A strengths-based perspective puts the resources of individuals, families, communities, and their environments, rather than their deficit needs, problems and pathologies, at the center of the social work helping process. This research was aimed at evaluating the effectiveness of an intervention developed on the basis of an approach based on the strengths of families raising children with autism in improving the family life quality, strengthening its capacity, expanding their rights and possibilities, and enhancing resilience. The experimental intervention was carried out at the Educational and Rehabilitation Center for Children with Autism “Dovira” (Lviv, Ukraine) and consisted of 12 group meetings. It had one experimental group (30 people) and two control groups (60 people). The results of pre- and post-intervention surveys demonstrate the encouraging evidences of the effectiveness of the strength-based intervention program in social work with families raising children with autism, which indicates the possibility of its application in the family social work practice, in particular with families raising children with autism and other developmental disorders.
{"title":"Piloting a Strengths-Based Intervention to Enhance the Quality of Life of Families Raising Children With Autism","authors":"Olha Stoliaryk, T. Semigina","doi":"10.15388/sw.2022.12.13","DOIUrl":"https://doi.org/10.15388/sw.2022.12.13","url":null,"abstract":"A strengths-based perspective puts the resources of individuals, families, communities, and their environments, rather than their deficit needs, problems and pathologies, at the center of the social work helping process. \u0000This research was aimed at evaluating the effectiveness of an intervention developed on the basis of an approach based on the strengths of families raising children with autism in improving the family life quality, strengthening its capacity, expanding their rights and possibilities, and enhancing resilience. \u0000The experimental intervention was carried out at the Educational and Rehabilitation Center for Children with Autism “Dovira” (Lviv, Ukraine) and consisted of 12 group meetings. It had one experimental group (30 people) and two control groups (60 people). \u0000The results of pre- and post-intervention surveys demonstrate the encouraging evidences of the effectiveness of the strength-based intervention program in social work with families raising children with autism, which indicates the possibility of its application in the family social work practice, in particular with families raising children with autism and other developmental disorders.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"28 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78352424","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}
I. Baranauskienė, A. Kovalenko, E. Hryshchuk, N. Rohal
The study examined the peculiarities of the subjective social and psychological well-being of general civil and military students during the Covid-19 pandemic, depending on the applied attendance modes: distance or face-to-face. General civil students had higher sleep quality, but they had less social contacts, compared to military students. The integral indicator of subjective social well-being was average in general civil and military students, and the differences were determined only for “social approval” scale, whose value was significantly higher in general civil students. The heaviest barrier in interpersonal communication for general civil and military students was inadequate expression of emotions; and inflexibility and vagueness of emotions were the least pronounced. Factors important for general civil students’ psychological well-being were social approval, purposefulness in their aspirations and emotional matching. At the same time, three factors were determined for military students: perceived independence, social reassurance and emotional control during interactions.
{"title":"The Peculiarities of Students’ Subjective Social Well-being Puring the covid-19 Pandemic Depending on Their University Attendance Mode","authors":"I. Baranauskienė, A. Kovalenko, E. Hryshchuk, N. Rohal","doi":"10.15388/sw.2022.12.11","DOIUrl":"https://doi.org/10.15388/sw.2022.12.11","url":null,"abstract":"The study examined the peculiarities of the subjective social and psychological well-being of general civil and military students during the Covid-19 pandemic, depending on the applied attendance modes: distance or face-to-face. General civil students had higher sleep quality, but they had less social contacts, compared to military students. The integral indicator of subjective social well-being was average in general civil and military students, and the differences were determined only for “social approval” scale, whose value was significantly higher in general civil students. The heaviest barrier in interpersonal communication for general civil and military students was inadequate expression of emotions; and inflexibility and vagueness of emotions were the least pronounced. Factors important for general civil students’ psychological well-being were social approval, purposefulness in their aspirations and emotional matching. At the same time, three factors were determined for military students: perceived independence, social reassurance and emotional control during interactions.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"51 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73831958","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 article represents the research of relationship between internality and self-development in the case of the different levels of optimistic attributional styles. The sample consists of psychology students of Ukraine. The strong positive impact of internality on self-development under conditions of medium optimistic attribution has been revealed. A decrease has also been set in self-development of psychology students with high internality in the case of a highly developed optimistic attributional style. It has been established that the psychology students with a medium level of optimistic attributional style and a high level of internality have the highest scores of self-development. The lowest self-development is typical of psychology students with high internality and pessimistic attributional style.
