Pub Date : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.282296
Nataliya Koliada
The monographic study is an attempt to find out the current problems of social and psychological rehabilitation of children and youth with special educational needs by means of inclusive tourism.Research materials can be used in the activities of educational institutions of all levels, inclusive resource centers, institutions of the social sphere and rehabilitation centers, in the work of non-governmental and public organizations, youth centers, etc.; during the teaching of professionally oriented academic disciplines; Certification training; development of special courses, training aids and extracurricular work. The monograph was prepared based on the results of the research topic «Social and psychological rehabilitation of children and youth with special educational needs by means of inclusive tourism» (state registration number: 0119U103978) of Pavlo Tychyna Uman State Pedagogical University.
{"title":"REVIEW for a collective monograph «SOCIAL AND PSYCHOLOGICAL REHABILITATION OF CHILDREN AND YOUTH WITH SPECIAL EDUCATIONAL NEEDS BY MEANS OF INCLUSIVE TOURISM» (2022)","authors":"Nataliya Koliada","doi":"10.31499/2618-0715.1(10).2023.282296","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.282296","url":null,"abstract":"The monographic study is an attempt to find out the current problems of social and psychological rehabilitation of children and youth with special educational needs by means of inclusive tourism.Research materials can be used in the activities of educational institutions of all levels, inclusive resource centers, institutions of the social sphere and rehabilitation centers, in the work of non-governmental and public organizations, youth centers, etc.; during the teaching of professionally oriented academic disciplines; Certification training; development of special courses, training aids and extracurricular work. The monograph was prepared based on the results of the research topic «Social and psychological rehabilitation of children and youth with special educational needs by means of inclusive tourism» (state registration number: 0119U103978) of Pavlo Tychyna Uman State Pedagogical University.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125940580","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.282273
T. Semigina
In social work, considerable attention is paid to the assignment of professional qualifications. This could be explained by the applied nature of the activities of social workers and the requirements for the quality of their services.This paper aims to overview the current regulatory requirements for the assignment of professional qualifications and to analyze the practice of their assignment by the higher education institutions (HEIs) that prepare social work students, as well as by qualification centers. The research is based on the document analysis (texts of legislation and other legal regulations of Ukraine; educational and occupational standards; materials of accreditation cases available on the NAQA website, descriptions of educational programs, etc.).The analysis of the normative documents confirms that full or partial professional qualification are described in the approved occupational standard, which contains the name of the professional qualification, job functions, expected competencies, etc. HEIs intending or that intend to award professional qualifications must take into account the requirements of the relevant occupational standard.The practice of assigning professional qualifications in HEIs does not meet these expectations. Some professional qualifications were invented by the institutions themselves, some were taken from the Classifier of Professions, and some from the Handbook of Qualification Characteristics of Employees. HEIs do not pay attention to what level of education is required by the standard or Handbook, what subject specialization is specified in these documents. The assignment of professional qualification is mainly automatic, without additional verification of existing learners’ competencies.At the same time, qualification centers have begun to operate in Ukraine. They also assign professional qualifications, in particular in social work, but exclusively on the basis of the appropriate occupational standard. The paper discusses possible steps to streamline and to regulate the issue of assigning professional qualifications.
