Pub Date : 2023-10-31DOI: 10.31499/2618-0715.2(11).2023.291928
Halyna Bondarenko
The article presents the publication of Pustovoy S. M., the director of the M.-Pustinsky special children's institution of the Kyiv region. The author characterized the organizational work of the pedagogical team of the orphanage to improve the success of pupils. Forms of work with students were analyzed. The educational work in which pupils were involved during the school year is described. It was found that the joint work of kindergarten teachers and school teachers made it possible for educators to organize timely assistance to children in their studies.
{"title":"ORPHANAGE AS A CENTER OF SOCIAL EDUCATION","authors":"Halyna Bondarenko","doi":"10.31499/2618-0715.2(11).2023.291928","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291928","url":null,"abstract":"The article presents the publication of Pustovoy S. M., the director of the M.-Pustinsky special children's institution of the Kyiv region. The author characterized the organizational work of the pedagogical team of the orphanage to improve the success of pupils. Forms of work with students were analyzed. The educational work in which pupils were involved during the school year is described. It was found that the joint work of kindergarten teachers and school teachers made it possible for educators to organize timely assistance to children in their studies.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.31499/2618-0715.2(11).2023.291899
Volodymyr Kozlenko
Consideration of the integrative-axiological approach as a methodological basis and its ascertainment in the logic of project culture formation determines the possibility and expediency of its application in the context of systemic, multi-subject, personal-activity, cultural approaches.The most important condition for the implementation of the integrative and axiological approach is the personal orientation of the pedagogical process, which allows considering the pupil and the teacher as its equal components, and the content of education as a generalized culture intended for the formation of norms, values, interests of the individual, which contribute to its formation. Following this approach, the process of project culture formation is interpreted and implemented as co-creation.Modern trends in the field of education require a rethinking of the main approaches to the organization of the educational process, provide for the transformation of processes related to personality development. This, in turn, determines the necessity active involvement of student youth in project activities. Project activities contribute to the search for optimal ways, systematic and consistent solving of problems, in particular life problems. It is the implementation of projects in both educational and future professional activities that ensures the development of critical thinking, creativity, independence and requires the proper level of project culture formation. Thus, in the context of modern approaches, the design activity of specialists in various fields, and, therefore, the formation of their project cultures.It has been established that the teacher's project culture, as the most important component of a new type of pedagogical professionalism, is the fundamental basis for theoretical modeling, conceptualization, technologization and practical-project activities in the emerging new reality of education.The formation of project culture among students is facilitated by the provision of psychological-pedagogical, organizational-pedagogical and technological conditions in the educational process. Evaluation of the effectiveness of formative work is carried out on the basis of the dynamics of the levels of formation of the studied phenomenon.
{"title":"PHENOMENOLOGY OF THE PROJECT CULTURE OF THE TEACHER","authors":"Volodymyr Kozlenko","doi":"10.31499/2618-0715.2(11).2023.291899","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291899","url":null,"abstract":"Consideration of the integrative-axiological approach as a methodological basis and its ascertainment in the logic of project culture formation determines the possibility and expediency of its application in the context of systemic, multi-subject, personal-activity, cultural approaches.The most important condition for the implementation of the integrative and axiological approach is the personal orientation of the pedagogical process, which allows considering the pupil and the teacher as its equal components, and the content of education as a generalized culture intended for the formation of norms, values, interests of the individual, which contribute to its formation. Following this approach, the process of project culture formation is interpreted and implemented as co-creation.Modern trends in the field of education require a rethinking of the main approaches to the organization of the educational process, provide for the transformation of processes related to personality development. This, in turn, determines the necessity active involvement of student youth in project activities. Project activities contribute to the search for optimal ways, systematic and consistent solving of problems, in particular life problems. It is the implementation of projects in both educational and future professional activities that ensures the development of critical thinking, creativity, independence and requires the proper level of project culture formation. Thus, in the context of modern approaches, the design activity of specialists in various fields, and, therefore, the formation of their project cultures.It has been established that the teacher's project culture, as the most important component of a new type of pedagogical professionalism, is the fundamental basis for theoretical modeling, conceptualization, technologization and practical-project activities in the emerging new reality of education.The formation of project culture among students is facilitated by the provision of psychological-pedagogical, organizational-pedagogical and technological conditions in the educational process. Evaluation of the effectiveness of formative work is carried out on the basis of the dynamics of the levels of formation of the studied phenomenon.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"192 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139306908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.31499/2618-0715.2(11).2023.291875
