Training Of Future Social Workers Research Articles

DEVELOPMENT OF YOUTH WORK IN INSTITUTIONS OF HIGHER EDUCATION: ACADEMIC, SCIENTIFIC AND APPLIED ASPECTS

The article reveals the peculiarities of the development of youth work in institutions of higher education.Youth work is a promising field of professional activity with young people, which requires the development of training and employment of youth workers, the level of popularization of youth work in all regions and cities of Ukraine.The development of youth policy, youth work in institutions of higher education has academic and applied aspects and has gone from an educational discipline to scientific and practical developments.Using the example of Pavlo Tychyna Uman State Pedagogical University, the history of the development of youth policy, youth work from academic discipline to scientific and practical developments is covered. In particular, since 2018, the educational and professional program «Social work (Youth work)» has been implemented at the second level of higher education «master» in the specialty «231 Social work».In the context of the development of youth policy as an educational component, later – a separate educational program, there was a vital need to conduct scientific research in this direction. Initially, these were studies on the history of youth work. Subsequently, the historical-pedagogical vector of research was expanded by scientific investigations into the theory and practice of social work, particularly youth work. Scientific research in the field of youth work, youth policy within the educational and scientific program «Social Work» of the third (educational and scientific) level of higher education (specialty 231 «Social Work», educational degree «Doctor of Philosophy») and scientific program deserve special attention «Theoretical and methodological foundations of training future social workers for youth work» (specialty 231 «Social work», scientific level «Doctor of Sciences»).In 2018, the youth center «START» was established at Pavlo Tychyna Uman State Pedagogical University. The purpose of the center's activity is comprehensive development and self-realization of youth in various spheres of social life, disclosure of their potential, protection of interests and rights, promotion of social formation and development, professional orientation and organization of meaningful leisure time, support of talented, gifted youth.The authors, on the basis of the theory and practice of youth work, taking into account the suggestions of stakeholders, determined the prospects for the academic, scientific and applied aspects of the youth policy in the context of the development of social youth policy in Ukraine.

Training of future social workers based on competence-based methodology

Training of future social workers based on competence-based methodology

SOCIAL AND PEDAGOGICAL TECHNOLOGIES WORK IN COMMUNITIES

and social work. She investigates the role and significance of the use of technologies in socio-pedagogical practice, as well as their impact on the quality of personality of social work clients.The article also highlights important aspects of professional training of future social workers to use technologies in their work, as well as challenges and opportunities created due to their implementation. That is why the article is relevant for social workers in the community, students and researchers who are interested in the issues of the modern socio-pedagogical sphere.This article is devoted to the role and importance of social work in communities in modern society. It examines the main aspects of social work aimed at improving the quality of life and well-being of various social groups, including the vulnerable and the needy.The article analyzes the roles and functions of social workers in communities, their methods and tools, as well as the importance of cooperation with other services and organizations to achieve successful results. It also emphasizes ethical aspects and principles that guide social work in communities.This article is a useful source of information for social work professionals, students, researchers, and anyone interested in community social work and its importance for sustainable societal development. It was established that the main method of social work is work in the community. An important feature of social work in the community is the spontaneous combination of ordinary citizens as a moral obligation and the desire to do good work with the professional activity of social workers. All this is an important experience for social workers working in the community.
 Keywords: technologies; socio-pedagogical technologies; social worker; volunteering; community; counseling; training; social animation; disability; monitoring.

MODEL OF SOFT SKILLS FORMATION OF SOCIAL WORKERS IN THE CONDITIONS OF AN INSTITUTION OF HIGHER EDUCATION

Abstract. The article analyzes the holistic process of forming soft skills of future social workers in higher education institutions; summarizes scientific and methodological developments in the formation of soft skills of students; defines the structural and functional model of soft skills formation in future social workers in the context of professional training; characterizes the set of basic structural blocks of the structural and functional model of soft skills formation of future social workers, namely target, content, theoretical and methodological. The content of each of the blocks identified in the model is briefly described. The factors that cause the problematic nature of building a model for the formation of soft skills are indicated. The characteristic features of professional training of social workers in higher education institutions are indicated. It is noted that the unity of all structural blocks in the structural and functional model of soft skills formation ensures the integrity of the professional training of future social workers in the educational process of higher education institutions. The article will be useful for students and teachers who are interested in the professional development of social workers.