{"title":"ASSIGNMENT OF SOCIAL WORK PROFESSIONAL QUALIFICATIONS BY UKRAINIAN HIGHER EDUCATION INSTITUTIONS: WHAT’S WRONG WITH THIS?","authors":"T. Semigina","doi":"10.31499/2618-0715.1(10).2023.282273","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.282273","url":null,"abstract":"In social work, considerable attention is paid to the assignment of professional qualifications. This could be explained by the applied nature of the activities of social workers and the requirements for the quality of their services.This paper aims to overview the current regulatory requirements for the assignment of professional qualifications and to analyze the practice of their assignment by the higher education institutions (HEIs) that prepare social work students, as well as by qualification centers. The research is based on the document analysis (texts of legislation and other legal regulations of Ukraine; educational and occupational standards; materials of accreditation cases available on the NAQA website, descriptions of educational programs, etc.).The analysis of the normative documents confirms that full or partial professional qualification are described in the approved occupational standard, which contains the name of the professional qualification, job functions, expected competencies, etc. HEIs intending or that intend to award professional qualifications must take into account the requirements of the relevant occupational standard.The practice of assigning professional qualifications in HEIs does not meet these expectations. Some professional qualifications were invented by the institutions themselves, some were taken from the Classifier of Professions, and some from the Handbook of Qualification Characteristics of Employees. HEIs do not pay attention to what level of education is required by the standard or Handbook, what subject specialization is specified in these documents. The assignment of professional qualification is mainly automatic, without additional verification of existing learners’ competencies.At the same time, qualification centers have begun to operate in Ukraine. They also assign professional qualifications, in particular in social work, but exclusively on the basis of the appropriate occupational standard. The paper discusses possible steps to streamline and to regulate the issue of assigning professional qualifications.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130500240","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.282291
I. Savelchuk
The need for the formation of specialists of the social sphere of the new generation determines the feasibility of justifying the conceptual and technological model of their preparation because of social and pedagogical theory and practice. The monograph is the result of collective work on the research topic of the Department of Social Pedagogy and Social Work of Kryvyi Rih State Pedagogical University (Kryvyi Rih, Ukraine) «Social and Pedagogical Principles of Formation of Professional Personality in the Conditions of State Educational Policy» (State Registration Number: 0120U104338).The relevance of the collective monograph "Concept-technological model of training of future specialists of social and pedagogical sphere" is conditioned by the presence of new views on the role and importance of higher social education in Ukraine not only in the processes of formation of professional competence of future social workers, but also in the processes of socialization. The use of methods, forms and innovative techniques in the preparation of student youth allow improving the quality of social education.Scientific work addressed to scientific and pedagogical staff of higher education institutions and scientific institutions, young scientists, higher education applicants, as well as specialists for practitioners working with student and student youth.
{"title":"SOCIO-PEDAGOGICAL PRINCIPLES OF FORMATION OF SPECIALISTS IN THE SOCIAL SPHERE (review of the collective monograph «Conceptual and technological model of training future specialists in the social and pedagogical sphere», 2022)","authors":"I. Savelchuk","doi":"10.31499/2618-0715.1(10).2023.282291","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.282291","url":null,"abstract":"The need for the formation of specialists of the social sphere of the new generation determines the feasibility of justifying the conceptual and technological model of their preparation because of social and pedagogical theory and practice. The monograph is the result of collective work on the research topic of the Department of Social Pedagogy and Social Work of Kryvyi Rih State Pedagogical University (Kryvyi Rih, Ukraine) «Social and Pedagogical Principles of Formation of Professional Personality in the Conditions of State Educational Policy» (State Registration Number: 0120U104338).The relevance of the collective monograph \"Concept-technological model of training of future specialists of social and pedagogical sphere\" is conditioned by the presence of new views on the role and importance of higher social education in Ukraine not only in the processes of formation of professional competence of future social workers, but also in the processes of socialization. The use of methods, forms and innovative techniques in the preparation of student youth allow improving the quality of social education.Scientific work addressed to scientific and pedagogical staff of higher education institutions and scientific institutions, young scientists, higher education applicants, as well as specialists for practitioners working with student and student youth.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134450065","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.282272
T. Tarasova
