Analisis Efektivitas Pelaksanaan Pendampingan Program Keluarga Harapan Berbasis Pemberdayaan Ekonomi Masyarakat Dalam Meningkatkan Kesejahteraan Sosial Dalam Perspektif Pengembangan Masyarakat Islam

Abstract. The training of future social workers in modern universities in a historically conditioned, practically oriented and socially significant process promotes the transformation of the environment of normative educational and educational activities into the innovative educational environment of the renewed training for professional activities in the field of social work. The purpose of the paper is to characterize the resource support of the updated training of social workers in the innovative educational environment of the university. General research methods used involve the use of analysis of certain problems that arise in connection with the renewal of the training of social workers, in particular with its resource support.The actual training on traditional principles only partially meets the current requirements of future professional social workers. Innovation as part of professional social activities aimed at improving the delivery of social services and provides subjective qualitative changes. Implementation of training based on innovative technologies will promote the formation of future professionals in social innovation potential and increase their level of preparedness to implement innovative professional. Innovative vocational education is provided by the relevant technologies (methods) of the educational process, including the various forms and methods of active learning. It should be noted that the effectiveness of innovative technologies in the context of preparation for future social workers to innovative professional activities provided certain components that are implemented through learning activities of students. Innovation of technology and methods of training provided by the appropriate resource of implementation of the educational process. Purpose of the research: characterize the resource provision of updated training of social workers in the conditions of the innovative educational environment of the university. General research methods include the use of analysis of identified problems that arise in connection with the updating of training of social workers, in particular with its resource support. Research results: formulated of the idea of resource support for the training of social workers, presented the elements and structure of the functioning of it`s components.

Social work as a new profession and a new specialty was established in our country in 1991. Over the past 30 years, the practice of social work in various spheres of life has been developed, research directions have been formed, social education as a new field of personnel training has developed. In this process, a special place is occupied by a specialized area of social work in the health care system including medical and social work. The review presents three components: the place and role of social workers in medical institutions; directions of scientific research on this issue; features of the training of professional social workers of medical and social profile.
 The analysis of regulatory documents of the Ministry of Health of the Russian Federation confirms the need for social workers for the activities of medical management of psychiatric, narcological, geriatric services, palliative care and medical rehabilitation institutions. At the same time, the need for interdepartmental interaction between medical and social service institutions is emphasized.
 The analysis of reports concerning results of scientific research on the problems of medical and social work was performed for the entire period of the formation and development of this type of activity in the Russian Federation (1991–2022). When searching for literature, the databases of the RSCI, CyberLeninka, Google Scholar were used.
 Scientific research on the problems of medical and social work is shown to be conducted both on private and systemic issues within the framework of medical, social and pedagogical sciences.
 The content of educational training programs for social workers of the medical and social profile reflects the features that allow students forming professional competencies, the implementing willingness of students to participate in the complex solution of problems of physical, mental health and social ill-being.
 The materials presented in the review are of scientific and practical importance. They show that a new component is formed in the modern system of health care of the Russian Federation — professional social work as a type of activity, the carriers of which participate in the provision of medical and social assistance and the mode of social and medical services to citizens.

The training of social workers is mainly carried out in the system of higher professional education. The educational standard has yet to be finalized - it contains professional and general cultural competencies but fails to formulate qualitative characteristics that would indicate the criteria for their assessment. At the same time, most countries that are members of the International Association of Schools of Social Work (IASSW) impose a whole system of specific requirements on applicants for social work training. The objective of this study is to address the scientific problem of developing a model for the continuous education system for social workers and analyze the quality of their training. The study employs a mixed-methods approach, combining quantitative and qualitative research methods. The study highlights the increased relevance and demand for social workers in addressing global problems. The identified challenges in social development, i ncluding social inequality, political instability, and environmental issues, underscore the importance of well-trained social workers to tackle these complex social issues effectively. The study's results contribute to the development of a model for continuous education in social work, with a focus on addressing the gaps in training and competencies. The findings provide evidence-based recommendations for improving the quality of social workers' training, ultimately enhancing their ability to address the diverse and evolving needs of individuals and communities in the face of global challenges.