Igor Folvarochnyi
The article explores the relevance of social and pedagogical issues in the context of the development of modern society and is dedicated to studying trends in the development of social and pedagogical issues as a direction of scientific research. The interrelationship between social and pedagogical aspects of research is investigated, and modern approaches to solving social and pedagogical problems are considered.The purpose of the article is a comprehensive overview of the current state of social work and social education in Europe, the United States, and Ukraine. It aims to compare approaches and practices in these fields, identify problems and opportunities they face, and discuss their future implications. The article examines social work and social education in Europe and the United States, including their historical development, some theories and approaches, and the current state of social work and social education in Ukraine, including the problems they face (lack of legal recognition, low salaries, limited resources, etc.). It is argued that the challenges facing social sectors in Ukraine can be addressed through the development of a comprehensive legislative framework, increased funding, and improved training and education. Accordingly, cross-cultural exchange and cooperation can enhance the quality and effectiveness of social work and social education.Research methods. The article reviews research on social work and social education in Europe, the United States, and Ukraine. Data from various sources, including surveys, interviews, and thematic studies, were analyzed to determine the current state of social work and social education in these regions. A comparative approach was used to compare and contrast different approaches and practices in social work and social education. This includes an analysis of historical, cultural, and institutional factors.
{"title":"DEVELOPMENT OF SOCIAL AND PEDAGOGICAL ISSUES AS A TREND OF SCIENTIFIC RESEARCH","authors":"Igor Folvarochnyi","doi":"10.31499/2618-0715.2(11).2023.291875","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291875","url":null,"abstract":"The article explores the relevance of social and pedagogical issues in the context of the development of modern society and is dedicated to studying trends in the development of social and pedagogical issues as a direction of scientific research. The interrelationship between social and pedagogical aspects of research is investigated, and modern approaches to solving social and pedagogical problems are considered.The purpose of the article is a comprehensive overview of the current state of social work and social education in Europe, the United States, and Ukraine. It aims to compare approaches and practices in these fields, identify problems and opportunities they face, and discuss their future implications. The article examines social work and social education in Europe and the United States, including their historical development, some theories and approaches, and the current state of social work and social education in Ukraine, including the problems they face (lack of legal recognition, low salaries, limited resources, etc.). It is argued that the challenges facing social sectors in Ukraine can be addressed through the development of a comprehensive legislative framework, increased funding, and improved training and education. Accordingly, cross-cultural exchange and cooperation can enhance the quality and effectiveness of social work and social education.Research methods. The article reviews research on social work and social education in Europe, the United States, and Ukraine. Data from various sources, including surveys, interviews, and thematic studies, were analyzed to determine the current state of social work and social education in these regions. A comparative approach was used to compare and contrast different approaches and practices in social work and social education. This includes an analysis of historical, cultural, and institutional factors.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.31499/2618-0715.2(11).2023.291873
A. Sarnatska, T. Semigina
This article delves into the multifaceted issue of violence against women by their intimate partners, drawing from a wide array of legal and theoretical perspectives. Through a comprehensive exploration of Ukrainian legislation, international regulations, and scholarly research, it provides a nuanced examination of this pressing concern. The analysis encompasses the identification and characterization of various forms of intimate partner violence. Special attention is given to the analysis of the four main forms of violence: physical, sexual, psychological, and economic, as well as their manifestations and the wide-ranging consequences. It is stated that the most serious violence from an intimate partner can lead to the death of its victim, which is referred to as femicide.Additionally, the article provides a critical appraisal of existing Ukrainian legal frameworks, underscoring their inadequacies. The article firmly stresses the necessity of delineating intimate partner violence as a discrete concern within the broader context of violence against women. Moreover, it discusses the far-reaching implications of Ukraine's recent ratification of the Istanbul Convention. This landmark treaty sets forth rigorous standards and commitments for the nations that are signatories, compelling them to reshape their policies and systems. It thereby intensifies the need for an unwavering focus on intimate partner violence, calling upon the field of social work to formulate and execute effective strategies aimed at eradicating this deeply ingrained issue and ensuring the protection of fundamental rights for women. In conclusion, this article points to the urgent necessity for the field of social work to develop and implement evidence-based strategies that can effectively counter intimate partner violence.