{"title":"The Relationship between Internality and Self-development of Psychology Students: the Effect of Optimistic Attributional Style","authors":"Tetyana Ketler-Mytnytska, N. Shevchenko","doi":"10.15388/sw.2022.12.14","DOIUrl":"https://doi.org/10.15388/sw.2022.12.14","url":null,"abstract":"The article represents the research of relationship between internality and self-development in the case of the different levels of optimistic attributional styles. The sample consists of psychology students of Ukraine. The strong positive impact of internality on self-development under conditions of medium optimistic attribution has been revealed. A decrease has also been set in self-development of psychology students with high internality in the case of a highly developed optimistic attributional style. It has been established that the psychology students with a medium level of optimistic attributional style and a high level of internality have the highest scores of self-development. The lowest self-development is typical of psychology students with high internality and pessimistic attributional style.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"183 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74394725","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 legislative amendment to the external differentiation of prisons in the Czech Republic since 2017 mostly stems from the need to create a modern penitentiary rehabilitation of persons serving prison sentences. The fundamental aim is to ensure those conditions that contribute to the resocialisation of said persons and lower t he risk of recidivism. What is emphasised in the context of this amendment is the greater significance of the multidisciplinary teams that work with prisoners as well as social work in prisons. The aim of this paper is thus to highlight the aspect of the importance of social work as a suitable, modern tool used by specialists, i.e. the social workers who become agents of aid or support for persons serving sentences. Our research was conducted using the qualitative method. It specifically comprised five interviews with social workers in the pre-release unit in prisons across the Czech Republic.
{"title":"The Social Worker as a Full-fledged Member of a Multidisciplinary Cooperation within the Czech Prison System","authors":"L. Stárek, Jiří Víšek","doi":"10.15388/sw.2022.12.12","DOIUrl":"https://doi.org/10.15388/sw.2022.12.12","url":null,"abstract":"The legislative amendment to the external differentiation of prisons in the Czech Republic since 2017 mostly stems from the need to create a modern penitentiary rehabilitation of persons serving prison sentences. The fundamental aim is to ensure those conditions that contribute to the resocialisation of said persons and lower t he risk of recidivism. What is emphasised in the context of this amendment is the greater significance of the multidisciplinary teams that work with prisoners as well as social work in prisons. The aim of this paper is thus to highlight the aspect of the importance of social work as a suitable, modern tool used by specialists, i.e. the social workers who become agents of aid or support for persons serving sentences. Our research was conducted using the qualitative method. It specifically comprised five interviews with social workers in the pre-release unit in prisons across the Czech Republic.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"55 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73008203","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}
L. Karamushka, O. Kredentser, K. Tereshchenko, G. Lazos, A. Klochko
Based on empirical research, the authors show that the first wave of the COVID-19 lockdown (March – June, 2020) had some negative impact on teacher well-being, in particular on such its component as physical health and well-being. It has been found that the types of teacher work motivation have different relationships with teacher well-being at different stages of the COVID-19 lockdown. The authors substantiate the necessity of developing teacher autonomous work motivation, in particular its identified and integrated types, to promote teacher well-being during the COVID-19 pandemic.