This special issue in the Journal of Social Work Education is a forum for professional and scholarly discourse on military social work education initiatives developed to educate and train social work professionals and students for practice with military personnel, veterans, and their families across the micro–macro continuum. Special emphasis was given to educational and technological trends, innovations, and challenges related to educating the next generation of social workers to provide evidence-based services to a new generation of veterans that incorporate the CSWE’s (2010) advanced knowledge and practice behaviors in military social work and NASW’s (2012) practice standards. Additional focus was given to university–community and university–military partnerships, collaborations, and initiatives that involve community and military stakeholders. Quantitative, qualitative, mixed methods, and conceptual manuscripts from researchers, educators, and practitioners on military social work education and practice were solicited from the professional social work community. In this special issue we highlight select exemplars of the social work profession’s unique contributions to military social work education. The issue is divided into two sections: (1) discourse on the integration of military social work into professional social work education and (2) innovative military social work education and training programs for doctoral and master’s students, student veterans, and licensed social work professionals—many including program evaluation and other research components. Each section is described in following paragraphs, including a brief overview of representative manuscripts. Integration of Military Social Work Into Professional Social Work Education Four manuscripts highlight military social work as a field of practice requiring specialized knowledge and skills, teaching strategies based on the CSWE competencies and advanced practice behaviors in military social work, the inclusion of military and veteran culture in social work education curricula, and adapting social work field placements for training in military social work practice. Wooten presents a rationale for military social work as a specialized field of practice, the need for military social work education, and opportunities and challenges for professional social work education. She delineates foundation and advanced knowledge in military social work and concludes by proposing an integrated model of intellectual capital to guide strategic planning for professional military social work education in addition to professional infrastructure needed to develop intellectual capital in military social work. For social work educators unfamiliar with military and veteran culture, Daley provides examples of teaching strategies based on CSWE’s advanced practice behaviors in military social work for integration into social work courses, specifically focusing on their application to CSWE’s Educational Policy and Accreditation Standards (EPAS; CSWE, 2008). He identifies foundation and advanced year military social work educational goals based on EPAS 2.1.1 to 2.1.10 and suggests that the infusion of military social work across the social work curriculum will assist students and faculty in becoming more sensitive to the issues faced by military service members, veterans, and their families. Continuing the application of CSWE’s EPAS to military social work education, Canfield and Weiss proposes the inclusion of military-related material into the foundation courses of undergraduate and graduate social work education because social workers providing services in civilian settings not focused on military-related difficulties may encounter military personnel, veterans, and families who seek services outside of the DoD and VA. Key issues, military examples, and resources are recommended for the integration of military culture into human behavior in the social environment, generalist practice, research methods, and social policy core curricula. With a focus on field education as the signature pedagogy of social work education, Selber, Chavkin, and Biggs advance a promising field instruction model in military social work with the growing student veteran population on American campuses. This innovative approach to field education expands placement opportunities beyond the VA for professional training in service delivery to current and past military cohorts.

The article addresses the problem of professional training of social workers in scientific research activity. The authors substantiated that pedagogic theory and practice lack of comprehensive studies of research technologies for training of professionals in social work. The article aims to specify effective technologies for training of social workers in scientific research activity in tertiary education. Research methods used: analysis of the scientific literature, systematization (with a view to clarifying the key research notions), studying the experience of higher educational institutions in research training of social workers (with a view to defining distinctive features of the process), generalization (with a view to drawing the conclusions). The authors rationalized the research skills of social workers as an important component and an essential feature of professional social work in the current context. Professional development of well-educated, proactive, and highly committed researcher is an absolute precondition for further evolution of the profession aiming at social protection of different groups of population. The authors justified commitment of social worker to scientific research activity as a coherent system of professional and personal features, sound theoretical and methodological knowledge and skills, and proactive personal attitudes to research process, which are reflected in awareness and positive perception of scientific research activity as a component of professionalism. The authors concluded that effective technologies for training of social workers in scientific research activity in tertiary education are as follows: case technology (it enables students to develop specific practical skills through the collective creative discussion based on real situation containing unique practical experience), learning-focused (it enables higher leaning achievements of the students without increase in a volume of learning through the changes in the learning strategies, structure of provided information, and ways of communication), differentiated instruction (providing students with environment which enables each of them to develop abilities to conduct research), development of critical thinking (development of scientific thinking to solve non-trivial expert tasks), project development (enables students to develop their capacities of combining and matching the formal knowledge with the practical experience).

