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Journal articles on the topic 'Social work training institution'
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1
Nahshal, Maha, and Reem Abdulbaqi. "Difficulties and Challenges facing Social Work Students during Field Training in Educational Institutions at Saudi Arabia: A qualitative study." Journal of Umm Al-Qura University for Social Sciences 13, no. 4 (December 28, 2021): 1–22. http://dx.doi.org/10.54940/ss46017570.
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Despite the emphasis on enhancing field training process in social work, there are many difficulties and challenges arise because of various complex factors. This Qualitative study used a purposeful sample of 12 students to explore the difficulties that are facing social work students during field training at educational institutions. The results revealed several difficulties. First, training institution obstacles, such as: the small size of the training institution, lack of care, and cleanliness of the school in general, and lack of capabilities to provide activities and trainings. Second, obstacles related to school management which are schools unwillingness to receive trainees, preventing trainees from mixing with the students or interfering to solve the students’ problems, and lack of institution recognition about the importance of training. Third, obstacles associated with the student counselor such as lack of specialized counselors, lack of innate and acquired qualities of the counselor, and lack of interest and seriousness in trainees and training. Finally, obstacles related to the trainees themselves were difficulties in applying theoretical framework to the field, inability in dealing with students, lack of skills and knowledge, and lack of innate and acquired qualities of the profession.
2
Ustyanceva, Anastasiya D. "FAMILY AS OBJECT OF SOCIAL WORK." Yugra State University Bulletin 13, no. 1-1 (March 15, 2017): 91–95. http://dx.doi.org/10.17816/byusu2017131-191-95.
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Article is devoted to a problem of training of specialists having higher education in the field of social work with a family, taking into account the type of a family, its features. The author reveals the concept “family”, various typologies of families are considered. Need for taking into consideration specifics of a typology of families is emphasized when training bachelors of social work in higher education institution.
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Adamovych, Iryna, and Olena Kulinich. "METHODICAL WORK IN THE EXPERIMENTAL INSTITUTION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 16–19. http://dx.doi.org/10.24144/2524-0609.2021.49.16-19.
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The analysis of social trends in the field of education shows an increase in the requirements for the teacher’s professional competence and personal qualities. The purpose of the article is to determine in experimental conditions the content of the methodical service of the educational institution to solve problems and increase the effectiveness of its work. The article reveals the content of the organization of the system of continuous professional and pedagogical education in a particular general educational institution in the conditions of experiment. Based on the activities in the process of research and experimental work, the institution has developed the Concept of social-pedagogical projecting of the developmental and educational process of the secondary school. The systematic work is planned to increase the level of professional competence of pedagogical staff of educational institutions: optimization of self-education processes, diversification of forms of scientific and methodological work, intensification of processes of continuous professional training. That is why the system of internal methodical work is one of the school priorities, the main task of which is the systematic collective and individual activities of teachers aimed at improving their scientific-theoretical, general cultural level, psychological and pedagogical training and professional skills. During the research the main emphasis was placed on the problem-target, as well as system-structural methods of processing and analysis of scientific achievements, generalization and comparison, as well as on the diagnostic method. Important semantic transformations in the education system require solving the problem of the quality of growth of professional competence of a pedagogical worker who is aware of the importance of social responsibility; is able to formulate and practically implement new pedagogical goals; is a holistic, pivotal figure in the development of students’ life competence. Prospects of the educational institution, its purpose and objectives of educational work are determined using comprehensive psychological and pedagogical diagnostics, professional tools, which further allows to identify problems and potential opportunities of all participants in the educational process, gaps or, conversely, creative, professional and personal potential.
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Yuldashev, Abdulaziz. "INNOVATIVE TECHNOLOGIES OF SOCIAL WORK IN EDUCATIONAL INSTITUTIONS." Oriental Journal of Social Sciences 02, no. 06 (June 1, 2022): 103–11. http://dx.doi.org/10.37547/supsci-ojss-02-03-14.
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The article discusses the innovations in the mechanisms of continuing education, ie in preschool education, general secondary education, academic lyceum, secondary special vocational education and higher education, higher education. The curricula of subjects taught in further education are based on the best traditions of teaching and educating the individual in innovative technologies of social work, in the development or improvement of the existing mechanism to ensure the sustainable development of the system of educational institutions. la coverage was analyzed. It also provides conclusions and recommendations for achieving personal excellence through the formation of professional competencies in the training and education of future professionals.
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Trubnik, Inna. "Social and Psychological Training as a Means of Development of Communicative Abilities of Future Specialists in the Social Sphere." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 233–39. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-233-239.
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Social and psychological training as a kind of active training can be used in the training of specialists in the social sphere. It is aimed at increasing of psychological culture of communication which is one of components of the professional activity of social workers and social security specialists (specialties such as 231 «Social work», 232 «Social security»). The author outlines the factors of the efficient conduct of the training work, the basic principles of training sessions’ formations, the general rules of training participants’ behavior. The article substantiates the need to develop the communicative abilities of future social workers at the stage of professional training in a higher education institution (within the framework of studying the discipline «Social and communicative development of personality»), defines the content and methods, offers guidelines for conducting trainings and the topics of training sessions. The analysis of the results of experimental work proves the effectiveness of using social and psychological training as a means of developing the communicative abilities of future specialists in the social sphere, confirms the activity and interest of students in trainings participation.
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Domínguez Urdanivia, Yideira, Adalia Lisett Rojas Valladares, and Elizabeth Díaz Vera. "Career-educational institution relationships in initial teacher training." Revista Metropolitana de Ciencias Aplicadas 3, no. 3 (September 1, 2020): 228–33. http://dx.doi.org/10.62452/gykhch21.