{"title":"Relationship between Teacher Work Motivation and Well-being at Different Stages of covid-19 Lockdown","authors":"L. Karamushka, O. Kredentser, K. Tereshchenko, G. Lazos, A. Klochko","doi":"10.15388/sw.2021.11.12","DOIUrl":"https://doi.org/10.15388/sw.2021.11.12","url":null,"abstract":"Based on empirical research, the authors show that the first wave of the COVID-19 lockdown (March – June, 2020) had some negative impact on teacher well-being, in particular on such its component as physical health and well-being. \u0000It has been found that the types of teacher work motivation have different relationships with teacher well-being at different stages of the COVID-19 lockdown. \u0000The authors substantiate the necessity of developing teacher autonomous work motivation, in particular its identified and integrated types, to promote teacher well-being during the COVID-19 pandemic.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"60 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81417563","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 article presents a sociological and criminological analysis of data on registered youth criminal offences (young people of 14-29 years old) in Klaipėda. The analysed period covers the years from 2005 to 2019 (late post-Soviet period). It includes youth crime offences and persons suspected of committing a crime. The period is characterised by a constant downward trend in crime. There were no substantial changes in criminal law during this period, however, Lithuania significantly strengthened the legal and material background for work with juveniles and young adults. On the basis of the insights of the theories of anomie, social control and ecological criminology, the article analyses the key indicators of youth crime and its dynamics. The changes by age and employment of persons who have allegedly committed criminal offences are analysed.
{"title":"APPROACHING THE END OF POST - SOVIET TRANSITION? TRENDS OF YOUTH CRIME IN KLAIPĖDA IN 2005-2019","authors":"Liutauras Kraniauskas, Arūnas Acus","doi":"10.21277/sw.v1i10.533","DOIUrl":"https://doi.org/10.21277/sw.v1i10.533","url":null,"abstract":"The article presents a sociological and criminological analysis of data on registered youth criminal offences (young people of 14-29 years old) in Klaipėda. The analysed period covers the years from 2005 to 2019 (late post-Soviet period). It includes youth crime offences and persons suspected of committing a crime. The period is characterised by a constant downward trend in crime. There were no substantial changes in criminal law during this period, however, Lithuania significantly strengthened the legal and material background for work with juveniles and young adults. On the basis of the insights of the theories of anomie, social control and ecological criminology, the article analyses the key indicators of youth crime and its dynamics. The changes by age and employment of persons who have allegedly committed criminal offences are analysed.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"14 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84964233","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 article substantiates the relevance of service-learning in the study process of pre-service teachers solving problems relevant to the community. The multifaceted benefits of service-learning for both learners and the community have been highlighted. Pre-service teachers treat the service-learning experience as unique, allowing them to get closely acquainted with professional reality, develop collaboration outside the university, understand the importance of change in education in response to the needs of society and the extent of their responsibility for this change.
{"title":"SERVICE-LEARNING IN PROBLEM SOLVING IN THE COMMUNITY: PRE-SERVICE TEACHERS’ REFLECTION ON THEIR EXPERIENCE","authors":"J. Lenkauskaitė","doi":"10.21277/sw.v1i10.523","DOIUrl":"https://doi.org/10.21277/sw.v1i10.523","url":null,"abstract":"The article substantiates the relevance of service-learning in the study process of pre-service teachers solving problems relevant to the community. The multifaceted benefits of service-learning for both learners and the community have been highlighted. Pre-service teachers treat the service-learning experience as unique, allowing them to get closely acquainted with professional reality, develop collaboration outside the university, understand the importance of change in education in response to the needs of society and the extent of their responsibility for this change. ","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"48 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83385268","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}
TThe aim of the study is to analyse teachers’ opinion about the development of emotional intelligence in students who have special educational needs in inclusive schools. The method of the questionnaire survey was chosen to achieve the research aim. The study employed two developed questionnaires based on the principle of Likert scale (1-5). The questionnaires were developed for teachers according to the parts of the structure of trait emotional intelligence for students aged 7 to 12 and 13 to 17 years. Questionnaires potentially reveal teachers’ opinion about several aspects of emotional intelligence development: how and how often teachers assess, organize targeted and non-targeted educational activities for individual parts of the structure of students’ emotional intelligence and promote awareness of their importance. After conducting the research, it was found that the development of parts of the structure of emotional intelligence was carried out differently depending on students’ age. Differences were recorded both between the developed parts of the structure and between applied educational activities. Both statistically significant and insignificant research data were obtained and it was found that the development of emotional intelligence for younger students was more oriented to their inner self-knowledge; while for older students, to the aspects of socialization.
