Бидний тухай
Багш ажилтан
Энэхүү судалгаа нь Монгол Улсын Баруун Бүсийн таван аймгийн өсвөр насныхны сэтгэл зүйн тулгамдсан асуудлыг тодорхойлох зорилгоор хийгдсэн. Судалгаанд 13-18 насны 1482 оролцогч оролцлоо. Өсвөр насныхны амьдардаг орчин (гэртээ, айлд, дотуур байранд), нас, хүйс, эцэг эхийн боловсролын түвшин, суралцаж буй сургуулийн байршил (аймаг, сум) зэрэг хүн амын хүчин зүйлээс шалтгаалан сэтгэл гутрал, түгшүүр болон зарим дэд үзүүлэлтүүд ялгаатай байгаа эсэхийг олон хувьсагчтай регрессийн шинжилгээгээр судалсан. Сэтгэл зүйн асуудлыг хүүхдийн сэтгэл гутрал, түгшүүрийн хэмжүүрийн урт хувилбараар (RCADS – 47) үнэлэхэд хөвгүүдийн сандралын илрэл өндөр байсан бол охидын улигт бодол, албадмал үйлийн илрэл болон салан хагацахаас айх сэтгэл түгшилтийн илрэл илүү өндөр байв. Насны хувьд 13-15 насныхны нийгмээс айх айдас, улигт бодол албадмал үйл, сэтгэл түгээмлээр түгшилтийн илрэл өндөр байсан бол 16-18 насныханд салан хагацахаас айх, сандралын илрэл илүү өндөр илэрч байв. Гэртээ амьдардаг өсвөр насныхны сэтгэл зүйн тулгамдсан асуудлын түвшин харьцангуй бага байсан бол айлд болон дотуур байранд амьдардаг өсвөр насныхны дунд сэтгэл гутрал, түгшүүр, сандрал, салан хагацахаас айх болон нийгмийн түгшүүрийн илрэл өндөр байв (p=0.012). Эдгээр үр дүн нь өсвөр насныхны сэтгэл зүйн тулгамдсан асуудал нь орчны хүчин зүйлстэй хамааралтай болохыг харуулсан.
Энэхүү судалгаа нь ерөнхий боловсролын сургуулийн болон тусгай боловсролын сургуулийн багш нарын стресс, сэтгэл гутрал, түгшүүр, ажлаас халшрах хам шинжийг судлах зорилготой. Судалгаанд N=104 оролцсон ба оролцогчдын стресс, сэтгэл гутрал, түгшүүр болон ажлаас халшрах хам шинжийг Маслахын ажлаас халшрах хам шинжийн үнэлгээ (МАХХҮ), Сэтгэл гутрал, түгшүүр, стрессийн хэмжүүр-21 (СГТСХ) ашиглан хэмжсэн. Судалгааны өгөгдөлд Mann-Whitney U статистик шинжилгээ хийхэд (U = 464.0, p < .001) ач холбогдолтой үр дүн гарч тусгай хэрэгцээт боловсролын сургуулийн багш нарт ерөнхий боловсролын сургуулийн багш нараас илүү ажлаас халшрах хам шинж илэрсэн болно.
Монголын хүүхэд залуучуудын мэргэжил сонголт, АМЧБО үйлчилгээний хэрэгцээг тодорхойлж, тэдгээрт АМЧБО үйлчилгээний үзэл баримтлал, аргазүйг боловсруулж, АМЧБО тогтоцолцооны зураглал бүхий бодлогын зөвлөмж боловсруулахад оршино.
School violence such peer pressure and bullying had been taken for generations that incident became cause of negative affect on children’s psychology. Particularly, in recent years verbal and emotional abuses have been taken place through teens. Psychological emotional symptom and behavioral problems still exist to adolescents so the consequences of spoken peer abuse need to be investigated. Middle and high school students in grades 6-12 participated in the study voluntarily. The study comprised two parts: a questionnaire designed to detect instances of verbal abuse victimization and a test assessing behavioral strengths and difficulties. The results showed that 73.2 percent of the participants experienced verbal abuse. Spearman's correlation analysis revealed a positive correlation at a statistical significance level of 0.001. This correlation indicates a relationship between exposure to verbal abuse and adolescents' strengths and difficulties; as exposure to verbal abuse increases, so do the strengths and difficulties experienced by adolescents. The Kruskal-Wallis H test was used to find out whether the strengths and difficulties differ according to the degree of exposure to verbal abuse, and a significant difference (p=.000) was found. Specifically, students with high exposure to verbal abuse had higher scores on psychological distress, hyperactivity, behavioral tension, and peer pressure than students with low exposure. The results of the study revealed that verbal abuse contributed 22% to the strengths and difficulties.
In order to prevent the spread of the COVID-19 pandemic, Mongolia suspended all schools and kindergartens from 3 February to 31May2020, and switched from classroom learning to distance learning approach. During this period, secondary school and kindergarten education content was broadcasting TV channels in the form of tele-lessons. The lockdown was not only a new experience for children, parents and teachers, but it also has posed many challenges to adapt to a new situation to ensure continuous teaching and learning amid the pandemic. The survey data were collected from a randomly selected sample using quantitative research methods such as psychological tests, probing questions, and qualitative research methods such as psychological projective tests and interviews. The survey was conducted among the secondary school students, their parents and teachers. Being unable to meet their classmates for an extended period or engage in extracurricular, school or community activities, children experienced feelings of loneliness; spent more time looking at screens due to loneliness, developed anxiety and fear, feeling that their learning was not sufficient. On top of these, stress resulted from trying to adjust to a new mode of tele-education, as well as unfulfilled needs for attachment, have led to decreased motivation for learning and caused psychological distress and negative attitudes in children.
Mongolian current situation is characterised by economic dependency on mining sector, lack of skilled employees with vocational education, tendency to exclude NEETs, and weakness of HEIs’ programmes to meet labour market requirements, as well as labour migration in the sense of brain drain. This situation has created the need for a scientific based education and training of career guidance counsellors on international standards. The scientific based development of the Mongolian career guidance system is crucial for successful completion of the economic transition. To do this, the National University of Mongolia cooperates with international and national organisations (such as German Society for International Cooperation (GIZ) and University of Applied Labour Studies (HdBA, Germany)) to establish a scientific based master programme for career guidance. In addition to this academic programme, empirical research on career guidance counselling services and methodologies has been realized in Mongolia. In this session, we will also discuss with experts from other countries about our experiences with this programme and possibilities for cooperation in the frame of bi-lateral and/or international projects
Mongolia is one of the most sparsely populated countries in the world due to its size. Almost half of the population lives in rural areas, mostly as nomads. At the same time, the Mongolian economy needs qualified specialists. For example, there is currently a shortage of around 40,000 skilled workers in the raw materials sector. The Mongolian VET system is currently unable to meet this demand. A major reason for this is certainly the lack of vocational orientation among school leavers and the inadequate provision of professional career guidance and information. In addition, counsellors often lack the necessary qualifications. The National University of Mongolia (NUM) has recognised this need for action. Since 2017 a Master's programme in Career Studies – since 2018 also in distance learning format – has been implemented. Yearly, up to 30 students with work experience in related fields are qualified as career counsellors. The distance learning programme is mainly used by students from the rural regions of Mongolia. After completing their studies, graduates can offer professional counselling services in their provinces. In this way, vocational guidance and counselling will also be disseminated in the rural regions of Mongolia. The distance learning programme can serve as good practice for other countries that are in the process of transformation. The programme thus forms the basis for future development projects, e. g. capacity building in career guidance in the international higher education sector.