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The university, based on its social responsibility, becomes a dynamic and complex institution that establishes relationships and interactions with the environment, which are necessary for inter-institutional development with different organizations, which allow it to establish alliances and action commitments from different scenarios. The relationship of the university with educational institutions, as part of teacher training, is significant, taking into account that both institutions share the social and educational function, which implies collaborative work. In this article, an analysis of the relationships between the University and educational institutions is shown, for the initial training of teachers, as a space for the development of the designed curriculum and teacher professional development, seeking a shared commitment and reciprocal benefit to ensure the satisfaction of mutual needs and interests
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Kochubey, Tetiana. "REVIEW for a collective monograph «PSYCHOLOGICAL SUPPORT AND SOCIO-PEDAGOGICAL WORK IN EDUCATION: THEORY AND PRACTICE» (2020)." Social work and social education, no. 2(7) (September 29, 2021): 380–83. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244879.
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Review of the collective monograph «Psychological support and socio-pedagogical work in education: theory and practice», which is the result of cooperation of higher education institutions, institutions of general secondary education, health and recreation institutions in the theoretical generalization and coverage of practical experience of psychological support and social – pedagogical patronage of participants in the educational process, as well as the relevant specialists training. The monograph is classified by the topics: «Professional training of future specialists in socionomic professions in a higher education institution», «Social and psychological support for people with disabilities», «Innovative socio-pedagogical technologies in terms of health and recreation».
The scientific publication will be useful for teachers and students of higher education institutions, teachers, social educators, psychologists, social workers, teachers-organizers, as well as help to find effective ways to improve social policy and social work.
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Kham, Van Tran. "Challenges for social work Education in Vietnam: Voice of social work students." Social Work and Social Sciences Review 18, no. 2 (May 5, 2016): 7–24. http://dx.doi.org/10.1921/swssr.v18i2.901.
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In the early 1990s, some academic institutions in Vietnam introduced the subject of social work into their curricula and began training students in related programs. The training was, however, not internally coherent, and social work education in Vietnam only really emerged in Vietnam in 2004, when the Ministry of Education and Training approved the national curriculum in the field. In 2010, the government of Vietnam recognized the urgent need for social work professionals to solve various social problems and build public welfare, democracy, and the socialist state. Since then, Vietnam’s social work education has developed rapidly. Currently there are around 55 universities and colleges at the national and provincial levels with active social work programs. But social work education in Vietnam faces many challenges. This paper gives voice to social work students on some of those challenges, including different layers of educators, licensing, materials, and practicum. The paper is based on a survey of, and interviews with, students from 17 universities in Vietnam, and includes concrete recommendations for improving the professional training of social work students.
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Korniat, Vira. "PRACTICAL COMPONENT IN THE PROCESS OF PROFESSIONAL TRAINING OF THE SOCIAL SPHERE SPECIALISTS." Continuing Professional Education: Theory and Practice, no. 2 (2022): 29–35. http://dx.doi.org/10.28925/1609-8595.2022.2.3.
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The article analyzes and characterizes the peculiarities of the organization of practice in the process of professional training of social work specialists in higher education institutions. It is determined that the process of professional training of any specialist is a reflection of changes and changes in society. High-quality professional training of social specialists also contributes to the establishment of the profession itself, and the competence of the specialist affects the effectiveness of social work. The essence of practice as the main component of professionalism, personal and professional growth of the future specialist in the social sphere is considered. Difficulties in organizing the internship are emphasized (lack of a social worker as a specialist or lack of appropriate professional education, unclear definition of his professional responsibilities, inconsistency of the general activities of the social institution and the content of the social worker's professional activities, unwillingness to hire students). Forms and methods of working with students at the stage of choosing the base of practice (meetings-presentations in the institution councils, independent work, volunteering) are offered. The basic principles of organization of practice are defined and characterized (feedback of theoretical training and practice, consistency, continuity, dynamism, field functionality, perspective, freedom of choice, cooperation). Further prospects of research of use of various organizational forms for formation of professional competence of experts of social sphere, in particular its practical component are offered.
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Polishchuk, Vira. "FORMATION OF SOCIAL RESPONSIBILITY IN FUTURE SOCIAL WORK SPECIALISTS: A SYSTEMATIC APPROACH." Social work and social education, no. 2(9) (November 21, 2022): 281–88. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267364.
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The article reveals the growing role of professionally determined personal qualities of social work specialists in solving complex tasks of social policy and social work practice in modern Ukrainian realities at the macro-, meso- and micro-levels with different categories of the population; the potential possibilities of a systemic approach to the interpretation of the essence of social responsibility and the analysis of the leading methods and technologies of its formation among future social work specialists in the process of their professional training at a higher education institution are revealed.The purpose of the article is to analyze the possibilities of a systematic approach to the formation of social responsibility of future social work specialists in the process of their professional training under the educational program "Social Work" of the specialty 231 "Social Work" of the first (bachelor's) level of higher education and to reveal the practical level of implementation of this task through the lectures of the department of social work and management of socio-cultural activities of Ternopil V. Hnatyuk National Pedagogical University.In the practical context, the pedagogical conditions that determine the success of the formation of social responsibility among future social workers in higher education institutions are substantiated: awareness of the motivational attitude of future social workers towards the formation of social responsibility; improvement of content and technological support of the educational process; provision of active self-development and self-improvement of future specialists through the use and integration of innovative pedagogical technologies in the educational process of higher education.Research methods are as follows: systematization of theoretical provisions for the scientific substantiation of theoretical and practical aspects of the formation of social responsibility of future social specialists.
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Yurkiv, Yaroslava. "The environmental component of the system of professional training of future social teachers and social workers to work with vulnerable categories of the population." Social pedagogy: theory and practice, no. 2 (2023): 66–74. http://dx.doi.org/10.12958/1817-3764-2023-2-66-74.