{"title":"VIOLENCE AGAINST WOMEN BY INTIMATE PARTNERS: THE ESSENCE AND VARIETIES","authors":"A. Sarnatska, T. Semigina","doi":"10.31499/2618-0715.2(11).2023.291873","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291873","url":null,"abstract":"This article delves into the multifaceted issue of violence against women by their intimate partners, drawing from a wide array of legal and theoretical perspectives. Through a comprehensive exploration of Ukrainian legislation, international regulations, and scholarly research, it provides a nuanced examination of this pressing concern. The analysis encompasses the identification and characterization of various forms of intimate partner violence. Special attention is given to the analysis of the four main forms of violence: physical, sexual, psychological, and economic, as well as their manifestations and the wide-ranging consequences. It is stated that the most serious violence from an intimate partner can lead to the death of its victim, which is referred to as femicide.Additionally, the article provides a critical appraisal of existing Ukrainian legal frameworks, underscoring their inadequacies. The article firmly stresses the necessity of delineating intimate partner violence as a discrete concern within the broader context of violence against women. Moreover, it discusses the far-reaching implications of Ukraine's recent ratification of the Istanbul Convention. This landmark treaty sets forth rigorous standards and commitments for the nations that are signatories, compelling them to reshape their policies and systems. It thereby intensifies the need for an unwavering focus on intimate partner violence, calling upon the field of social work to formulate and execute effective strategies aimed at eradicating this deeply ingrained issue and ensuring the protection of fundamental rights for women. In conclusion, this article points to the urgent necessity for the field of social work to develop and implement evidence-based strategies that can effectively counter intimate partner violence.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139306976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The problem of children’s mental health is of special interest to scientists in view of its importance for the formation of a future healthy society. This issue becomes especially relevant in emergency situations, such as war, when the number of stressors and their impact is difficult to predict. This article has examined the experience as well as approaches of social services in Ukraine and Sweden in providing support to traumatized children during wartime. There have been outlined three phases in terms of working with traumatized children, i.e. identification, treatment, and prevention. The study has investigated and compared the practices of social workers in contrasted countries within these phases defined. The study presented is a collaborative effort between Sweden and Ukraine, investigating the support provided to war-traumatized children by social services. The research has been based on an inductive approach. The interviews conducted with social workers, psychologists, school counselors, and representatives of relevant organizations are at the core of this paper. The experts’ opinions on the topic mentioned have been reviewed. Moreover, the similarities and differences in providing social support in compared countries have been highlighted. The main factors influencing the approaches to the work of social workers with traumatized children of the compared countries have been determined. The approaches to working with parents in terms of supporting war-traumatized children in contrasted countries have been considered. Various problems related to providing social and psychological support to traumatized children such as resources and the capacity of the social support system have been reviewed. The impact of other factors on the occurrence of psychological trauma in children, which experts emphasized, has been examined. In particular, special attention has been paid to social media’s impact. The role of social workers at the stage of trauma prevention has been also considered, as well as the problems of the social support system that have arisen. The urgency of addressing the mental health of children and the importance of collaboration between authorities to provide effective support and treatment have been mentioned.
