Аннотация
Статья посвящена изучению отношения студентов вуза к использованию амулетов, талисманов и оберегов в качестве артефактов безопасности. Под артефактами безопасности понимаются материально оформленные символы, использование которых предполагает повышение эффективности самообеспечения безопасности. Установлено, что рассматриваемые артефакты входят в систему субъектных представлений студентов вуза и характеризуются верой в свою эффективность в качестве средств обеспечения защиты и благополучия человека. Данная вера опирается на укорененном в культурном пространстве понимании предназначения амулетов, талисманов и оберегов. Данная вера носит в большей степени характер социальной традиции, лишь частично предполагая собственный опыт или магическую направленность личности испытуемых.
Наиболее атрибутируемой среди студентов сферой действия рассматриваемых артефактов выступила защита, отмечается также их способность приносить успех и счастье. Наряду с этим, зафиксирована значительная синкретичность представлений студентов о сущности и функциональности артефактов безопасности. Их успешная дифференциация основывается на различении происхождения и частично – характера силы. Вне зависимости от присутствия веры в артефакты безопасности, подавляющая часть студентов обнаружила готовность к их применению в настоящем и, особенно, в будущем времени. Рост декларируемой востребованности артефактов безопасности в будущем времени студенты связывают со своим желанием обеспечить защищенность детей. Выделены и проинтерпретированы две группы противоречий: между декларируемой верой в действенность артефактов безопасности и обнаруживаемой готовностью субъектов к их использованию; между заявленной готовностью к текущему использованию артефактов безопасности и реальным их использованием в настоящем времени.Библиографические ссылки
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Goldstein S. E., Young A., Boyd C. Relational aggression at school: Associations with school safety and social climate.Journal of Youth and Adolescence, 2008, V. 37,no. 6, pp. 641–654.
Griffin M. A., Neal A. Perceptions of safety at work: A framework for linking safety climate to safety performance, knowledge, and motivation.Journal of Occupational Health Psychology, 2000, no. 5 (3), pp. 347–358.
Krasnyanskaya T. M., Tylets V. G. Fractal Approach to the Interpretation of Psychological Safety of the Person.European Journal of Psychological Studies, 2015, V. (6), Is. 2, pp. 48–57. DOI:10.13187/ejps.2015.6.48
Siemsen E., Roth A. V., Balasubramanian S., Anand G. The influence of psychological safety and confidence in knowledge on employee knowledge sharing.Manufacturing & Service Operations Management, 2009, no. 11 (3),pp. 429–447.
Galyautdinova S. I., Akhmadeeva E. V., Gumerova R. B. Problemyponimaniyatsennosteiipsikhologicheskoibezopasnostisem'i[Problems of understanding values and psychological safety of the family]. Ufa, 2014. 156 p.
Dmitrieva L. A. Problematika issledovaniya psikhologicheskoi bezopasnosti sub"ekta sledstvennoi deyatel'nosti: metodologicheskiiaspekt [The problem of studying psychological safety of the subject of investigative activities: a methodological aspect]. Rassledovanieprestuplenii: problemyiputiikhresheniya– Investigation of Crimes: Problems and Ways of Their Solution, 2015, no. 1 (7), pp. 172–174.
Kovdra A. S. Vremennaya perspektiva kak predispozitsiya psikhologicheskoi bezopasnosti lichnosti. Diss. kand. psikh. nauk[Time perspective as the predisposition of psychological safety of the person. Cand. psych. sci. diss]. Pyatigorsk, Institute of Educational Technology Publ., 2012. 224 p.
