HUMAN RIGHTS COMPREHENSION AS A COMPONENT OF PSYCHOLOGICAL READINESS FOR THE SERVICE OF FUTURE LAW ENFORCEMENT OFFICERS
Abstract
The purpose is to discuss the matter of future law enforcement officers’ comprehension of human rights. In a wide context, the concept “human rights education” is used to include education for democratic citizenship and education for mutual trust and respect, both of which are focused on globally agreed principles of human rights. In educational systems, these three fields are seen as interconnected and central in order to prepare young people to be involved, responsible and compassionate participants in the society, both at national and global levels.
Methods. Methods used to achieve the set objectives: theoretical modeling, the survey method, methods for statistical data analysis.
Results. Human rights considered as a core value and a part of the readiness to the professional activity. Education in the field of human rights has been outlined as education, training and information focused on developing a universal human rights culture. Comprehensive human rights education not only provides knowledge of human rights and the processes that safeguard them, but also provides the requisite skills to support defend and enforce human rights in everyday life. The analysis of international models of human rights education showed some fundamental components and objectives of HRE. It was determined that the human rights education of future law enforcement officers affects the value and normative levels of their professional activity, as well as the cognitive and emotional levels of personal structures. It was emphasized that the capacity of individuals to recognize human rights depends on a clear vision of their importance, purpose, and context.
Conclusions. In accordance with three types of mental actions – identification, prediction and integration, the paradigm of empirical research was developed on the basis of a comprehension level model. The findings of the survey of future law enforcement officers showed highest indicators of understanding of human rights in areas related to teacher and peer interactions and extremely low indicators of understanding in relationships with relatives and parents.
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