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The article provides a meaningful description of the environmental component of the system of professional training of future social teachers and social workers to work with vulnerable categories of the population. The environmental component is represented by the internal side of the institution of higher education, within which it becomes possible to achieve the goal of the system – the formation of professional readiness of future social teachers and social workers to work with vulnerable categories of the population. It includes (administrative and teaching staff of the departments, heads of practices, advisors (curators of academic groups), representatives of student self-government bodies, various structural units and services of the university such as social units, career development, psychological recovery and adaptation, development of leadership skills, development of creative skills, informational, inclusive, etc.). The environmental component is also represented by the external side of the institution of higher education, within which it becomes possible to achieve the goal of the system – the formation of professional readiness of future social teachers and social workers to work with vulnerable categories of the population. It includes individuals, various social institutions: institutions of education, health care, social protection, internal affairs bodies, service for children, centres of social services for families, children and youth, territorial centres of social services for pensioners and single citizens unable to work, centres employment, centres for professional, medical and social rehabilitation of the disabled, geriatric institutions, shelters for minors, centres for socio-psychological rehabilitation of minors, night shelters for homeless citizens, registration centres for homeless citizens, social hotels, territorial social service centres (provision of social services), military parts, charitable, public, volunteer organizations, foundations, etc.).
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Koliada, Nataliia, Nataliia Levchenko, and Oksana Zabolotna. "TRAINING OF DOCTORS OF PHILOSOPHY IN SOCIAL WORK IN UKRAINE: FIRST EXPERIENCE AND DEVELOPMENT PROSPECTS." Social work and social education, no. 2(7) (September 29, 2021): 308–22. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244872.
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The article describes the experience of training doctors of philosophy in social work in Ukraine.
It was found that in the context of the academization of a new scientific specialty, which appeared in the list of specialties in 2015, there was a need for scientific and methodological support for training highly qualified personnel – doctors of philosophy and doctors of science in specialty 231 «Social Work».
Training of doctors of philosophy in social work is aimed at training an intelligent, informed, self-identified, competitive, integrated into society specialist capable of producing new ideas, solving complex problems in the field of professional scientific-pedagogical and research-innovative activities, demonstrating significant authority, high degree of independence, academic and professional integrity, consistent commitment to the development of new ideas or processes in the advanced contexts of professional and scientific activities, mastery of their methodology; deeply rethink existing and create new holistic knowledge; capable of continuous self-development and self-improvement, development of professional scientific-pedagogical and research-innovative activity in the field of social work.
The authors analyzed educational and scientific programs (2019, 2020, 2021) in the specialty 231 «Social Work» of the third (educational and scientific) level, posted on the official websites of institutions 1 scientific institution and 11 institutions of higher education of public and private ownership. The analysis shows significant differences in the important components of the Descriptions of educational and scientific programs due, first of all, to the lack of an approved Standard of Higher Education for the third (educational and scientific) level in the specialty 231 «Social Work».
Based on the generalization of the results of scientific and theoretical analysis of the research problem, the main ways to improve the theory and practice of training doctors of philosophy are identified, the prospects for the development of social work as a science and practice are outlined.
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Mulikova, S., and M. Abdakimova. "Current trends in the training of social workers." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 16–23. http://dx.doi.org/10.31489/2020ped4/16-23.
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The analysis of the program and normative documents of the republic in the field of social work showed that the level of training of social workers does not meet the needs of the social services sector. Changes in the so-cio-economic sphere, the attitude of society towards social work, international practice dictate the need for organizing work and training social workers, taking into account the requirements of a professional standard in this field. The presence of a professional standard in social work obliges educational institutions to bring the content of the educational program for the training of social workers in accordance with the requirements of the standard, focusing on the formation of professional competencies. The formation of professional com-petencies and the definition of learning outcomes requires the use of training technology in the educational process — case management. Case management is a technology that reflects the content of the labor function of a social worker.
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Leshchuk, Halyna, and Vira Polishchuk. "POTENTIAL OF DUAL FORM OF EDUCATION IN TRAINING OF FUTURE SPECIALISTS IN SOCIAL WORK." Scientific Journal of Khortytsia National Academy, no. 2023-9 (December 20, 2023): 60–67. http://dx.doi.org/10.51706/2707-3076-2023-9-7.
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The article characterizes dual education as an innovative form of training of qualified specialists, based on the development and deepening of interaction between the professional education system and the professional environment. It is noted that all applied professions have great potential for the use of a dual form of education, in particular, in the field of health care, engineering, economics, tourism, finance and management, and social work. The domestic normative and legal framework of dual education has been analyzed. The experience of Germany, which is the birthplace of dual education, is presented. Traced the process of introducing elements of dual education into the process of training specialists in Ukraine, which began in the mid-2010s with the launch of pilot projects for the training of skilled workers. The advantages and disadvantages of dual education from the point of view of the educational institution, the student and the employer are outlined. The prospects of dual education in the training of social work specialists as representatives of the applied profession are considered. It is emphasized that it is dual education that deepens the connection between theoretical and practical training of future social work specialists, creating conditions for students to learn the laws and principles of professional activity, master the methods and forms of its organization. The article indicates the difficulties and risks that accompany the process of introducing a dual form of education in the training of social workers, in particular: the need to take into account regional aspects of the training of social workers, the unpreparedness of higher education institutions for the introduction of new organizational approaches to education, an undeveloped financing mechanism, the lack of guarantees for the continuation of a graduate’s work at the enterprise, the presence of a full staff of employees, low motivation of education seekers to work in production, lack of mentors at the workplace, etc.
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Petrova, I. "SCIENTIFIC FOUNDATIONS OF STAFF DEVELOPMENT MANAGEMENT OF FORENSIC ORGANIZATIONS." Archives of Criminology and Forensic Sciences 1 (June 16, 2020): 109–19. http://dx.doi.org/10.32353/acfs.1.2020.09.
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Today staff is a key resource that ensures the effectiveness of organization functioning in all areas of activities, therefore its development is an integral part of the organization’s overall strategy. The staff development management system of forensic institutions is based on a set of methods that will ensure the solution of tasks in the field of personnel development, as well as staff’s education, further training, and career advancement. The analysis of foreign and domestic scientific works will enhance the improvement of the terminology that reflects the essence of the management process of workers’ performance in an organization,namely: human resources management, human-factor management, labor management, personnel policy, personnel work, etc .; their detailed characteristic is provided.