Theoretical and applied issues of training future social workers on the basis of the competence approach during the study of the discipline are studied. Analysis and systematization of scientific research in the process of training future social workers allowed determining the main potential of the competence approach to training future social workers during their professionalization. The aim of the article is to describe and substantiate the competency approach during the study of the discipline «Fundamentals of research in social work». It is substantiated that training of social workers on the basis of competence approach during studying of discipline «Fundamentals of scientific researches in social work» allows to apply theoretical knowledge for the decision of practical problems, forms professionally necessary complex of competences, helps to develop students’ independent thinking, combining theory with practice. The benefit of article is that the paper analyzes each lesson (lecture and practical) and proposes a system of work on the formation of future social workers’ professional competencies within the components of readiness for professional activity. In author’s opinion, expanding the content of academic disciplines with theoretical knowledge and practical tasks for the organization and implementation of research in social work and professional development will enrich and modernize the content of future social workers’ training in the competence approach. In addition, the disclosure of ways to implement the training of future social workers in the competence approach will improve the quality of their training in modern conditions. The author of the article has made a conclusion that, on the basis of the analysis of the study of the discipline «Fundamentals of research in social work», the competence of the future social worker is seen as the ability to solve a wide range of tasks in the social field, the ability to quickly and quickly master new special skills, willingness to cope with new professional functions that determine the features of professional assistance to different types of clients. The prospects for further exploration in this area are seen by the author as systematization of innovative technologies of the organization of educational process of HEI, development of the system of forming the future social workers’ competence paradigm.

Social work with a group, as one of three classic methods of social work, is being taught in the course of academic studies in the “Social work” BA programme. In comparison to the other two social work methods (social work with an individual case and community social work), the social group method seems to be least recognized in training and praxis of social work in Poland. The aim of the article is to systemize and to deepen the knowledge on the social work with a group. The first part of the text is dedicated to the review of chosen theoretical and methodological foundations of social work with a group. I refer to “the power of group” and the significance of the group process; I present a small group as a resource and as a tool of social work; I point to the diversity of groups used in the context of social work, and provide a catalogue of personal features, knowledge, skills and tasks of a professional social group worker. The second part of the article is based on my experience as a teacher of methods of social work at the Faculty of Economics and Sociology of the University of Łódź, Poland. I describe training in social work with a group as a shared group experience. In the end I reflect on the influence of Covid-19 pandemic on changes in teaching group work and the group work itself in the light of “work online”.

The article examines transformation of social work under conditions of contemporary challenges in Ukraine and changes in training of social workers under these conditions. It was determined that difficult circumstances of wartime affect the course of education process, education format is changing, there is a transition to its distance forms, and there emerges a need to create a safe environment for the subjects of educational services provision. The purpose of the publication is to determine characteristic features of training of future social work specialists under conditions of martial law, to study transformation of social work caused by contemporary challenges. The research methodology is a combination of philosophical ideas about the course of social processes unders conditions of crises and challenges with theories of social work based on the socio-pedagogical paradigm of scientific knowledge. It has been proven that models of social work are flexibly transformed in accordance with contemporary legislation, unification of different regions of the country is being actualized, and the guidelines of social development in the post-war era, in which modern specialists should orient themselves, are gradually being updated. It was substantiated that additional attention must to be paid to changes in the content of social work to overcome stressful situations, develop resilience, form social cohesion of the population. A model of distance training of social workers in the educational online space was proposed, which includes a step-by-step algorithm of actions to ensure inteconnection of learning and extracurricular activities of students, which is an effective means and environment for implementation of educational activities in the process of theoretical and practical training of future social workers. The practical significance of the research lies in creation of a favorable distance educational environment, in which necessary competences of specialists are formed and their social creativity, which contributes to performance of professional activities, develops. Types and forms of educational work, which can be integrated into training and education process of higher education students, are being implemented with transformation according to requirements of specific educational programs and components for training of future social workers. Key words: social workers training, educational and professional program, transformations of social work in Ukraine, distance education, safe environment.