In the conditions of the European integration of Ukraine, compliance with the gender strategy of the educational institution is important, especially from the school level, as an indicator of the democratization of society. It resonates with the problem of forming a socially successful personality of high school students, since success is the main characteristic of any activity and the result of a person’s integration into the socio-cultural environment.The tasks of the mentioned work are the generalization of experimental research data, the analysis of domestic and foreign scientific sources, advanced pedagogical experience regarding the gender features of the formation of a socially successful personality of education seekers; the results of the application of appropriate methods, forms, methods of educational interaction. In the research process, theoretical (analysis, comparison and generalization) and empirical methods (questionnaire, blitz survey, method of incomplete sentences, observation, projective technique) were applied.The work provides a comparative analysis of the attitude of high school students, parents (persons who replace them), teachers to the concepts of «gender», «social success»; it was found that more than a third of those seeking education have a high need to achieve success (and 16 % of them are girls); for 13% of girls and 17 % of boys, this need is increased; reduced and low need is characteristic of only 13% of high school students; the motivational field of success and fear of failure among school graduates is determined, which is in the «pole of inexpressiveness», and the hope for success among boys (19 %) prevails over the orientation towards achieving success among girls (10 %); the existence of different levels of development of the formation of skills of a socially successful personality has been experimentally proven. So communication skills, optimism and generosity in girls at medium and high levels, as well as assertiveness and self-education skills in boys (respectively, from 37 to 55 points); girls have more inherent (high level) cooperation skills, unlike boys – their level of development is medium and low (up to 37 points)
{"title":"FORMATION OF THE SOCIALLY SUCCESSFUL PERSONALITY OF HIGH SCHOOL STUDENTS IN EDUCATIONAL INSTITUTIONS: GENDER CHARACTERISTICS (according to the results of an experimental study)","authors":"T. Tarasova","doi":"10.31499/2618-0715.1(10).2023.282272","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.282272","url":null,"abstract":"In the conditions of the European integration of Ukraine, compliance with the gender strategy of the educational institution is important, especially from the school level, as an indicator of the democratization of society. It resonates with the problem of forming a socially successful personality of high school students, since success is the main characteristic of any activity and the result of a person’s integration into the socio-cultural environment.The tasks of the mentioned work are the generalization of experimental research data, the analysis of domestic and foreign scientific sources, advanced pedagogical experience regarding the gender features of the formation of a socially successful personality of education seekers; the results of the application of appropriate methods, forms, methods of educational interaction. In the research process, theoretical (analysis, comparison and generalization) and empirical methods (questionnaire, blitz survey, method of incomplete sentences, observation, projective technique) were applied.The work provides a comparative analysis of the attitude of high school students, parents (persons who replace them), teachers to the concepts of «gender», «social success»; it was found that more than a third of those seeking education have a high need to achieve success (and 16 % of them are girls); for 13% of girls and 17 % of boys, this need is increased; reduced and low need is characteristic of only 13% of high school students; the motivational field of success and fear of failure among school graduates is determined, which is in the «pole of inexpressiveness», and the hope for success among boys (19 %) prevails over the orientation towards achieving success among girls (10 %); the existence of different levels of development of the formation of skills of a socially successful personality has been experimentally proven. So communication skills, optimism and generosity in girls at medium and high levels, as well as assertiveness and self-education skills in boys (respectively, from 37 to 55 points); girls have more inherent (high level) cooperation skills, unlike boys – their level of development is medium and low (up to 37 points)","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129600962","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.282277
Mykola Pihovskyi
The purpose of the publication is to generalize the results of the study of the problem of social responsibility of the future specialist in the social sphere, to systematize the grounds and principles of its formation, types and forms of manifestation. The leading methods of research are: analysis of scientific sources to clarify the state of development of the problem, synthesis, comparison to substantiate the theoretical foundations of the formation of social responsibility; generalization for formulating conclusions. The principles of the formation of social responsibility of the future specialist are characterized, the forms and types of its manifestation are analyzed.Social responsibility of a future specialist in the social sphere (social worker, social pedagogue, etc.) is a strategy of social behavior of an individual, which manifests itself in the conscious and active mastering and performance of professional and social roles by him, as well as in his willingness to be responsible for the obtained result. The identified grounds for the formation of social responsibility allow to more effectively develop the content of the specified process, predict and take into account its features. Social responsibility is formed on the basis of a number of principles (humanism, morality, spirituality, patriotism, competence, etc.). To identify the state of formation of social responsibility, researchers should pay attention to the forms of its manifestation (direct and reverse; open and hidden; direct and indirect; internal and external; positive (prospective) and negative (retrospective); voluntary and forced) and types (socially responsible type; socially oriented type; socially passive type; antisocial type).