The formation of a high-quality and stable staff of a forensic institution is a purposefully selected and organized set of activities and relations between them, which is aimed at improving the efficiency of staff development management in accordance with the institution’s goals. Special attention is paid to the fact that the quality characteristic of staff are those signs that characterize the complex of consumer properties of staff to effective work; quantitative characteristic of staff include the following indicators: qualification, age, work experience, computer skills, knowledge of foreign languages, etc. It is proved that staff development management of a forensic institution always contributes to the effective use of the labor potential of each worker as an individual by increasing his social and professional mobility, whereas vocational training contributes to the general intellectual development of the worker, expands his/her erudition and social circle, strengthens his/her self-confidence. The main tasks of planning and organizing staff development management of forensic institutions are outlined.
A priority issue for increasing the level of staff development of a forensic institution should be acknowledged the internship and further training at leading higher education institutions or scientific institutions, as today technologies and equipment are updating rapidly, therefore, the knowledge that was obtained earlier is gradually becoming obsolete and needed to be constantly updated.
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Romanova, E. V., and T. N. Magera. "Digital technologies in training of builders: Social interaction in the construction industry." Smetno-dogovornaya rabota v stroitel'stve (Estimated and contractual work in construction), no. 2 (February 1, 2022): 59–64. http://dx.doi.org/10.33920/str-01-2202-09.
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The implementation of the programme «Digital economy» and introduction of BIM technologies in construction demands that graduates of construction higher education institutions should to master professional and universal competences at the new digital level. The purpose of this article is the consideration of some universal competences of the graduate of construction higher education institution in the aspect of the development of information-and-communication technologies as well as the also methods of forming of these competences on the example of studying of the discipline "Social interaction in the industry (construction)". The digital technologies, allowing to create skills of the team work and effective interaction within the situation of online communication as well as self-organization methods are listed. The definite task (case), allowing to achieve the stated objectives in their complex is described.
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Faryna, Alona, and Yuliia Lutsiuk. "Humanitarian student’s research work in the pedagogical institution of higher education." Pedagogìčnij časopis Volinì 1(16), no. 2020 (2020): 85–91. http://dx.doi.org/10.29038/2415-8143-2020-01-85-91.
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Relevance of the research topic. The transformations of the third millennium, both in the life of the world community and in Ukraine, necessitated the solution of new problems. This intensified the development of scientific work aimed at ensuring the economic growth of the country, environmental and social protection of different segments of the population. The changes did not bypass the higher education system, which led to the emergence and development of new approaches in clarifying the specifics of students' research work during their studies in the university. Scientific and technological progress has contributed to the growing importance of training young, promising scientific staff. Against this background, the educational process of preparing a future teacher - as the fairway of social development - must also include a research component. Purpose and methods of research. The purpose of the article is to prove the importance of social science research work of students of pedagogical institutions of higher education, to outline examples of such activities in Lutsk Pedagogical College. Research methods: studing of educational, methodological and scientific literature on the problem; analysis of reports on work with gifted students of teachers of the Department of Social Disciplines of Lutsk Pedagogical College; observation of the nature and thematic orientation of scientific achievements of members of the student scientific society. Performance and key findings. The value of the research element in the educational process of pedagogical university is revealed in the article. It is found that qualitative training of specialists should be carried out in the context of the implementation of programs that cover the humanities, fundamental and specialty links, and also necessarily implement the research component. It is stated that one of the research centers for students of Lutsk Pedagogical College is a scientific society engaged in the development of humanitarian character. It has been observed that in the last years the directions of search work of the educational recipients - members of the society - are reduced to the following: past and present of an ancestry; the heroics of the participants of the Dignity Revolution, the anti-terrorist operation and the operation of the Joint Forces in Eastern Ukraine; saving local monuments; gender equality; global problems of society.
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Cherneta , Svitlana, and Olena Bіelkina-Kovalchuk . "TRAINING OF SOCIAL WORK SPECIALISTS FOR THE PROFESSIONAL ACTIVITY ON SOCIAL SERVICES PROVISION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 236–40. http://dx.doi.org/10.24144/2524-0609.2021.49.236-240.
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The problem of training of social work specialists for the professional activity on social services provision has been actualized in the article. The purpose of training social workers in Ukraine is to form a highly educated, highly humane, comprehensively developed personality, who have a high culture and generally meets the qualification characteristic of the profession. The purpose of the article is to characterize the content of professional activity of social work specialists in social services provision. Research methods applied: analysis of scientific literature, normative-legal documents in order to clarify the essence of key concepts of the research; synthesis, comparison and generalization – for determination of the areas of work of a social work specialist in the local community; system-generalizing method – for formulation of competencies and conclusions based on research results; prognostic – for determination of the prospects of improving the system of training social work specialists to provide the social services in the community. The professional activity of a social worker is based on international ethical standards, taking into account the uniqueness of each client, their capabilities and rights, awareness of responsibility for their behavior in a particular situation, the purpose of such activity should be restoring the ability of clients (citizens of the community) to overcome difficult life circumstances on their own. The training of future social work specialists in the higher educational institution is to be aimed at forming their readiness to realization of the functions of professional activity. This readiness is manifested in the formation of relevant competencies, which we will identify and analyze through the prism of the functions of the professional activity of social work specialist in the process of providing social services. It is determined that diagnostic, prognostic, transformative, designing, communicative, organizational, human rights, preventive, psychotherapeutic, promotional, social and pedagogical and social competencies should be formed for performing the functions of professional activity of social work specialists in providing social services. The list of presented functions with the relevant competencies of a social work specialist can be supplemented depending on the purpose, tasks, forms, methods of social work in the process of providing social services in the local community.
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Paygina, E. S. "PROFESSIONAL TRAINING FOR FUTURE BACHELORS IN SOCIAL WORK." Chronos 6, no. 4(54) (March 13, 2021): 18–24. http://dx.doi.org/10.52013/2658-7556-54-4-4.