Modern didactic methods in the formation of moral values and training of future social workers

Modern didactic methods in the formation of moral values and training of future social workers

Psychological features of training future social workers

Social work belongs to professions that have emerged and established themselves to meet urgent societal needs. The purpose of specialists in this field is not only to create necessary conditions for the social protection of people, groups, and communities but also to foster their ability to build their lives and mobilize internal resources to overcome life crises. The article aims to characterize the practical significance and types of social work while exploring the essence of psychological aspects in the professional activity of social workers. The main directions of the article are to investigate the interrelation between social work and psychology and to clarify the psychological features of education for future social workers. Several research methods were employed, including general scientific methods such as synthesis, analysis, deduction, and induction, which helped determine the research goal and conduct the analytical processing of scientific sources. It enabled the structuring of available domestic and foreign literature on psychological and social work matters and the historiographic and retrospective methods. The research findings reveal vital theoretical aspects of psychological preparation for future social workers during their educational process. The study of scientific-practical materials allowed identifying essential trends in training for social work professionals.

Professional training of future social workers in the face of instability

Professional training of future social workers in the face of instability

НАВЧАЛЬНО-МЕТОДИЧНЕ ЗАБЕПЕЧЕННЯ ПІДГОТОВКИ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ ДО МОЛОДІЖНОЇ РОБОТИ (З ДОСВІДУ УМАНСЬКОГО ДЕРЖАВНОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ ПАВЛА ТИЧИНИ)

The article notes that educational and methodological support of training future social workers for youth work is an important component of the educational process in a higher education institution. It was determined that the training of future social workers is carried out in accordance with state standards of higher education, educational programs, curricula for the educational levels of bachelor, master, doctor of philosophy. The purpose of the article is to carry out an analysis of educational and methodological support for the preparation of future social workers for youth work. The research used such methods as: analysis, comparison and generalization of scientific, educational, educational and methodological sources on the researched problem,The article highlights the educational components that meet and provide program results and competencies for training future social workers for youth work, among them: youth in modern society, youth policy, social youth policy, theoretical and practical foundations of youth work, theory and practice of youth work , youth work in the field of leisure and volunteering, organization and infrastructure of youth work, training technologies in youth work and others. It was concluded that educational and methodological support for the training of future social workers for youth work at Pavlo Tychyna Uman State Pedagogical University is carried out in accordance with the current regulatory and legal acts of the state and local levels.

Features of the training of specialists in the social and pedagogical sphere for the prevention of deviant behavior of minor children: foreign and ukrainian experience

Modern social and economic and socio-pedagogical realities in Ukraine have put on the agenda the necessity and expediency of purposeful training of future social workers and social pedagogues to prevent deviant behavior of minors. After all, the presence of deviant forms of behavior among minors, as the most vulnerable socio-demographic group, poses a threat to the stability, security and progress of society. Therefore, prevention, early detection, localization of antisocial phenomena, minimizing their negative consequences and creating optimally favorable conditions for successful socialization of the individual should become a priority area of activity of specialists whose professional activities are related to children and youth. The author substantiates the feasibility of a systematic approach to improving the professional training of future specialists in the social and pedagogical sphere in the context of global priorities of social work and the modern interpretation of the mission of social and pedagogical activity as an important mechanism for the implementation of social policy tasks regarding the creation of favorable conditions for life, life support and life fulfillment of all members of society and humanization of the system of social relations. The mechanism of ensuring the cognitive-technological component of the readiness of future specialists to combine the resources and efforts of all socio-pedagogical institutions in order to create optimally favorable conditions for the socialization and social education of minors and the use of innovative models and technologies for the prevention and prevention of deviant behavior in them is revealed. Possibilities of improving educational and professional programs for training future social work specialists and social pedagogues to carry out preventive work in the children's and youth environment, relying on the strengths and resources of civil society, social institutions, territorial communities, pedagogical teams, parents, family members, public and volunteer associations.

THE BASIS FOR EFFECTIVE COMMUNICATION OF SOCIAL WORK STUDENTS IN CONDITIONS OF BLENDED LEARNING

The article highlights the problem of ensuring the training of future social workers for effective communication in conditions of blended learning. On the basis of the analysis of scientific sources and own research, approaches to understanding the concept of "role competence" have been revealed. The role competence of future social workers is defined as an integral characteristic of the personality of a specialist in the social sphere, which has such components as role variability, role flexibility, role depth and the ability to resolve role conflicts. It is noted that the development of these components is a condition for effective communication of students majoring in social work.
 An empirical study is described, the purpose of which is to determine the components of the role competence of future social workers to promote the formation of effective communication in conditions of blended learning. Both the components of role competence and the strategies of their formation are considered, namely: eagerness for new experience and the ability of the person to perform various social roles.
 The relationship between formal and informal roles connected with industrial, family, social, political, and friendly relations is revealed. It has been proven that success in each of them is a guarantee of overall success and satisfaction with one's life.
 An important factor of adaptation and successfulness is the ability of an individual to perform various social roles.
 A necessary condition for the role competence formation is interpersonal interaction because it is in the process of communication that a person gets information about role expectations, the compliance of their own patterns of behavior with certain social statuses and roles the person performs.
 It is proved that in the conditions of blended learning, important factors in the development of students’ role competence are innovative teaching methods, such as trainings, situational exercises, and role-model games, which are used by teachers in the process of their professional training.