The dissertation is the first comprehensive study of practical training of social workers in high school of Poland. The analysis of the source base with the use of searchbibliographic, logical-system and interpretive-analytical methods revealed that a considerable amount of work is devoted to covering the issue of practical training of social workers in the educational process of higher education in modern world science, but systematic historical and pedagogical research on the development of the practical training of social workers in high school of Poland at the present stage of development was not carried out. The theoretical principles of the genesis and development of practical training of social workers in high school of Poland are revealed. It has been established that the legislative provision of training of social workers in Poland is a complex and dynamic process, which is constantly changing in accordance with international standards, regulatory requirements, social changes and needs for this type of service in a European country. However, the adoption of a number of legislative acts, which, in the light of European tendencies, regulated the social policy of the state during the period under investigation, predetermined much earlier the delineation of the professional space for the social worker in Poland and the emergence of a system of vocational training of social workers with the domination of their practical competitiveness on the labor market. On the basis of a holistic historical and pedagogical analysis it was established that the process of practical training of a social worker in high school of Poland as a social phenomenon includes two conditionally defined, substantiated and interconnected periods with corresponding transformations at the genesis stages: the first period – the development of practical training of social workers of the Polish Higher Education (1990 – 2004): (1990 – 1995); (1995 – 1999); (1999 – 2004); the second period – the intensification of the practical training of social workers of the Polish Higher Education (2004 – 2018): (2004 – 2008); (2008 – 2018). The practical component of the vocational training of social workers in high school of Poland is synergistically due to the subject-subjective interaction and mobility of the educational institution and the student, with a predictable orientation for future professional cooperation between the social worker and the client. Such an approach is an integral part of the social system of the state, which determines political, social, educational and personal transformations. In order to make changes, improve, review some of its elements and how to interact with them, one can apply only those pedagogical influences that are associated with natural trends in its development. The progressive ideas of the Polish experience regarding the practical training of social workers are outlined and the possibilities of their creative use in the domestic educational space are carried out. The study does not claim to comprehensively and exhaustively disclose all aspects of the problem. The directions of further work include the implementation of a comparative analysis of the professional training of social workers in Ukraine and the EU, the development of tools for ensuring the professional selfimprovement of specialists of the stated specialty by means of innovative foreign technologies, etc. Key words: practical training, practical courses, practice, practical social work, social worker, practical training of a social worker in Polish Higher Education.

Burnout is a worldwide phenomenon among social welfare workers. This study examined how burnout affects student social workers and professional social workers. It first examined the construct validity of the Maslach Burnout Inventory‐General Survey (MBI‐GS) scale, using data from two Chinese samples (848 student social workers and 748 professional social workers). The original three‐factor model was regarded as superior to other competing models. Investigation of the second‐order factor model indicated that exhaustion and cynicism are core components but that personal efficacy is not. The research also revealed the differential predictability of the three subscales of the MBI‐GS. Our expectation that differential patterns of effects could be predicted was largely supported. Professional efficacy plays a key mediating role in the relationship between student social workers’ professional identity and their satisfaction with fieldwork, while social workers’ cynicism is the main mediator in the relationship between their professional identity and turnover intention. Therefore, identifying at‐risk students and professional social workers to undertake appropriate intervention strategies that focus on both their professional identity and different dimensions of burnout may be an effective way to prevent students’ dissatisfaction and reduce social worker turnover.

In the Indian context, the substantial body of social work literature is borrowed from the west. The effectiveness and universality of western knowledge is raised in several academic forums as it is not able to address the needs and problems of contemporary India. The Eurocentric hegemony of the social work curriculum and overemphasis of the western paradigm has rendered field work training in social work less effective and thus Indian students’ field work experiences gained during their social work education become less compatible with the requirements of field settings/social realities. So there is a need for decolonising field work training in Indian schools of social work for better grooming of social work students as professional social workers. Against this backdrop, there is a call for modifications in field work training practices and modules in order to create a balance between Indian traditional social services and practices along with international standards of field work training. The chapter will highlight the emerging concerns and functional issues of field work training in Indian schools of social work and will present some Indic methods of field work training relevant for the Indian context.

The paper is devoted to the analysis of modern didactic methods in the training of future social workers. The article presents the essence of the "didactic method" concept and a list of basic teaching methods. It describes the didactic teaching methods in the educational process of social workers' training at the current stage. The study compares the didactic methods in different Ukrainian higher education institutions in the "Social Work" specialty. The authors propose their own didactic methods for training students-social workers. The study aims to highlight the state of modern didactic methods in the training of future social workers. The research object is the state of training of future social workers in higher education institutions in Ukraine. Such research methods as description, analysis and synthesis, comparison, generalization, and content analysis were used in this research. The work examines the place of modern didactic methods in the training of future social workers. It was found that at the current stage of student training, preference is given to those methods and means of learning that contribute to the effective combination of theoretical experience with practical. Accordingly, the article pays attention to didactic methods of teaching. The authors have found that Ukrainian higher education institutions use different didactic methods in the "Social Work" specialty. Using the examples of Kharkiv National Pedagogical University named after H. S. Skovoroda, Drohobych State Pedagogical University, Ternopil National Pedagogical University named after Volodymyr Hnatyuk, and the National University of Life and Environmental Sciences of Ukraine, the authors identified the following main teaching methods in the training of future social work professionals: brainstorming, discussions, press conferences, role-playing, intellectual games, art therapy, training, and the case method. It is proposed to include such didactic methods as bibliotherapy, painting therapy, drama therapy, and movie therapy in educational programs. A scheme of directions for solving educational tasks using didactic methods is proposed.

