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Никитская Е. А., Никитский М. В. Формы и средства религиозного (православного) воспитания в реалиях современной социально-педагогической практики // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2014. Вып. 1 (32). С. 15-24. DOI: 10.15382/sturIV201432.15-24
This article performs some results of complex study of religious (orthodoxal) education in modern confessional and social pedagogy, shown in present data about forms and methods of orthodoxal education. On the basis of understanding that confessional pedagogy and social pedagogy have some common forms and methods of education, the author show them through the context, where they are used: in the family (prayer, pilgrimage, spiritual reading, personal example, sermon attend); in the temple (personal example of priesthood, sacrament, sermon); special religious organisations and communities (social service, missionary working, educational process in confessional institutions). The content of present article is a result of using analysis of religious, pedagogical literature for religious education and authorized Orthodoxal Church documents, study and analysis of parochial lifestyle of several Moscow temples and other eparchies, supervision and interview. In the present article the author is guided by both historical experience, ideas of religious education, described in works of famous priesthood figures and theologians and by actual practice of religious education found in modern works of confessional pedagogy specialisys. Data of the present article are supposed to be applied to research and practical pedagogical work, the same is to organization of pedagogical interaction within the educational and pedagogical work.
social education, confession pedagogy, religious education, forms and methods of religious education, environment of religious education, orthodoxy, family, church, organisation, personal example, sacrament, sermon, social service, missionary working, ed

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Nikitskaia Ekaterina
Nikitskii Maksim
Никитская Е. А., Маркова С. В. Эмпирическое исследование проблемы профессионального выгорания педагогов, работающих с обучающимися девиантного поведения // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2018. Вып. 50. С. 102-113. DOI: 10.15382/sturIV201850.102-113
The article presents results of a study of the level of job satisfaction, as well as of symptoms of professional burnout of teachers working with children with emotional and behavioural deviance in several educational institutions of Moscow. To assess the level of job satisfaction and symptoms of burnout, a questionnaire was used. 65 teachers (51%) work in classes for teenagers with behavioural and emotional deviations, 63 teachers (49%) work in regular classes. The study was based on the prerequisite that those teachers who work with diffi cult teenagers, would have a lower job satisfaction and a higher degree of burnout symptoms. The study has registered that teachers who deal with teenagers with emotional and behavioural deviations more often state that they are more dissatisfi ed with their work than those who teach in ordinary classes. Besides, the study has revealed signifi cant diff erences in the degree of expression of symptoms in each phase of the burnout. The theoretical background of the article is made up by analysis of a range of foreign and Russian sources that contain fundamentals of the topic in question; this has also allowed us to select the most relevant techniques of obtaining the looked-for information.
professional burnout, job satisfaction, deviant behavior, psychological well-being of teachers, teacher, student with deviant behavior, empirical research, professional activity, emotional deviations, behavioral deviations, personality deformation
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Nikitskaya Ekaterina
Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Moscow University of the Ministry of Internal Affairs of Russia; 12 Akademika Volgina Str., Moscow, 117437, Russian Federation;
Post: associate professor;
ORCID: 0000-0003-3187-6534;
Email: katamax@yandex.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
Markova Svetlana
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Place of work: Psychological Institute of the Russian Academy of Education in Moscow; 9/4, Mohovaya Str., Moscow, 125009, Russian Federation;
Post: Senior Research Fellow;
ORCID: 0000-0002-3765-4070;
Email: Clairmarkova@mail.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
The work was carried out with the financial support of The Russian humanitarian science Foundation, the project №17-06-00796.