{"title":"PROVIDING SOCIAL SERVICES FOR TRAUMATIZED CHILDREN DURING THE WAR: EXPERIENCE OF UKRAINE AND SWEDEN","authors":"Oxana Chernysh, Iryna Zhalinska, Anastasiia Melnyk","doi":"10.31499/2618-0715.2(11).2023.291882","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291882","url":null,"abstract":"The problem of children’s mental health is of special interest to scientists in view of its importance for the formation of a future healthy society. This issue becomes especially relevant in emergency situations, such as war, when the number of stressors and their impact is difficult to predict. This article has examined the experience as well as approaches of social services in Ukraine and Sweden in providing support to traumatized children during wartime. There have been outlined three phases in terms of working with traumatized children, i.e. identification, treatment, and prevention. The study has investigated and compared the practices of social workers in contrasted countries within these phases defined. The study presented is a collaborative effort between Sweden and Ukraine, investigating the support provided to war-traumatized children by social services. The research has been based on an inductive approach. The interviews conducted with social workers, psychologists, school counselors, and representatives of relevant organizations are at the core of this paper. The experts’ opinions on the topic mentioned have been reviewed. Moreover, the similarities and differences in providing social support in compared countries have been highlighted. The main factors influencing the approaches to the work of social workers with traumatized children of the compared countries have been determined. The approaches to working with parents in terms of supporting war-traumatized children in contrasted countries have been considered. Various problems related to providing social and psychological support to traumatized children such as resources and the capacity of the social support system have been reviewed. The impact of other factors on the occurrence of psychological trauma in children, which experts emphasized, has been examined. In particular, special attention has been paid to social media’s impact. The role of social workers at the stage of trauma prevention has been also considered, as well as the problems of the social support system that have arisen. The urgency of addressing the mental health of children and the importance of collaboration between authorities to provide effective support and treatment have been mentioned.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139307136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.31499/2618-0715.2(11).2023.291922
O. Shynkaruk
The issue of the formation of academic integrity is extremely relevant in the context of the integration of the national education system into the European educational space. However, the problem of the methodological principles of this process has not received sufficient attention in the domestic scientific literature. One of the important pedagogical theories that should be chosen to justify the theoretical foundation of cultivating the values of academic integrity is the critical pedagogy of the Brazilian educator Paulo Freire. That is why the purpose of this article is to analyze Paulo Freire’s pedagogical theory as a methodological basis for the formation of academic integrity of participants in the educational process. The analysis of Paulo Freire’s pedagogical ideas in the context of critical pedagogy shows that the highest and noblest goal of education is to liberate a person from injustice. Critical education should form a critical consciousness that constantly questions and doubts, that develops itself and encourages others to improve. Bearers of such consciousness are capable of transforming social reality, able to resist manipulative practices, and an important goal of the educational process is the formation of a personality capable of acquiring and producing new knowledge. Such a person can be educated only on the basis of respect, trust, humanity, subjectivity, dialogue and co-creation, using problem-based and person-oriented learning technologies. Young people with developed critical thinking, creative, inquisitive, who build their activities on the production of new things for the improving of people’s lives are based on the principles of trust and justice. They with a high probability will adhere to the principles, norms and rules of integrity, primarily academic, since education is a leading type of activity for pupils and student youth.