This study aims to investigate how professional social work is practiced in U.S. public libraries using a scoping review method. Following Arksey and O'Malley's framework for conducting a scoping review, the research team undertook a scoping review of academic literature, such as peer-reviewed studies, academic conference presentations, and dissertations/theses, as well as so-called gray literature, including news articles and web search results. After every author's review, a total of 53 materials were included in the review. The findings from this study provide evidence that collaborations between social work and libraries are documented in the academic and gray literatures, and the collaborations have been rapidly increasing since 2015. The findings also show that these collaborations tend to operate in three main ways: (1) professional social workers and social work interns directly working with library patrons, (2) professional social workers providing consultation with or training to library staff, and (3) social workers providing linkages between library staff and community-based social services agencies.

The article substantiates that the training of prospective social pedagogues and social workers (as specialists who participate in the implementation of state social and educational policy) to purposeful activity with a view to stimulate sustainable development of various social groups (in particular, children, youth, adults, families, representatives of ‘risk groups’) is essential for implementing the strategy of the civilization’s sustainable development. It has been shown that social and pedagogical activity in the context of sustainable development should contribute to the development of the individual (as a key element of the social community of any level) as the subject of life, capable of preventing and solving life problems as well as responsible social subject, representative of family, community, nation, civilization, who is ready to consolidate efforts for sustainable progressive development of society. It has been proved that an important condition for the effectiveness of social and pedagogical activity to stimulate social groups to sustainable development is the creation of a spiritually full stimulating and creative environment in various social spheres, which would contribute to the spiritual-creative, personal-social and subjective development of various social groups’ representatives, stimulate them to self-organization and self-management, encourage to create their own living space. It has been shown in the study that future social pedagogues and workers should gain the skills to create spiritually full stimulating and creative environment with a view to promote sustainable development of social groups during their professional training at the university. There have been revealed the essence and components of spiritually full stimulating and creative environment (namely, socio-psychological, spiritual-value, creative-activity, developing-subjective, resource), which are invariant for creation of such environment, both in the process of professional training of future social pedagogues and workers and during their professional work in various social spheres. Methodological foundations, ways and indices of the creation of spiritually full stimulating and creative environment as well as the conditions for its effective functioning are determined. There also have been shown the elements of the experience of establishing such atmosphere by students future social pedagogues in the process of practice and volunteering in various social spheres. It has been proved that such activities have positive holistic impact on the representatives of various social groups stimulating them to their own self-improvement as well as to individual and joint activity for improving social life.

Objective: The social work profession, by its very nature, interacts with people with many different characteristics. Individuals are directly or indirectly affected by the decisions made by the social worker. Social work is one of the branches of service that aims to provide social justice and social peace for individuals, families, groups, and communities. The probability of encountering ethical dilemmas in the service models offered by social workers is quite high. The values and ethical principles of the social work profession are very important for social workers to solve this dilemma. In this study, it is aimed to determine the attitudes of social workers toward the ethical dilemmas they encounter within the ministries they work. Methods: Social workers of active duty in 81 provinces were included. It was designed in the general survey model. In the study, The Nathanson and Giffords Social Work Ethics Scale and a sociodemographic information form prepared by the researchers were used. The collected data were analyzed with the Statistical Package for Social Sciences program. Results: The results indicated that women have higher dilemma-solving skills than men; similarly the professionals working in the Ministry of Health have higher dilemma-solving skills than those working in the Ministry of Family and Social Services. In addition, it was observed that these skills decreased as the age and years of experience increased. Conclusion: In the light of the results, recommendations are made for a broader range of ethics education and training for social workers, and the importance of keeping an updated professional knowledge through academic activities is emphasized. Cite this article as: Şahin AB, Ozdemir Y, Atak I, Artan T. Evaluating the attitudes of social workers towards ethical dilemmas in Turkey. Arch Health Sci Res. 2023;10(3):181-185.