Algorithmic decision-making in social work practice and pedagogy: confronting the competency/critique dilemma

ABSTRACT The world is experiencing an accelerating digital transformation. One aspect of this is the implementation of algorithmic decision-making, often supported by Artificial Intelligence. Algorithmic systems have the potential to change the meaning of critical elements of the engagement between social workers and people who need support. At the same time, social workers are increasingly being required by their agencies to integrate such abstracting technologies and techniques evermore comprehensively into their professional practice. This integration also creates tensions for training future social workers. It requires on the one hand directly responding to an old but intensifying tension between training students technically, and, on the other, providing the pedagogical tools for finding some critical distance from those same technologies and techniques. The article works through this tension of technique/critique, and a second associated tension between deploying technologies of mediated engagement and being present ‘in the room’ (presence/mediation). The consequences of how both tensions are handled, we suggest, are being intensified through the technologization of service-delivery. The article suggests ways of approaching a technical-critical pedagogy that responds to this complexity by being practice-embedded and theoretically engaged.

The pandemic as an opportunity for learning and improving the students' reflective learning strategies in the field of social work. Reflections based on an Italian case study

ABSTRACT The Covid-19 pandemic has been an important challenge for the training of students of university social service courses, especially with regard to internship activities. The need to define quality training projects, even during a pandemic, has given rise to numerous forms of experimentation and innovation in universities around the world, many of which have proved useful and effective in ensuring high levels of training during the health emergency. Now that the most critical phase of the pandemic seems to be behind us, it is important to reflect on how the new, reflective attitude toward the practical training of future professionals and the activities of the last two years, can become part of the knowledge in the field of practical training of future social workers, even in a non-emergency scenario. This article offers some reflections on the critical issues, resources, and new opportunities that arose concerning practical training, in particular on how the students’ reflective learning strategies in their approach to social work during the Covid-19 pandemic could be improved, starting with the results of research carried out in Italy, during the Degree Course in Social Sciences and Social Services at the Ca’ Foscari University of Venice. The research, conducted through the combination of a survey and some qualitative research tools, involved university internship tutors, supervising social workers at social service institutions in the area, and students who were confronted with the need for practical training during the pandemic.

Коучинг у діяльності викладача закладу вищої освіти: специфіка, інструменти, труднощі сприйняття та використання

The article discusses coaching as an innovative technology of personally oriented training in the process of professional education of future specialists in social work, which is relevant and promising and meets the social risks of today. Coaching is characterized as a style of educational interaction, which makes it possible to justify its use as a pedagogical technology in the professional training of future social workers, since coaching and social work, as self-sufficient professional practices, are at the same time complementary to a certain extent, identical in terms of value and meaning contexts of their application, and precisely for the purpose of supporting a person in his life activities. The specific ways of applying coaching by teachers are revealed, as well as some potentially problematic points related to their perception of the essence of the coaching approach and the features of its inclusion in activities, in particular: the lack of a generally accepted definition of coaching, the difficulty of distinguishing it from other types of activities regarding the provision of support in difficult situations or focused on expanding human capabilities, the teacher’s awareness of his area of competence. The functions of a teacher who uses coaching techniques are highlighted, which include promoting awareness and accepting responsibility for solving a specific task, helping the student initiate and deepen reflection on the activity he is carrying out, helping the student eliminate internal obstacles to increase and realize his potential. The basic tools of coaching are defined: control, educational, developmental, open, effective (advancing) questions, as well as the ability to listen, the teacher’s role position, an individual approach in working with students.