{"title":"UNIVERSAL EDUCATIONAL EXISTENTIALS OF PAULO FREIRE: METHODOLOGICAL PRINCIPLES OF THE FORMATION OF ACADEMIC INTEGRITY","authors":"O. Shynkaruk","doi":"10.31499/2618-0715.2(11).2023.291922","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291922","url":null,"abstract":"The issue of the formation of academic integrity is extremely relevant in the context of the integration of the national education system into the European educational space. However, the problem of the methodological principles of this process has not received sufficient attention in the domestic scientific literature. One of the important pedagogical theories that should be chosen to justify the theoretical foundation of cultivating the values of academic integrity is the critical pedagogy of the Brazilian educator Paulo Freire. That is why the purpose of this article is to analyze Paulo Freire’s pedagogical theory as a methodological basis for the formation of academic integrity of participants in the educational process. The analysis of Paulo Freire’s pedagogical ideas in the context of critical pedagogy shows that the highest and noblest goal of education is to liberate a person from injustice. Critical education should form a critical consciousness that constantly questions and doubts, that develops itself and encourages others to improve. Bearers of such consciousness are capable of transforming social reality, able to resist manipulative practices, and an important goal of the educational process is the formation of a personality capable of acquiring and producing new knowledge. Such a person can be educated only on the basis of respect, trust, humanity, subjectivity, dialogue and co-creation, using problem-based and person-oriented learning technologies. Young people with developed critical thinking, creative, inquisitive, who build their activities on the production of new things for the improving of people’s lives are based on the principles of trust and justice. They with a high probability will adhere to the principles, norms and rules of integrity, primarily academic, since education is a leading type of activity for pupils and student youth.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.31499/2618-0715.2(11).2023.291901
Tetiana Kochubei
The article carries out a historiographic review of the study of the problem of raising children in a Ukrainian peasant family of the Kherson province in the period of the 19th–- 20th centuries. It was found that the problem of raising children in a Ukrainian peasant family during the research period was addressed by Ukrainian researchers and researchers of the Ukrainian diaspora. Emphasis was placed on the educational ideal of the Ukrainian peasantry and the fundamental categories of folk pedagogy.The fundamental categories of folk pedagogy, the main educational ideals and sources of folk pedagogy, the system of Ukrainian ideals and life guidelines of the Ukrainian peasant are substantiated. It is emphasized that peasant families were the bearers of ideas, the Ukrainian educational ideal, the way of thinking, and the transmission of traditions and customs of the Ukrainian people. The basic principles of family education in the Ukrainian peasant family of the Kherson province in the period of the XIX–XX centuries, characteristic features and tasks of family education, regularities and components of the process of classical education of children are highlighted. Emphasis is placed on the educational ideal of the Ukrainian peasantry.It was found that in peasant families, the transfer of social experience of interaction between the sexes to children took place thanks to the use of educational methods that helped children to understand their own social roles, to imitate the patterns of behavior characteristic of both the male and female sexes. It was noted that children’s experience of labor skills was formed in peasant families, moral foundations and rules of their behavior were learned, skills of working life were acquired, children’s understanding of social life was confirmed.The children’s experience of acquiring labor skills, the structure of family upbringing of the specified period are disclosed. The peculiarities, common and distinctive features of raising children in peasant and working-class families, as well as the peculiarities of the daily life of a working-class family, etc., are clarified.
{"title":"EDUCATION OF CHILDREN IN THE UKRAINIAN PEASANT FAMILY OF KHERSON GOVERNANCE IN THE 19TH-XX CENTURIES: HISTORIOGRAPHICAL ASPECT","authors":"Tetiana Kochubei","doi":"10.31499/2618-0715.2(11).2023.291901","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291901","url":null,"abstract":"The article carries out a historiographic review of the study of the problem of raising children in a Ukrainian peasant family of the Kherson province in the period of the 19th–- 20th centuries. It was found that the problem of raising children in a Ukrainian peasant family during the research period was addressed by Ukrainian researchers and researchers of the Ukrainian diaspora. Emphasis was placed on the educational ideal of the Ukrainian peasantry and the fundamental categories of folk pedagogy.The fundamental categories of folk pedagogy, the main educational ideals and sources of folk pedagogy, the system of Ukrainian ideals and life guidelines of the Ukrainian peasant are substantiated. It is emphasized that peasant families were the bearers of ideas, the Ukrainian educational ideal, the way of thinking, and the transmission of traditions and customs of the Ukrainian people. The basic principles of family education in the Ukrainian peasant family of the Kherson province in the period of the XIX–XX centuries, characteristic features and tasks of family education, regularities and components of the process of classical education of children are highlighted. Emphasis is placed on the educational ideal of the Ukrainian peasantry.It was found that in peasant families, the transfer of social experience of interaction between the sexes to children took place thanks to the use of educational methods that helped children to understand their own social roles, to imitate the patterns of behavior characteristic of both the male and female sexes. It was noted that children’s experience of labor skills was formed in peasant families, moral foundations and rules of their behavior were learned, skills of working life were acquired, children’s understanding of social life was confirmed.The children’s experience of acquiring labor skills, the structure of family upbringing of the specified period are disclosed. The peculiarities, common and distinctive features of raising children in peasant and working-class families, as well as the peculiarities of the daily life of a working-class family, etc., are clarified.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139309430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.31499/2618-0715.2(11).2023.291832