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The purpose of the work is to theoretically substantiate the system of professional training of futurebachelors of social work and analyze the main trends in modern education in Russia. On the basis of theoretical and empirical research methods, the author presents a comparative characteristic of qualification requirements in federal state educational standards, identifies trends that provide modern professional training for bachelors of social work. The results obtained create the basis for scientific and methodological support of the educational process aimed at optimizing the system of professional training of future bachelors of social work, and can be included in the educational practice of Russian universities that provide professional training for bachelors of social work. The article is addressed to teachers leading the training of students studying in the areas of a social profile, as well as specialists working in institutions of social protection and social services for the population.
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Lozynskyi, Oleg. "SOCIAL AND PSYCHOLOGICAL COMPONENT IN THE TRAINING OF SOCIAL WORKERS." Social work and social education, no. 2(11) (October 31, 2023): 162–72. http://dx.doi.org/10.31499/2618-0715.2(11).2023.291892.
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30–35% of the competencies of higher education students (defined by the standard for specialty 231 «Social work») can be formed in the process of studying social and psychological educational disciplines. Therefore, the article analyzes the educational and professional programs of eleven Ukrainian institutions of higher education, which provide training in the specialty 231 «Social work». The purpose of the study was: 1) to analyze the weight of social-psychological competences in the standard of higher education of specialty 231; 2) to analyze the socio-psychological educational offers of institutions of higher education in the specialty «Social work»; 3) to propose the structure of educational disciplines of social and psychological topics for this specialty. It was found that Ukrainian institutions of higher education do not have a single strategy regarding the location of social-psychological training courses for the training of specialists in the «Social Work» specialty. The number of social and psychological disciplines ranges from 6 to 12 (for the «bachelor» educational level). We offered socio-psychological educational disciplines, adhering to the principles of systematicity and sequence of the educational process. Future social workers are offered to study «Fundamentals of personality psychology, age and differential psychology» and «Social psychology in social work» in the 1st year. In the second year – «Psychodiagnostics», «Game and artistic methods of social work», «Social prevention of deviant behavior», «Family psychology». In the third year – «Child and gerontological psychology», «Communication training», «Management psychology», «Mediation in conflict resolution». In the fourth year – «Intercultural communication and social work with migrants», «Criminal psychology, penitentiary and post-penitentiary social work», «Psychology of social work with deviant behavior of children and adolescents». For the master's degree, we suggest mastering the issues of «Organizational Psychology», «Psychology of Creativity», and «Social and Psychological Work in the Community».
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Vieira da Silva, Catarina, Armanda Gonçalves, Simone Petrella, and Paulo C. Dias. "Pedagogical Innovation with Sense? A Seminal Experiment of Service-Learning in Gerontological Social Work." Trends in Higher Education 3, no. 2 (May 8, 2024): 342–55. http://dx.doi.org/10.3390/higheredu3020021.
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Higher education institutions have been investing in teachers’ professional development and pedagogical innovation, on the one hand, aiming to promote the quality of institutions and, on the other hand, aiming to promote students’ personal and academic development. One of the methodologies that has received particular attention is service-learning, which aims to promote students’ learning by providing a service to vulnerable community groups. In this study, we aim to present the results of the application of this methodology in a fourth-year social work course. To this end, a mixed-methods study was conducted with 10 students in the Contemporary Social Work III course using the service-learning methodology. Students experienced between 15 and 30 h of service-learning, most of them for 7 weeks or more in an elder care institution, with varied activities such as social consulting and home visits. When we tried to understand the students’ perceived impact, we found higher mean scores in the post-test, with statistically significant differences on several dimensions, particularly self-confidence, problem solving, adaptability and flexibility, dealing with diversity and multiculturalism, understanding complex social issues, and a sense of purpose and life. These data are aligned with the qualitative analysis, which identified six themes such as the integration of practice and theory, development of skills, positive impact on academic training, valuing practical experience, reflective and meaningful learning, and support and guidance. The results highlight the value of pedagogical innovation for students’ skills, especially when it is aligned with the identity and mission of the institution and the values of the study program.
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Guanghai, Zeng. "Forms Organization of Work With People With Special Educational Needs in China." Professional Education: Methodology, Theory and Technologies, no. 13 (June 25, 2021): 96–109. http://dx.doi.org/10.31470/2415-3729-2021-13-96-109.
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The article analyzes the conditions for providing accessible education for people with special educational needs in China. The development of inclusive education, its position at this stage of education in China is considered. The aim of the article is to reveal the essence of the concept of «inclusive education» and to define the forms of organizing the work of people with special educational needs in China. To achieve the goal of the study, the following research methods have been used: analysis of scientific literature, observation, system analysis, comparative analysis, logical analysis, analogy, methods of classification, systematization, generalization, analysis of personal experience of teaching and learning in higher educational institutions in China, comparison and interpretation of the obtained data. The results. The author defines that inclusive education is the provision of equal access to education for all students, taking into account the diversity of educational needs and individual capabilities of the individual. Based on the analysis of the scientific literature, it is shown that effective forms of organizing the educational process of children with special needs are: education in a general (inclusive) classroom, if necessary, with individual or group support; training in a correctional class of a general secondary education institution under the guidance of a special teacher, with participation in general school activities; distance learning for students who are physically unable to attend educational institutions; training in a medical and social institution, in particular with partial inclusion in a general secondary education institution. The article proves that inclusion is not a form, but a new education with its humanistic philosophy of possibilities and free choice, it is a necessary preparation for life and full integration of everyone into society. Conclusions. The author is convinced that the effectiveness of inclusive education depends on five main organizational and pedagogical conditions: the availability of an accessible environment and humane relations with all participants in the educational process; scientifically based system of integration of children into mixed (inclusive) groups; high professionalism of teachers and leaders; acceptance of each student and involvement, organizational culture and spirit of mutual understanding; integration of an inclusive educational organization with social institutions.