{"title":"SOCIAL RESPONSIBILITY OF THE FUTURE SPECIALIST OF THE SOCIAL SPHERE: FOUNDATIONS AND PRINCIPLES OF FORMATION, FORMS OF MANIFESTATION AND TYPES","authors":"Mykola Pihovskyi","doi":"10.31499/2618-0715.1(10).2023.282277","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.282277","url":null,"abstract":"The purpose of the publication is to generalize the results of the study of the problem of social responsibility of the future specialist in the social sphere, to systematize the grounds and principles of its formation, types and forms of manifestation. The leading methods of research are: analysis of scientific sources to clarify the state of development of the problem, synthesis, comparison to substantiate the theoretical foundations of the formation of social responsibility; generalization for formulating conclusions. The principles of the formation of social responsibility of the future specialist are characterized, the forms and types of its manifestation are analyzed.Social responsibility of a future specialist in the social sphere (social worker, social pedagogue, etc.) is a strategy of social behavior of an individual, which manifests itself in the conscious and active mastering and performance of professional and social roles by him, as well as in his willingness to be responsible for the obtained result. The identified grounds for the formation of social responsibility allow to more effectively develop the content of the specified process, predict and take into account its features. Social responsibility is formed on the basis of a number of principles (humanism, morality, spirituality, patriotism, competence, etc.). To identify the state of formation of social responsibility, researchers should pay attention to the forms of its manifestation (direct and reverse; open and hidden; direct and indirect; internal and external; positive (prospective) and negative (retrospective); voluntary and forced) and types (socially responsible type; socially oriented type; socially passive type; antisocial type).","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114626585","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.280915
Olha Stoliaryk, T. Semigina
A goal-setting technique could be considered as one of the modern tools of client-centered social work. Such techniques are designed to motivate and direct the client to achieve a specific goal and result. The paper systematizes academic approaches to understanding the theory of goal setting, defines the specifics of its practical use in social work, and presents specific goal setting techniques that have been tested as part of structured interventions for clients who are in difficult life circumstances and are motivated to change them.The elaboration of social work interventions must be based on the understanding that goals, by their very nature, are more attainable and accessible than wishes, intentions or dreams. Their formulation by social work clients who are in difficult life circumstances and may have a reduced social perspective cannot be considered a simple process, since it requires the use of specific techniques such as setting goals and tasks («Wheel of life balance», various visualizations and discussions; «Map achievement of goals», «Suitcase of goals»), as well as the implementation of steps to achieve them (diaries, weekly goal achievement maps, skill trackers, coaching, etc.).As evidenced by the literature review, the authors’ own experience, as well as the results of other applied studies, the goal-setting theory contains ideas and concepts that are consistent with the basic principles of professional social work. It suggests that the client and the social worker work together to find differences in the client's current state of life and the outcome he or she is striving for. The paper reveals that goal setting stimulates activity, initiative and motivation of clients, encourages choice and forms a sense of responsibility for this choice, and thus strengthens the client-centeredness of social work.
{"title":"GOAL-SETTING IN SOCIAL WORK INTERVENTIONS: THEORY AND TECHNIQUES","authors":"Olha Stoliaryk, T. Semigina","doi":"10.31499/2618-0715.1(10).2023.280915","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.280915","url":null,"abstract":"A goal-setting technique could be considered as one of the modern tools of client-centered social work. Such techniques are designed to motivate and direct the client to achieve a specific goal and result. The paper systematizes academic approaches to understanding the theory of goal setting, defines the specifics of its practical use in social work, and presents specific goal setting techniques that have been tested as part of structured interventions for clients who are in difficult life circumstances and are motivated to change them.The elaboration of social work interventions must be based on the understanding that goals, by their very nature, are more attainable and accessible than wishes, intentions or dreams. Their formulation by social work clients who are in difficult life circumstances and may have a reduced social perspective cannot be considered a simple process, since it requires the use of specific techniques such as setting goals and tasks («Wheel of life balance», various visualizations and discussions; «Map achievement of goals», «Suitcase of goals»), as well as the implementation of steps to achieve them (diaries, weekly goal achievement maps, skill trackers, coaching, etc.).As evidenced by the literature review, the authors’ own experience, as well as the results of other applied studies, the goal-setting theory contains ideas and concepts that are consistent with the basic principles of professional social work. It suggests that the client and the social worker work together to find differences in the client's current state of life and the outcome he or she is striving for. The paper reveals that goal setting stimulates activity, initiative and motivation of clients, encourages choice and forms a sense of responsibility for this choice, and thus strengthens the client-centeredness of social work.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127335561","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.282289
Svitlana Loboda
The proposed textbook highlights the development of the content of general secondary education in the Ukrainian state. The collection includes the most important documents, including laws, programs, strategies, concepts, standards, and analytical materials that substantiated and regulated the processes of reforming the content of this link of education in Ukraine during 1991–2017.The publication is addressed to scientific, scientific and pedagogical workers of institutions of higher education and regional institutes of postgraduate pedagogical education, teachers, students of education, employees of educational libraries, as well as to all those interested in the history of education.Implementation of the educational edition is ensured by:– with free access on the web portal of the DNPB of Ukraine named after V. O. Sukhomlynskyi (https://dnpb.gov.ua/ua/?ourpublications=32243) аnd in the Electronic Library of the National Academy of Sciences of Ukraine (https://lib.iitta.gov.ua/732160/);– posting a video presentation of the textbook on the «Scientist Support Office» platform (https://fb.watch/hY_R4Q473B/).