{"title":"DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS","authors":"Simas Garbenis, R. Geležinienė, Greta Šiaučiulytė","doi":"10.21277/sw.v1i10.525","DOIUrl":"https://doi.org/10.21277/sw.v1i10.525","url":null,"abstract":"TThe aim of the study is to analyse teachers’ opinion about the development of emotional intelligence in students who have special educational needs in inclusive schools. The method of the questionnaire survey was chosen to achieve the research aim. The study employed two developed questionnaires based on the principle of Likert scale (1-5). The questionnaires were developed for teachers according to the parts of the structure of trait emotional intelligence for students aged 7 to 12 and 13 to 17 years. Questionnaires potentially reveal teachers’ opinion about several aspects of emotional intelligence development: how and how often teachers assess, organize targeted and non-targeted educational activities for individual parts of the structure of students’ emotional intelligence and promote awareness of their importance. After conducting the research, it was found that the development of parts of the structure of emotional intelligence was carried out differently depending on students’ age. Differences were recorded both between the developed parts of the structure and between applied educational activities. Both statistically significant and insignificant research data were obtained and it was found that the development of emotional intelligence for younger students was more oriented to their inner self-knowledge; while for older students, to the aspects of socialization. ","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"4 2 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82728297","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}
This qualitative research discloses students’ subjective lived experiences in Lithuanian music school; thus, creating assumptions for implementing meaningful learning in children’s education. Music schools which dominate other non-formal education are not exempted because students’ lived experiences show that learning is given meaning there even before the commencement of formal learning. When formal learning starts, the perception of meaningfulness of learning begins to change. Results demonstrate that usually opposite experiences of those things which are expected are gained after students start learning, and that continuous communication between students and teachers in music schools is an antidote against meaningless teaching and learning.
{"title":"ANALYSIS OF STUDENTS’ LIVED EXPERIENCES IN MUSIC SCHOOL: WHERE DOES THE MEANING OF LEARNING HIDE?","authors":"Asta Volbikienė, Remigijus Bubnys","doi":"10.21277/sw.v1i10.549","DOIUrl":"https://doi.org/10.21277/sw.v1i10.549","url":null,"abstract":"This qualitative research discloses students’ subjective lived experiences in Lithuanian music school; thus, creating assumptions for implementing meaningful learning in children’s education. Music schools which dominate other non-formal education are not exempted because students’ lived experiences show that learning is given meaning there even before the commencement of formal learning. When formal learning starts, the perception of meaningfulness of learning begins to change. Results demonstrate that usually opposite experiences of those things which are expected are gained after students start learning, and that continuous communication between students and teachers in music schools is an antidote against meaningless teaching and learning.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"10 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90007305","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 article describes a quasi-experiment that lasted 3 months and an integrated physical capacity training (IPCT) program, a diagnostic assessment of general working physical abilities using the Ergos IITM Work Simulator system. The results of the study reveal the impact of the IPCT program on the change of general work physical abilities and the assessment of subjective efforts of young adults with intellectual disabilities.
{"title":"TRAINING OF GENERAL WORKING PHYSICAL SKILLS OF YOUNG ADULTS WITH INTELLECTUAL DISABILITIES THROUGH AN INTEGRATED PHYSICAL CAPACITY PROGRAM","authors":"Ilona Dobrovolskytė","doi":"10.21277/sw.v1i10.556","DOIUrl":"https://doi.org/10.21277/sw.v1i10.556","url":null,"abstract":"The article describes a quasi-experiment that lasted 3 months and an integrated physical capacity training (IPCT) program, a diagnostic assessment of general working physical abilities using the Ergos IITM Work Simulator system. The results of the study reveal the impact of the IPCT program on the change of general work physical abilities and the assessment of subjective efforts of young adults with intellectual disabilities.","PeriodicalId":41093,"journal":{"name":"Social Welfare Interdisciplinary Approach","volume":"2 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78609467","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：