Coaching technologies in socionomy specialists' professional self-development in supporting families with children having special needs

V. Syniakova, Z. Krupnyk, Y. Plisko, Natiliya Bondarenko, Nataliya Lupak
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Abstract

The aim of the article was to evaluate the effectiveness of coaching technologies in training social workers to work with families that have children with special needs. The research involved the following methods: formative experiment, where the Professional Coaching technology is implemented as an influence; tests as tools to determine the level of theoretical knowledge, Job Satisfaction Test, Ontogenetic Reflection Self-Assessment Test; observation to determine the specialists’ communication skills level; statistical data processing. The research involved two samples - experimental and control, which included social workers. Social Competence Model in working with families that have children with special needs was developed, which consists of motivational-value, cognitive, communicative-activity and reflective criteria. The dominance of medium levels of social workers’ social competence in working with families that have children with special needs was found. The effectiveness of the developed coaching system is proved. It was found that the formative influence is more effective for the cognitive and reflexive criteria than for motivational-value and communicative-activity criteria. The obtained results can be guidelines for further improvement of the developed Professional Coaching system. Further research prospects involve studying the impact of coaching on the self-development of not only social workers but also other socionomy specialists.
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社会经济学专家在支持有特殊需要儿童的家庭时的专业自我发展辅导技术
这篇文章的目的是评估指导技术在培训社会工作者为有特殊需要儿童的家庭工作方面的有效性。本研究采用了以下方法:形成性实验,其中专业教练技术作为影响实施;以测验为工具确定理论知识水平、工作满意度测验、本体反思自评测验;观察确定专家的沟通技巧水平;统计数据处理。这项研究涉及两个样本——实验样本和控制样本,其中包括社会工作者。在有特殊需要儿童的家庭工作中,建立了社会能力模型,该模型由动机价值标准、认知标准、交际活动标准和反思标准组成。在有特殊需要儿童的家庭中,中等水平社会工作者的社会能力占主导地位。验证了所开发的训练系统的有效性。研究发现,形成性影响在认知标准和反身标准上比在动机价值标准和交际活动标准上更有效。所得结果可为进一步完善已开发的专业教练体系提供指导。进一步的研究前景包括研究辅导对社会工作者和其他社会经济学专家自我发展的影响。
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