{"title":"REVIEW on the manuscript of the textbook «Anthology of texts on content reform of general secondary education in Ukraine (1991–2017)»","authors":"Svitlana Loboda","doi":"10.31499/2618-0715.1(10).2023.282289","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.282289","url":null,"abstract":"The proposed textbook highlights the development of the content of general secondary education in the Ukrainian state. The collection includes the most important documents, including laws, programs, strategies, concepts, standards, and analytical materials that substantiated and regulated the processes of reforming the content of this link of education in Ukraine during 1991–2017.The publication is addressed to scientific, scientific and pedagogical workers of institutions of higher education and regional institutes of postgraduate pedagogical education, teachers, students of education, employees of educational libraries, as well as to all those interested in the history of education.Implementation of the educational edition is ensured by:– with free access on the web portal of the DNPB of Ukraine named after V. O. Sukhomlynskyi (https://dnpb.gov.ua/ua/?ourpublications=32243) аnd in the Electronic Library of the National Academy of Sciences of Ukraine (https://lib.iitta.gov.ua/732160/);– posting a video presentation of the textbook on the «Scientist Support Office» platform (https://fb.watch/hY_R4Q473B/).","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132334197","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.281654
Oleksandr Elkin
The paper presents the findings of a study conducted to authenticate the need and feasibility of introducing socio-emotional learning (SEL) and its revisited and enhanced version – Social, Emotional and Ethical Learning (SEE Learning) – into the Ukrainian education system as an effective method for developing soft (social and emotional) skills in students in times of new challenges for child education and whilst implementing a competency-based approach in education, as well as highlighting the experience of promoting such an approach by the civic sector of Ukraine.The paper considers the emergence of the «soft skills» concept in the mainstream of embodying the ideas of human well-being and happy life as the ultimate goal of education against the backdrop of the Fourth Industrial Revolution (4IR); next, it justifies the importance of SEL and SEE Learning as methods of soft skills development in students. In the context of the New Ukrainian School reform, these practices have been established to serve as a tool for developing soft skills, with educators as the key figures for its successful implementation.The article analyzes the level of educators' awareness and their readiness to implement SEL based on the sociological study «Socio-Emotional Learning in Ukraine: Today Life and Prospects», which was conducted in 2021 with 3,657 respondents (including 3,237 teachers and 420 heads of educational institutions) with Public Organization «EdCamp Ukraine» and the paper author among the research team. The survey established a great demand for developing socio-emotional skills and relevant training among teachers.The paper further reveals the importance of discussing SEL topics as a basis for the systemic restructuring of the entire educational process, including teacher training and professional development in terms of implementing the concept of the New Ukrainian School. It summarizes various programs that implement socio-emotional learning on the local level in Ukraine and demonstrates the prospects and added value of the SEE learning program in Ukraine.Finally, the article analyzes the experience of implementing the SEE Learning program on a national scope by EdCamp Ukraine and outlines the prospects for actualizing SEE Learning in Ukraine during the full-scale russian military aggression of and the post-war reconstruction of Ukraine
{"title":"SOCIO-EMOTIONAL LEARNING AS AN ESSENTIAL MECHANISM OF DEVELOPING SOFT SKILLS IN STUDENTS: MODERN CHALLENGES AND UKRAINIAN EXPERIENCE","authors":"Oleksandr Elkin","doi":"10.31499/2618-0715.1(10).2023.281654","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.281654","url":null,"abstract":"The paper presents the findings of a study conducted to authenticate the need and feasibility of introducing socio-emotional learning (SEL) and its revisited and enhanced version – Social, Emotional and Ethical Learning (SEE Learning) – into the Ukrainian education system as an effective method for developing soft (social and emotional) skills in students in times of new challenges for child education and whilst implementing a competency-based approach in education, as well as highlighting the experience of promoting such an approach by the civic sector of Ukraine.The paper considers the emergence