Oksana Kravchenko, Alla Voitovska
The development of gender legislation in Ukraine is taking place at a fairly fast pace. The achievement of equal rights and opportunities by women and men is defined among the obligations that Ukraine undertook before the European Community.The purpose of the research is to analyze the legislative principles underlying the problem of gender equality; describe the process of gender legislation; identify the problems of practical implementation of legislation on gender equality.The development of our society requires significant changes in ensuring equal opportunities for women and men in all spheres of life and legal consolidation and elementary legal implementation of gender human rights instruments of influence, development of a gender policy strategy and its implementation in Ukraine, active participation in this process by representatives of both sexes. The domestic normative legal framework on gender equality issues is exclusively descriptive and is not provided with real implementation steps, i.e. financial and organizational resources [2]. Civil society in Ukraine in modern conditions, unfortunately, is not a driving force that can change the gender situation in the country [2]. Therefore, the legislative consolidation of gender equality in the state can only be traced theoretically, and in real life practices it is difficult for women to achieve full equality on a level with men.Today, gender discrimination is increasing in connection with the war in Ukraine, the economic and social crisis, and the austerity measures taken by the Government of Ukraine to overcome it. Women and children make up two-thirds of the 1.6 million officially registered internally displaced persons.Thus, the process of developing gender legislation continues, the Government and executive bodies are taking all possible measures to ensure gender equality in Ukrainian society. A perspective for further research is the study of foreign experience regarding gender education in higher education institutions.
{"title":"GENDER EQUALITY IN UKRAINE: ANALYSIS OF THE REGULATORY AND LEGAL FRAMEWORK","authors":"Oksana Kravchenko, Alla Voitovska","doi":"10.31499/2618-0715.2(11).2023.291832","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291832","url":null,"abstract":"The development of gender legislation in Ukraine is taking place at a fairly fast pace. The achievement of equal rights and opportunities by women and men is defined among the obligations that Ukraine undertook before the European Community.The purpose of the research is to analyze the legislative principles underlying the problem of gender equality; describe the process of gender legislation; identify the problems of practical implementation of legislation on gender equality.The development of our society requires significant changes in ensuring equal opportunities for women and men in all spheres of life and legal consolidation and elementary legal implementation of gender human rights instruments of influence, development of a gender policy strategy and its implementation in Ukraine, active participation in this process by representatives of both sexes. The domestic normative legal framework on gender equality issues is exclusively descriptive and is not provided with real implementation steps, i.e. financial and organizational resources [2]. Civil society in Ukraine in modern conditions, unfortunately, is not a driving force that can change the gender situation in the country [2]. Therefore, the legislative consolidation of gender equality in the state can only be traced theoretically, and in real life practices it is difficult for women to achieve full equality on a level with men.Today, gender discrimination is increasing in connection with the war in Ukraine, the economic and social crisis, and the austerity measures taken by the Government of Ukraine to overcome it. Women and children make up two-thirds of the 1.6 million officially registered internally displaced persons.Thus, the process of developing gender legislation continues, the Government and executive bodies are taking all possible measures to ensure gender equality in Ukrainian society. A perspective for further research is the study of foreign experience regarding gender education in higher education institutions.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139309501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.31499/2618-0715.2(11).2023.291897
Nataliya Kolіada, O. Kravchenko, N. Levchenko
The article identifies the socio-psych ological features of the development of interpersonal communication in the soft-skills system of young people in the environment of non-formal education. The main concepts of scientific research «interpersonal communication», «soft skills», «personal socialization», «informal education» are summarized. The main forms of informal education are presented, which are aimed at the formation of social skills (soft skills) of young people, interpersonal communication skills. The experience of the Faculty of Social and Psychological Education of the Pavlo Tychyna Uman State Pedagogical University in the identification and formation of «soft skills» among students of higher education in the conditions of extracurricular, out-of-class work, and professional development is covered.