Krasnyanskaya T. M. The psychological role of the ritual in self-security of the person: the resource approach. Journal of Applied Psychology and Psychoanalysis, 2014, no. 4. Available at: http://ppip.idnk.ru
Krasnyanskaya T. M., Tylets V. G. Vizualizatsiya praktiki samoobespecheniya bezopasnosti v primetakhiobychayakhstudentovvuza [Visualization of self-security in omens and customs of students of institutes of higher education]. Psikhologiyaipsikhotekhnika– Psychology and Psychotechnics, 2015, no. 11, pp. 1158–1166. doi:10.7256/2070-8955.2015.11.17018
Kudaka M. A., Illenzeer O. M. Issledovanie vzaimosvyazi urovnya razvitiya sotsial'nogo intellekta s tipamiotnosheniya k opasnostyam u lyudeizrelogovozrasta [Studying the relationship between the level of the development of social intelligence and the types of relations to danger in mature persons]. Uchenye zapiski Cherepovetskogo gosudarstvennogo universiteta– Proceedings of Cherepovets State University, 2016, no. 1 (5), pp. 6–8.
Lyz' N. A., Kupovykh Zh. G. Predstavleniya o bezopasnosti kak predmet empiricheskikh issledovanii [Perception of security as a subject of empirical studies]. Sovremennye nauchnye issledovaniya i innovatsii – Modern Scientific Research and Innovations, 2015, no. 8–2 (52), pp. 161–166.
Maralov V. G., Smirnova O. V. Psikhologicheskie osobennosti senzitivnosti k ugrozam u studentovvuzov [Psychological features of sensitivity to threats in students of institutes of higher education]. Sbornikikonferentsii NITs Sotsiosfera– Conference Proceedings of the Science Publishing Centre “Sociosphere”, 2014, no. 63, pp. 36–41.
Savvicheva D. D. Uverennost' v sebe studentov vuza kak lichnostnaya determinanta gotovnosti k riskamnarusheniyabezopasnosti [Self-confidence in students as the determinant of personal willingness to risks of security breaches]. Psikhologiya, sotsiologiyaipedagogika– Psychology, Sociology and Pedagogy, 2016, no. 1 (52), pp. 76–83.
Sarma O. V. Sub"ektnye prioritety bezopasnosti i predpochteniya primet sredi studentov vuza [Subjective priorities of safety and preferences of omens among students of institutes of higher education]. Education Sciences and Psychology, 2015, no. 3 (35), pp. 53–57.
Tat'yanchenko N. P. Psikhologicheskie usloviya obespecheniya bezopasnosti lichnosti voennosluzhashchikh. Diss. kand. psikh. nauk[Psychological conditions of ensuring safety of soldiers. Cand. psych. sci. diss]. Sochi, 2008. 239 p.
Tyrsikova A. D. Formirovanie strategii psikhologicheskoi bezopasnosti studentov vuza. Diss. kand. psikh. nauk [The formation of strategies of psychological safety of students of the institute of higher education. Cand. psych. sci. diss]. Pyatigorsk, Pyatigorsk State Linguistic University Publ., 2012. 199 p.
Brand S., Felner R. D., Seitsinger A., Burns A., Bolton N. A large scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement.Journal of School Psychology, 2008, V. 46,no. 5, pp. 507–535.
Carmeli A., Brueller D., Dutton J. E. Learning behaviours in the workplace: The role of high-quality interpersonal relationships and psychological safety.Systems Research and Behavioral Science, 2009,pp. 81–89.
Clarke S. The relationship between safety climate and safety performance: A meta-analytic review.Journal of Occupational Health Psychology, 2006, no. 11 (4), pp. 315–327.
Goldstein S. E., Young A., Boyd C. Relational aggression at school: Associations with school safety and social climate.Journal of Youth and Adolescence, 2008, V. 37,no. 6, pp. 641–654.
Griffin M. A., Neal A. Perceptions of safety at work: A framework for linking safety climate to safety performance, knowledge, and motivation.Journal of Occupational Health Psychology, 2000, no. 5 (3), pp. 347–358.
Krasnyanskaya T. M., Tylets V. G. Fractal Approach to the Interpretation of Psychological Safety of the Person.European Journal of Psychological Studies, 2015, V. (6), Is. 2, pp. 48–57. DOI:10.13187/ejps.2015.6.48
Siemsen E., Roth A. V., Balasubramanian S., Anand G. The influence of psychological safety and confidence in knowledge on employee knowledge sharing.Manufacturing & Service Operations Management, 2009, no. 11 (3),pp. 429–447.