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ПЕРХАЙЛО, Н. А. "Contextual learning in the practical training of bachelors of social work." Higher Education of Ukraine in the Context of Integration to European Educational Space 90, (І) 2 (December 29, 2022): 221–28. http://dx.doi.org/10.38014/osvita.2022.90.21.
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Modernizing the content of technologies for training a modern specialist in higher school requires updating them to meet the expectations of the labour market in Ukraine and abroad, the requirements of the future applicants’ professional activities, its challenges, demands and risks. At the same time, while students are still studying at a higher education institution, their early professionalization should be fully implemented, and they should purposefully form an individual style of professional activity, their own “portfolio” of professional tools and technologies, etc. For this purpose the author of the article proposes to actively use the potential of the contextual learning paradigm, which focuses professional training on taking into account a number of contexts (institutional, teaching, technological, pedagogical, educational, personal). Contextual learning is of particular importance in the process of practical training of students at all stages - educational, quasi-professional and educational-professional. The author considers innovative forms and methods of work: gamification, design, professional portfolio, etc. to be a powerful component of optimizing the students’ practical training on the basis of contextual learning (ensuring consistency and interdisciplinarity; creating a scenario plan for the applicants’ practical activities; familiarization with future job functions and responsibilities; professional roles, taking into account the future specialists’ professional and personal interests, the spatial and temporal context, etc.). The publication outlines the general features of a reflective and contextual educational environment, which involves the analysis and correlation of students’ needs and the capabilities of the educational and practical environment, eliminates contradictions between them, becomes a means of overcoming the crisis of personal professionalization; ensuring a stable position of a future social work specialist, etc.
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Romm, Tatyana A. "Preparing students for upbringing activity at higher education institution: vector for contemporary development." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 48–54. http://dx.doi.org/10.34216/2073-1426-2021-27-4-48-54.
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Despite the fact that effective practices of preparing students for upbringing activities persist in contemporary activities of higher education institutions, research evidence confirms the unsatisfactory state of preparedness of future pedagogues for upbringing tasks. The aim of the article is to analyse the difficulties and resources related to the improvement of vocational education and training in the aspect of the implementation of modern training tasks. What has become the methodological basis of the study are the provisions of Lyudmila Novikova's scientific school on the systemic approach in upbringing, in the social theory of upbringing in the context of socialisation by Anatoliy Mudrik, network theory. The main problems of the current state of preparation of future pedagogues to upbringing activities are defined (reduction of quantitative and qualitative content of theoretical and practical training of future pedagogues to upbringing activities; discrepancy of published educational literature on the theory and methodology of upbringing to topical tasks of upbringing activities; social immaturity of students, poor teacher training in the theory and practice of upbringing and other). The programme of changes in the improvement of the analysed problem is proposed – change in the targets in the direction of strengthening the subjective component, development of the system of upbringing work in a higher education institution with professional-pedagogic orientation; change in the design of educational programmes. Conditions for the implementation of the proposed changes – systemic investigation of topical issues of upbringing in the context of training future pedagogues for upbringing activities – are outlined; forming an effective feedback mechanism "higher education institution – school – higher education institution"; developing network training formats; creating a bank of technologies for practical training in a hybrid, distance format; updating the information resource of training; saturating the educational space of higher education institution with life in a higher education institution, meaningful from a professional point of view, interesting.
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Wong, Amy, and Karin Sixl-Daniell. "Empowering Women Leaders for Work-Integrated e-Learning: Social Changes and Persistent Challenges." International Journal of Advanced Corporate Learning (iJAC) 13, no. 4 (December 15, 2020): 42. http://dx.doi.org/10.3991/ijac.v13i4.14749.
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<p>Information technology is increasingly being adopted within various sectors, especially in education. This study examines the effects of a work-integrated e-learning program for women leaders offered by a fully online institution. Data was collected from 61 respondents via an online discussion board forum. The findings showed that integration of technology-enhanced learning into the workplace for purposes of training and development can bring about a variety of social changes at the individual, group, and organizational levels. The findings highlight important insights for the design and delivery of fully online training and development programs that can bring about social change, taking into consideration the persistent challenges faced by women leaders. Further discussion and implications are provided. </p>
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Strelnikov, Viktor. "DEVELOPMENT OF ECOLOGICAL COMPETENCE OF SOCIAL WORK SPECIALISTS IN CONTINUING EDUCATION INSTITUTIONS." Scientific Journal of Khortytsia National Academy, no. 2022-6 (June 29, 2022): 52–61. http://dx.doi.org/10.51706/2707-3076-2022-6-7.
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The problems of professional development of social work specialists on the basis of the competence approach are considered. The main operational goals of environmental training in a continuing education institution are identified, which are to master the knowledge that natural resources are interconnected and limited; natural resources affect the standard of living in society, they are unevenly distributed on Earth; man is actively changing the processes that occur in nature; urgent measures must be taken in this regard to preserve the relevant values of nature resources for future generations; proper use of natural resources requires a significant amount of knowledge from various fields of science and technology; the development of society and technology is causing changes in the way natural resources are used, and so on. The article presents the formulation of the purpose and means of development of ecological competence of social work specialists in continuing education institutions. The essence of the necessary changes in the content-procedural aspects of professional development of a specialist in social work in ecology has been clarified. In particular, it is necessary to supplement the content of environmental training with information on environmentally balanced consumption, opportunities and the need to regulate needs, positive examples of solving environmental problems at regional and local levels, including everyday life examples. The importance of encouraging, organizing and supporting activities aimed at the collection and processing of secondary raw materials, economical use of heat, electricity and water in everyday life was emphasized. It is concluded that only by understanding and realizing from personal experience the content of advanced training in ecology, social workers can be psychologically ready to carry out environmental activities. Social workers should not only teach others the principles of environmental thinking, but also be an example of environmental activity on these principles. This task is difficult and controversial, because it requires a change in their views and behavior, conscious limitation of needs and the education of new resource-saving habits. The actual tasks that need further solution are outlined: updating the content and process of professional development of social work specialists; development of appropriate integrated training courses, which would not be limited to the transfer of information, but involve a change of position, patterns of behavior, stereotypes; development of various necessary educational and methodological literature sources for specialists in social work devoted to ecological thinking.