Особенности развития профессиональной коммуникации у будущих специалистов социальной работы

The article defines professional communication. It is postulated that the term «professional communication» is extremely ambiguous and vague, but at the same time quite voluminous. Three main functions of professional communication are described: interactive, communicative, perceptual. It is established that professional communication of a social work specialist is regarded as the interaction of a social worker and a recipient of social services, which is generated by the goals and content of their joint activities. The work singles out the main components in the structure of professional communication: cognitive, reflective, motivational-need, activity. The specific features of professional communication among future social work specialists are determined: multilayer communication, variability of communicative interaction, the ability to master different methods of communicative influence and adequately use them, the need to create conditions for effective communication. It is substantiated that the development of professional communication is an integral component of the training of future social workers, and the importance of this process is proved. The scientific novelty of the article lies in the fact that considered the process of development of professional communication, identified the features and ways of forming the skills of effective professional communication at the university on the example of training future social work specialists.

Peculiarities of self efficacy of future socil workers with didderent types of attitudes towards other people

The article presents the empirical results of the study of the features of self-efficacy of future social workers depending on the type of attitude towards other people. Insufficient indicators of general, activity and social self-efficacy for a significant number of future social service specialists were found, with a downward trend in recent years. The data on the peculiarities of the self-efficacy of the subjects depending on gender, age and work experience in social services are presented. It was established that the self-efficacy indicators of male subjects are generally higher than those of women, although self-efficacy indicators become lower among future social workers who are older; 2) future male specialists who had working experience in social services have lower social self-efficacy than future female specialists.
 Groups of future social workers with different types of attitudes toward other people (active-positive, situational-subjective, functional-business, neutral-indifferent, hidden-negative) were identified and characterized. It is shown that the active-positive type of attitude towards other people, which is professionally significant for future social service specialists, is characteristic of only a small number of them.
 The peculiarities of the manifestation of self-efficacy depending on the type of attitude of future specialists towards other people are determined; in particular, the highest indicators of self-efficacy in the case of an active-positive type of attitude and the lowest - hidden-negative type.
 It is noted that the obtained results can be used both in the psychological training of future social workers and during the psychological support of their professional activities.

The Problems of Professional Training of Future Social Workers for Research Activities

This theoretical article analyzes the positive and negative aspects of research activities of future social workers during their professional training in Ukraine. The purpose of the article is to determine and quantify the subjective level of readiness of students for research work and against the background of generalizations of foreign experience to outline the range of methodological and organizational problems of research training of future social workers in Ukraine. We chose practical methods (sociological survey of a random demonstrative sample of students, teachers and social workers) and theoretical (thematic, structural, problem, critical types of analysis, generalization and comparison). The article proves: a) Ukrainian students show low readiness for research work, but a positive attitude to participate in it in terms of improving methodological, organizational and motivational conditions; b) global trends in the research activities of social workers are focused on current practice, constant exchange of interinstitutional experience, use multimodal methods of data collection and analysis (in microgroups, social networks, the use of big data), etc.; c) the main shortcomings of such work in Ukraine are excessive theoreticality, insufficient methodological training, attachment to specific disciplines, insufficient stimulation of students; d) among positive sides there is a gradual introduction of alternative forms of scientific work and scientific and practical activities outside the educational institution. The results of the study may be of interest to reformers of social worker training in the educational institutions of the developing countries; specialists in typological and comparative study of humanities education in different countries and their socio-economic regions.

TRAINING OF FUTURE SOCIAL WORKERS TO WORK WITH DIFFERENT GROUPS OF CLIENTS: FROM WORK EXPERIENCE

The article examines the currently relevant problem of future social workers’ training to work with various groups of clients. It highlights the content, forms and methods of theoretical and practical training. The purpose of the article has been substantiated - to highlight the analysis of theoretical and practical training of future social workers, which consists of the shaping of deep knowledge of social work technologies, in ensuring that students of higher education acquire a set of special theoretical knowledge, as well as practical skills for the further work of future social workers. Positive practices in future specialists’ training to work with different groups of clients have been indicated. It was revealed that the problem of preparing future social workers to work with different groups of clients is particularly acute in today's realities because there is an urgent need for specialists in the social sphere in war conditions. It has been emphasized that the spectrum of future social workers’ employment is quite extensive - from the need for volunteer activities to working with different categories of clients (forced migrants, military personnel, singles, elderly people, persons without a fixed place of residence, women, drug and alcohol addicts, etc.)The preparation of future social workers to work with different groups of clients has been considered taking into account the problems of today, the structure of the course "Social work with different groups of clients", its purpose, tasks, the problem of general and professional competences shaping), program learning outcomes (the ability to use methods of social diagnostics) are outlined in the process of assessing problems, needs, specific characteristics and resources of clients; establish and maintain relationships with clients on the basis of mutual trust and in accordance with ethical principles and standards of social work, provide them with psychological support and engaging clients), as well as methodological support.

