of balanced development self-management skills in humans. Each person's biopsychosocial development is in harmony with its health or lifestyle habits. The quality of student life and studies depends on their health which is affected by health habits. Their formation is closely linked to the formation of biopsychosocial development self-management skills in students. The objective of this paper is to analyse the interrelationship between personality biopsychosocial development self-management skills and health habits in students. The paper discovers the nature of biopsychosocial development skill self-management in relation with the formation of health habits in students. In the analysis of the interrelationship between development self-management skills and health habits there have been found the main factors which affect both skill and habit formation.
The student biopsychosocial development model has been developed based on American psychiatrist George Engel's theoretical modelling. The principles of balanced biopsychosocial development self-management are based on discoveries in papers on humanpedagogy by Professor A.Spona. The paper looks at the awareness of necessity of student self-development and purposeful self-development in action. The interrelationship between purposeful biopsychosocial development self-management and health habits forms foundation for student attitude formation against themselves, other people, as well as surrounding environment. The results of balanced biopsychosocial development in students manifest together with health habits.
Downloads
References
Bankovičs, A. (2017). Topošo kuģu vadītāju netehnisko prasmju apguves process Jūrniecības augstskolā. Rīga, LU.
Biseniece, M. (2010). Saskarsme. Materiāls skolotājam ESF Darbības programmas 2007. - 2013.gadam Rīga, LU.
Engel, G.L. (1977). The need for a new medical model: a challenge for biomedicine. Science, New Series, 08 Apr 1977: Vol. 196, Issue 4286, 129-136. DOI: 10.1126/science.847460
Fernāte, A. (2008). Transdisciplināra pieeja ķermeniskās izpratības izpētē. Rīga, LU
Gadamer, H.G. (2004). Truth and Method. (3rd ed.). London: Antony Rowe.
Gadamer, H.G. (2001). Education is Self-Education. Journal of Philosophy of Education, November 2001, Volume 35, Issue 4, 529-538. DOI: 10.1111/1467-9752.00243
Gadaner H.G., & Hahn, L.E. (1997). The Philosophy of Hans-Georg Gadamer. Library of Living Philosophers, v.24. Chicago Ill: Open Court.
Kant, I., (2002). Groundwork for the Metaphysics of Morals. New York: Vail-Ballou Press.
Keeseya, R., & Powleyb, T. (2005). Body energy homeostasis. Appetite. 2008 November ; 51(3): 442–445. doi:10.1016/j.appet.2008.06.009
Norwich, B, (2016). Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: The Prospects and Challenges of Using the International Classification of Functioning Framework. Frontiers in Education. 2016 December; 1:5. doi: 10.3389/feduc.2016.00005
Schleiermacher, Fr., & Wojcik, J. (1978). The Hermeneutics: Outline of the 1819 Lectures. JSTOR, Vol. 10, No. 1, 1-16. DOI: 10.2307/468302.
Sulmasy, D. P. (2002). A biopsychosocial-spiritual model for the care of patients at the end of life. The Gerontologist, 42, 24–33. doi: 10.1093/geront/42.suppl_3.24
Špona, A., & Čamane, I. (2009). Audzināšana Pašaudzināšana, Rīga: RaKa.
Špona, A. (2001). Audzināšanas teorija un prakse. Rīga: RaKa.
Špona, A. (2004). Pētniecība pedagoģijā. Rīga: RaKa.
Špona, A. (2004). Audzināšanas process teorijā un praksē. Rīga: RaKa.
Špona, A., & Vidnere, M. (2009). Mūsdienu skolēnu attieksmes kā sociālas vērtības, Pieejams:
Upmale, I. (2013). Pieaugušo veselības izglītības darba organizācija un vadība primārās veselības aprūpes māsas praksē Rīga, LU
Vidnere, M., & Ozoliņa – Nucho, A. (2009). Garīgā inteliģence: meklējumi un attīstība. Rīga: RaKa.
Vītola, S., (2014). Interpretācijas prasmes veidošanās deju skolotājiem studiju kursa Klasiskā deja apguves procesā. Rīga: RPIVA.
WHO. (2006). World health report. Chapter 2, 26 page. Pieejams: http://www.who.int/mediacentre/news/releases/2006/pr53/en/