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Povidaichyk, Oksana, Iryna Demchenko, Iryna Savelchuk, Yevhen Plisko, Daria Bybyk, and Inna Kovalenko. "The Problems of Professional Training of Future Social Workers for Research Activities." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 (December 6, 2022): 94–120. http://dx.doi.org/10.18662/rrem/14.4/631.
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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.
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Романченко and M. Romanchenko. "Creative Potential of the Individual: Possible Methodological Principles of Thought at the Present Stage." Profession-Oriented School 5, no. 2 (April 14, 2017): 58–61. http://dx.doi.org/10.12737/25178.
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This article discusses the potential for development of creative personality able to obtain new knowledge and experience gained is now of particular relevance. The activity of an educational institution for the training of specialists in the field of maintenance and repair of motor transport with application of new pedagogical technologies is analyzed, which are based on the interaction of the institution with the employer. The author shares his experience of formation of the educational process. The article highlights the multi-faceted cooperation with the College of enterprises — social partners. The activities of the teaching staff are investigated from the standpoint of effective use of active and interactive methods of dual instruction, defining a mechanism for training educational institution of secondary vocational education for specialists on demand. The significance of the work lies in the possibility of generalizing the experience of the teaching staff in order to use other educational institutions.
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Shitov, S. B. "Training an engineer in the modern educational process (a social-philosophical opinion)." Alma mater. Vestnik Vysshey Shkoly, no. 12 (December 2021): 30–33. http://dx.doi.org/10.20339/am.12-21.030.
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This article analyzed the training a modern specialist-engineer for life and work in current conditions: digitalization of the economy, rapid change of production technologies and acceleration of scientific and technological progress. Today, a graduate of an institution of higher technical education should be not just a certified specialist, but a young person with experience in project activities, who understands how to create, develop and implement a project.
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Novikova, Viktoriya, and Svetlana Ispulova. "Professional Training of Specialists in Social Work: Traditions and Innovations." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 7 (July 1, 2020): 54–62. http://dx.doi.org/10.33920/pol-01-2007-07.
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The article deals with the system of professional training of social sphere specialists. The authors identified the specifics of training personnel in social service institutions in Russia, France, Great Britain, the United States, and Japan. The results of the conducted empirical research, as well as recommendations for improving the professional training of social professionals, are of interest.
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Vorotilkina, I. M., and I. V. Koroleva. "University and Professional Society of Social Workers as Subjects of Personnel Training." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (June 15, 2019): 161–67. http://dx.doi.org/10.31992/0869-3617-2019-28-5-161-167.
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In modern society, there is much concern about training highly qualified specialists in the field of social work. Both higher education institutions that provide this training and the professional community are interested in it. The effectiveness of the social institution activity depends on how the personnel is prepared, what competencies and the level of professionalism it possesses. Equal partnership between educational and professional communities will enable university to respond quickly to changes in the economy and the needs of the market, to train unique specialists according to professional standards. The article highlights the cooperation experience of the Department of Service, Advertising and Social Work of Sholom-Aleichem Priamursky State University with the professional community of social workers. The authors present forms and methods of the organization of social partnership as a necessary condition for training future social workers and experts in social work. Different methods of training highly qualified personnel are also shown. The authors have identified the main trajectories of interaction between the University and the professional community of social workers which are determined by the content of educational standards. They include the formation of the educational programme, the involvement of social workers in the educational process, the provision of employment, postgraduate training of personnel. The article pays special attention to the problems of profiling educational programs at universities in small regions. The authors believe that the narrow definition of educational program specialization is connected with the potential lack of demand for personnel while a shortage in specialists is maintained. The authors consider volunteering as an additional resource for the development of professional competencies in the field of social work and a channel for effective interaction between the University and the professional community.
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Levchenko, Nataliіa. "Contents of training of future youth work social workers: from the experience of Uman State Pedagogical University." Social work and education 8, no. 3 (September 30, 2021): 352–63. http://dx.doi.org/10.25128/2520-6230.21.3.4.
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The relevance of the study is that modern youth is the subject of special attention of modern society, because the change of socio-economic and political system of Ukraine has had an ambiguous impact on the consciousness and behavior of the younger generation. Today, democratic processes are observed in various spheres of life, civil society is being developed, and opportunities for personal development, initiative and creativity are being provided. The future of the state largely depends on the civic position of the younger generation, this fact increases the importance of managing the processes of national-patriotic formation of future youth work social workers in the process of studying in a higher education institution. The purpose of the article is to analyze the specifics of the educational and professional program "Social Work (Youth Work)" to prepare future youth work social workers at Pavlo Tychyna Uman State Pedagogical University. Research methods: systematic, problem-targeted, normative-comparative analysis of sources; content analysis of documentation, educational programs, curricula, content of active educational programs of educational components; screening of websites of higher education institutions that train future social workers for youth work. The article highlights the relevance of the introduction in the educational process of training future youth work social workers such disciplines as “Theory and practice of youth work”, “Youth in the modern community”; the content and structure of compulsory educational components of the educational-professional program “Social work (Youth work)” are revealed; methods of teaching and learning, criteria for evaluating learning outcomes of a program are presented; general and professional competencies and learning outcomes of a program are regulated and analyzed - regulated by academic disciplines. The peculiarities of the educational program for the preparation of future youth work social workers from the experience of the Faculty of Social and Psychological Education of Pavlo Tychyna Uman State Pedagogical University are determined.
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Quinn, Gregorio. "Institutional Denial or Minimization: Substance Abuse Training in Social Work Education." Substance Abuse 31, no. 1 (January 28, 2010): 8–11. http://dx.doi.org/10.1080/08897070903442475.
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Mokicheva, N. A., and O. N. Startseva. "Gerontostereotypes as a biopsychosocial phenomenon in the context of student training in the system of social and medical care." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 12 (November 29, 2023): 826–30. http://dx.doi.org/10.33920/pol-01-2312-09.
