СУСПІЛЬНО ОРІЄНТОВАНЕ НАВЧАННЯ ПІД ЧАС ПІДГОТОВКИ ФАХІВЦІВ СОЦІАЛЬНОЇ РОБОТИ (НА ПРИКЛАДІ СТВОРЕННЯ ASSET-КАРТИ)

Abstract

The article highlights the peculiarities of the service-learning approach in social work education, namely the creation of an asset-map for combatants. The analysis of the concept of service-learning in the scientific and practical literature is done taking into account the national and foreign context. The interpretation of the term “service-learning” as socially oriented learning is defined. The article indicates the content of the approach of service-learning, which consists of the use of components that combine academic learning outcomes and community assistance. A model of service-learning which demonstrates the interdependence of the components of academic training and different types of student involvement (volunteering, practice, ministry) is described. The authors identify the fundamental difference between volunteering and service-learning. The benefits of service-learning and its advantages are described as the basic principles of the approach, including the application of professional and scientific knowledge, creating conditions for involving all students in this activity, community engagement, research of group / community / society needs, implementation of useful services for a specific group / community / society, etc. The authors analyzed the method of resource mapping and defined the concept of asset-map as an effective way to visualize data about available resources in the community. Examples of asset-maps developed by scientists and practitioners from around the world are described. The novelty of the article is the description of the service-learning project implementation within the course "Fundamentals of social and legal protection", and educational practice for social work students. The project is aimed at such a category of the population as participants in hostilities. The authors described the stages, implementation, features and issues, as well as the main results of the project. The value of the project was determined from the standpoint of service-learning, namely in the context of social impact, educational impact, community participation.