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The article discloses post-traumatic events that destroy the usual stereotypes of behavior and dramatically cause a restructuring of the volunteers’ personality structure. The purpose of the article is post-traumatic growth in the context of the formation of a positive experience of volunteers in the conditions of war, whose role should be more supportive than mentor-authoritarian in providing assistance to the victims. During the study, the method «Diagnostics of the level of alexithymia (Toronto Alexithymia Scale (TAS))» and the questionnaires «The Changes in Outlook Questionnaire» (CiOQ) and «The Posttraumatic Growth Inventory» (PTGI) were used. which are applied in the context of the author’s ideas about post-traumatic growth. The general sample of people was made up of students, whose potential features revealed the peculiarities of post-traumatic growth as a factor of sustainable human life support in wartime conditions.The post-traumatic period is characterized by such signs as increased nervousness and sensitivity to suprathreshold stimuli. Victims’ actions are not always controlled, moreover, they are often tense in anticipation of negative events. PTSD situations are accompanied by apathy, panic and aggression. There is a need to provide self-help in the context of the volunteer’s post-traumatic growth.According to the results of psychocorrection, the volunteers of both groups experience qualitative changes in overcoming critical events that arise in the situation of overcoming extremely difficult challenges. Post-traumatic positive experience indicates the quality of interpersonal relationships, increased sensitivity and closeness to the personal environment. The post-traumatic growth of volunteers is based on a wise philosophy of life, in the realization of the values «We will manage. We are together».
{"title":"POSITIVE EXPERIENCE OF POST-TRAUMA GROWTH IN THE ORGANIZATION OF VOLUNTEER ACTIVITIES","authors":"Inessa Viznіuk, Serhii Dolynnyi, Maryna Sorochan, Oleksii Martsev","doi":"10.31499/2618-0715.2(11).2023.291676","DOIUrl":"https://doi.org/10.31499/2618-0715.2(11).2023.291676","url":null,"abstract":"The article discloses post-traumatic events that destroy the usual stereotypes of behavior and dramatically cause a restructuring of the volunteers’ personality structure. The purpose of the article is post-traumatic growth in the context of the formation of a positive experience of volunteers in the conditions of war, whose role should be more supportive than mentor-authoritarian in providing assistance to the victims. During the study, the method «Diagnostics of the level of alexithymia (Toronto Alexithymia Scale (TAS))» and the questionnaires «The Changes in Outlook Questionnaire» (CiOQ) and «The Posttraumatic Growth Inventory» (PTGI) were used. which are applied in the context of the author’s ideas about post-traumatic growth. The general sample of people was made up of students, whose potential features revealed the peculiarities of post-traumatic growth as a factor of sustainable human life support in wartime conditions.The post-traumatic period is characterized by such signs as increased nervousness and sensitivity to suprathreshold stimuli. Victims’ actions are not always controlled, moreover, they are often tense in anticipation of negative events. PTSD situations are accompanied by apathy, panic and aggression. There is a need to provide self-help in the context of the volunteer’s post-traumatic growth.According to the results of psychocorrection, the volunteers of both groups experience qualitative changes in overcoming critical events that arise in the situation of overcoming extremely difficult challenges. Post-traumatic positive experience indicates the quality of interpersonal relationships, increased sensitivity and closeness to the personal environment. The post-traumatic growth of volunteers is based on a wise philosophy of life, in the realization of the values «We will manage. We are together».","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139306622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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