INNOVATION AS A FACTOR OF QUALITATIVE CHANGES IN SOCIAL WORK AND SOCIAL EDUCATION

The article describes various aspects of the problem of improving the quality of social services and the effectiveness of the training of social workers in institutions of higher education. The essence of innovation as a factor of qualitative changes in the educational and social spheres has been clarified. The peculiarities of the implementation of social work innovations are characterized in accordance with the identified promising areas (initiative of service recipients, competition in the field of social service provision, support of the state or territorial community, availability of resources). The interrelationship of social work innovations with educational innovations and other traditional methods and forms of classroom and extracurricular educational and social-educational activities is substantiated. The expediency of combining innovative and traditional methods and forms of organization of the educational process of training social workers in institutions of higher education has been proven. Taking into account the general logic of the organization of the training of future social workers, attention is focused on selected subjects (collective involvement, group involvement, individual involvement) and the function of ensuring the quality of the educational process (normative-methodical support, scientific-research support, practical-practical support). The main methods and forms of organizing classroom and extracurricular educational and social-educational activities of students, which affect the effectiveness and optimality of application to improve the quality of education in the field of social work, are specified.

EXPERIENCE OF TRAINING SOCIAL WORKERS IN THE CONDITIONS OF BLENDED LEARNING

The article is devoted to the problems of using a blended training scheme in the process of training future social workers studying for a master degree. The article analyzes the views of domestic and foreign scientists regarding blended training. This form of training is implemented for use in the Classroom. Practical experience in the implementation of mixed learning in classes from the course «Innovative methods of social work», developed for masters ‒ future managers of the social sphere, is presented. The urgency of the problem under consideration becomes especially important in critical situations that have arisen in our country in connection with quarantine restrictions and martial law. The article considers the possibilities of using computer technologies in the educational process in parallel with the traditional form of education. Advantages and disadvantages of a mixed form of education are considered. The purpose of the article is to present the practical experience of implementing blended learning in classes in the training of future social workers, taking into account its advantages. To achieve the goal, such research methods as analysis, structuring, synthesis, systematization, comparison and generalization of basic theoretical concepts of scientific literature on research problems are used. We also apllied observation of the pedagogical process, pedagogical experiment, survey and mathematical processing of research results. The innovative result of the introduction of a mixed form of education into the initial process is the formation of a new model of the organization of education, which requires a complete revision of the content and methodology of education.

APPLICATION OF BILINGUAL WORKSHOP BOOK WITHIN PROFESSIONAL TRAINING OF FUTURE SOCIAL WORKERS

This article highlights the relevance of applying a bilingual workshop book in terms of professional training of future social workers. Emphasis is placed on both theoretical and practical training while studying special subjects in native and English languages.
 The scientists whose works were analyzed and became the basis for the development of the workshop book are mentioned, given that there are almost no educational and methodological publications on a bilingual basis in Ukraine for training specialists in a certain field.
 In the course of presenting the main material of the study, the application of the "Workshop book: social sphere" by students of the first (bachelor's) level of the specialty 231 "Social Work" and the second (master's) level of the specialty 231 "Social Work. Social Pedagogy" of Zhytomyr Ivan Franko State University was considered.
 These results are highlighted in accordance with the sections of the workshop book. The "Terminological Dictionary" section contains information on the interpretation of terms in Ukrainian and English and additional interpretation of their essence and content, which gives a student an opportunity to choose the most accessible, understandable option for himself/herself. Attention is focused on the fact that the presented terms and expressions are the basis and components of the study of various educational subjects in the specified specialties. The subject "Introduction to the specialty" was taken as the basis for studying the terms. Each student has the prospect of learning terms in English and their further usage on bilingual classes.
 The "Grammar guide" section presents classifications of sentence types and schemes, the word order in them, the rules for using parts of speech, irregular verbs, time forms schemes, a system of abbreviations, word combinations of the most used words, etc. It may help students, lecturers and scientists to expand the spectrum of theoretical and practical assets.
 The main part of the workshop book is a practical section contains a list of different types of exercises in Ukrainian and English to be used on special subjects’ classes on the example of the subject "Introduction to Specialty". The article also presents the thematic educational plan, the structure of the specified educational subject, as well as the algorithm for processing various components of educational and methodological support.
 In the Conclusions, the logical coverage of the terminological dictionary, the grammar guide and the list of practical tasks in the Ukrainian and English languages are presented as well as the prospects for expansion, increase in the description of terms, and practical tasks during the study of special subjects within the specialties 231 "Social Work", "Social Work. Social Pedagogy" is described.