of the «soft skills» concept in the mainstream of embodying the ideas of human well-being and happy life as the ultimate goal of education against the backdrop of the Fourth Industrial Revolution (4IR); next, it justifies the importance of SEL and SEE Learning as methods of soft skills development in students. In the context of the New Ukrainian School reform, these practices have been established to serve as a tool for developing soft skills, with educators as the key figures for its successful implementation.The article analyzes the level of educators' awareness and their readiness to implement SEL based on the sociological study «Socio-Emotional Learning in Ukraine: Today Life and Prospects», which was conducted in 2021 with 3,657 respondents (including 3,237 teachers and 420 heads of educational institutions) with Public Organization «EdCamp Ukraine» and the paper author among the research team. The survey established a great demand for developing socio-emotional skills and relevant training among teachers.The paper further reveals the importance of discussing SEL topics as a basis for the systemic restructuring of the entire educational process, including teacher training and professional development in terms of implementing the concept of the New Ukrainian School. It summarizes various programs that implement socio-emotional learning on the local level in Ukraine and demonstrates the prospects and added value of the SEE learning program in Ukraine.Finally, the article analyzes the experience of implementing the SEE Learning program on a national scope by EdCamp Ukraine and outlines the prospects for actualizing SEE Learning in Ukraine during the full-scale russian military aggression of and the post-war reconstruction of Ukraine","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121285981","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.282286
A. Stryzhakov
Understanding the individual social quality cannot be limited only to the analysis of the specifics and structure of activity (goal, means, result, etc.). This clearly testifies in favor of the indisputable fact that needs determine activity and thereby directly affect the social quality of an individual. Needs not formally, not only as a source, but meaningfully, qualitatively determine the nature of the individual's activity. The need is the central determining link in the real subject activity of a person. Therefore, it is quite clear that one cannot consider the social quality of the individual without addressing such an important element as – the need.Considering the personality development determination, the problem of self-determination arises. In the process of development, at a certain stage, the individual begins to consciously organize his / her own life. So, a person begins to determine to a certain extent his / her development, in particular mental. The general system of determinants of personality development is becoming more complex: the number of its levels and measurements is increasing; the multiplicity of connections between causes, conditions, factors, prerequisites, etc. is increasing. At different stages of development, depending on the mass of circumstances, a certain measure of the ratio of social determination and self-determination is formed in a specific way in each individual.The current society changes at the modern stage of its development create new requirements for the system of education and upbringing of the younger generation. These changes are manifested in the paradigm of upbringing and education modification, in the shift of emphasis in public consciousness: the pupil from the object of pedagogical influences turns into a subject of his / her own development. The peculiarities of personality development as a biosocial entity are determined. It is important to understand the character, specifics of the social, what a person acquires in the process of involvement in the society and education life activities.From the point of view of its social essence, the social quality of the individual loses the resplendence of the external manifestation and is reduced to the main substantial properties. At the level of socio-pedagogical theory, it is necessary to identify such essential social formations, which internally united the set of social boundaries revealed during the personality study at the empirical level of research. The correlation between external and internal, understood as the action of external causes through internal conditions, removes the opposition of external social conditioning and internal spontaneous development in the problem of development. And also, it allows overcoming the dualism of biological and social. The social is not simply superimposed on the biological, but is the very nature of man. Human nature itself is a product of history.
{"title":"SOCIAL QUALITY OF PERSONALITY AND ITS ROLE IN THE SOCIALIZATION INTENSIFICATION","authors":"A. Stryzhakov","doi":"10.31499/2618-0715.1(10).2023.282286","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.282286","url":null,"abstract":"Understanding the individual social quality cannot be limited only to the analysis of the specifics and structure of activity (goal, means, result, etc.). This clearly testifies in favor of the indisputable fact that needs determine activity and thereby directly affect the social quality of an individual. Needs not formally, not only as a source, but meaningfully, qualitatively determine the nature of the individual's activity. The need is the central determining link in the real subject activity of a person. Therefore, it is quite clear that one cannot consider the social quality of the individual without addressing such an important element as – the need.Considering the personality development determination, the problem of self-determination arises. In the process of development, at a certain stage, the individual begins to consciously organize his / her own life. So, a person begins to determine to a certain extent his / her development, in particular mental. The general system of determinants of personality development is becoming more complex: the number of its levels and measurements is increasing; the multiplicity of connections between causes, conditions, factors, prerequisites, etc. is increasing. At different stages of development, depending on the mass of circumstances, a certain measure of the ratio of social determination and self-determination is formed in a specific way in each individual.The current society changes at the modern stage of its development create new requirements for the system of education and upbringing of the younger generation. These changes are manifested in the paradigm of upbringing and education modification, in the shift of emphasis in public consciousness: the pupil from the object of pedagogical influences turns into a subject of his / her own development. The peculiarities of personality development as a biosocial entity are determined. It is important to understand the character, specifics of the social, what a person acquires in the process of involvement in the society and education life activities.From the point of view of its social essence, the social quality of the individual loses the resplendence of the external manifestation and is reduced to the main substantial properties. At the level of socio-pedagogical theory, it is necessary to identify such essential social formations, which internally united the set of social boundaries revealed during the personality study at the empirical level of research. The correlation between external and internal, understood as the action of external causes through internal conditions, removes the opposition of external social conditioning and internal spontaneous development in the problem of development. And also, it allows overcoming the dualism of biological and social. The social is not simply superimposed on the biological, but is the very nature of man. Human nature itself is a product of history.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126339091","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 : 2023-05-31DOI: 10.31499/2618-0715.1(10).2023.282274
O. Kravchenko, N. Salata
The article analyses the state of training of specialists for the provision of rehabilitation services in the community, identifies the uniqueness of the implementation of relevant educational programmes in a particular higher education institution (Pavlo Tychyna Uman State Pedagogical University), and identifies promising areas for improvement.The author describes the areas that provide a content component in the process of training specialists ready to provide rehabilitation services in the community: taking into account the requirements of international and Ukrainian legislation that determine the policy, standards, and mechanism for the provision of rehabilitation services; meeting the requirements of compliance of educational programmes with the standards of higher education in the relevant specialities; taking into account the requirements of professional standards of social sphere professions in the content of educational programmes; the availability of educational components that ensure the formation of programmatic results of training in the provision of rehabilitation assistance; practical training of specialists on the basis of social sphere institutions that provide rehabilitation services; research activities on social and psychological rehabilitation; project activities in the community, which allows searching for and implementing creative ideas, attracting additional funding, providing additional services for the rehabilitation of vulnerable categories of citizens, attracting higher education seekers to such activities; membership in international and Ukrainian professional associations on the subject of rehabilitation, in particular in the Association of Inclusive Rehabilitation and Social Tourism. Along with theoretical and methodological developments, long-range objectives are identified according to the requirements of our time and reforms in the fields of education, social sphere, and health care.
{"title":"TRAINING OF FUTURE SPECIALISTS FOR THE PROVISION OF REHABILITATION SERVICES IN THE COMMUNITY","authors":"O. Kravchenko, N. Salata","doi":"10.31499/2618-0715.1(10).2023.282274","DOIUrl":"https://doi.org/10.31499/2618-0715.1(10).2023.282274","url":null,"abstract":"The article analyses the state of training of specialists for the provision of rehabilitation services in the community, identifies the uniqueness of the implementation of relevant educational programmes in a particular higher education institution (Pavlo Tychyna Uman State Pedagogical University), and identifies promising areas for improvement.The author describes the areas that provide a content component in the process of training specialists ready to provide rehabilitation services in the community: taking into account the requirements of international and Ukrainian legislation that determine the policy, standards, and mechanism for the provision of rehabilitation services; meeting the requirements of compliance of educational programmes with the standards of higher education in the relevant specialities; taking into account the requirements of professional standards of social sphere professions in the content of educational programmes; the availability of educational components that ensure the formation of programmatic results of training in the provision of rehabilitation assistance; practical training of specialists on the basis of social sphere institutions that provide rehabilitation services; research activities on social and psychological rehabilitation; project activities in the community, which allows searching for and implementing creative ideas, attracting additional funding, providing additional services for the rehabilitation of vulnerable categories of citizens, attracting higher education seekers to such activities; membership in international and Ukrainian professional associations on the subject of rehabilitation, in particular in the Association of Inclusive Rehabilitation and Social Tourism. Along with theoretical and methodological developments, long-range objectives are identified according to the requirements of our time and reforms in the fields of education, social sphere, and health care.","PeriodicalId":166659,"journal":{"name":"Social work and social education","volume":"91 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114002926","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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