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In modern conditions, the priority direction of the state social policy is the development of long-term assistance to the elderly population in institutions of social and medical care. Often in these institutions there are cases of negative attitude towards the elderly, which is a consequence of the gerontostereotypes formed in society. This requires the training of specialists to work in the system of social and medical care at a high professional level. The article analyzes the main gerontostereotypes among students of the higher medical educational institution. It was revealed that the most significant gerontostereotype influencing the formation of ageism in future specialists is a negative stereotype regarding the health of elderly people. The article presents ways to overcome stereotypical attitudes in the framework of the educational process.
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Sichkoriz, Orest. "MEDICAL AND SOCIAL CHARACTERISTICS OF PHYSICIANS ATTENDING POSTGRADUATE TRAINING COURSES (SOCIAL SURVEY)." EUREKA: Health Sciences 3 (May 31, 2018): 60–66. http://dx.doi.org/10.21303/2504-5679.2018.00651.
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The paper studies professional, social and psychological aspects concerned with a practical activity of physicians referred to attend postgraduate training courses at Danylo Halytsky Lviv National Medical University. Aim. To develop the recommendations on the improvement in the system of postgraduate medical education under the conditions of general reform in the health care system. The research was done by the survey method in the form of standardized (formalized) interview that was applied as the main approach to the process of collecting social and psychological information.The survey included 823 physicians referred to attend postgraduate training courses at Danylo Halytsky Lviv National Medical University. The working experience of postgraduate course attendants was the following: up to 5 years – 25.39±1.52 %, 5–10 years – 21.39±1.43 %, 11–15 years – 11.79±1.12 %, 16–20 years – 9.96±1.04 %, 21–30 years – 16.89±1.31 %, more than 30 years – 14.58±1.23 %. The majority of questioned medical workers (74.24±1.52 %) feel calm and happy at their working place. However, the received data indicates that 23.09±1.47 % of the responders feel disturbance and 1.94±0.48 % experience fear at work. The analysis of the research results allowed differentiating five sharp problems which are very topical and significant at the medical institution where the physicians have been performing their practice. They can be ranged in the following way: the job compensation (42.93±2.09 %), absence of modern medical equipment (26.65±1.87 %), organization of the working process (22.90±1.78 %), reorganization (7.69±1.13 %), extra documentation (7.33±1.10 %). The carried out survey permitted to determine the psychological atmosphere at medical institutions there the course attendants have been practicing. The conflicts are not a characteristic feature of medical institutions, since almost half of the responders indicated the absence of conflicts with higher managers (52.86±1.74 %), direct managers (43.01±1.73 %), subordinate personnel (43.38±1.73 %). This index is somewhat lower concerning the colleagues and patients. It amounts for 36.33±1.68 % and 33.17±1.64 % respectively. The physicians practicing in medicine and prevention as well as dentistry branches are most disturbed by the lack of financial sources. More than a half of responders (73.86±2.70 %) indicated it by their answers. Other responses included the absence of perspectives – 68.18±2.87 %, extreme, stressful living conditions – 25.38±2.68 %, personal present health status – 20.08±2.47 %, personal lack of confidence – 9.47±1.80 % (the number of responses was not restricted). The carried out work has showed the necessity of introducing the specialized course “State medical policy”. It should be aimed at delivering the information on the status, perspectives, reforming changes and the expected outcomes resulting from these factors in the branch of medicine. In order to decrease the negative influence of the professional burnout, it is recommended to plan the specialized training classes that are directed on the prevention of the listed above phenomena.
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Kharchenko, Liudmyla, and Nataliia Shabaeva. "Peculiarities of socio-pedagogical work with orphans and children deprived of parental care in a social hostel." Social pedagogy: theory and practice, no. 2 (2023): 50–57. http://dx.doi.org/10.12958/1817-3764-2023-2-50-57.
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The scientific article presents the results of a meaningful analysis of the features of social and pedagogical support of orphans and children deprived of parental care in the conditions of a social dormitory. It was determined that the social hostel belongs to the general system of specialized institutions and formations of the state maintenance of youth of Ukraine, the activities of which allow to ensure the fulfillment of state tasks to overcome the consequences of family troubles – social orphanhood, violence in the family, the spread of deviant and delinquent behavior, alcohol and drug addiction dependencies A social pedagogue in a social hostel is a social work specialist who implements specific functions of social assistance, social support, accompaniment and control of young people living in a social service institution. The most effective and appropriate forms and methods of socio-pedagogical work in a social dormitory are: individual and group conversations, conversations with elements of training, role-playing games, theatrical forms of work, viewing and discussion of social films and videos, modeling and consideration of various life situations, development resolution of conflict situations that are of a personal nature, street work, street actions, street procession.
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Levchenko, Nataliia. "НАВЧАЛЬНО-МЕТОДИЧНЕ ЗАБЕПЕЧЕННЯ ПІДГОТОВКИ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ ДО МОЛОДІЖНОЇ РОБОТИ (З ДОСВІДУ УМАНСЬКОГО ДЕРЖАВНОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ ПАВЛА ТИЧИНИ)." Social work and social education, no. 1(10) (May 31, 2023): 138–44. http://dx.doi.org/10.31499/2618-0715.1(10).2023.282278.
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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.
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Miller, Diane L. "Being Called to Account Understanding Adolescents’ Narrative Identity Construction in Institutional Contexts." Qualitative Social Work 10, no. 3 (August 9, 2011): 311–28. http://dx.doi.org/10.1177/1473325011409479.
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With social workers’ long tradition of involvement in probation, juvenile court, and the prison system, correctional institutions are a central institutional context in which social work practice occurs. Analyzing the experiences of young women residing in a correctional facility for youth, this study applies Vygotsky’s sociocultural theory as a framework for understanding the role institutional contexts play in adolescents’ narrative identity construction. Multiple open-ended interviews were conducted with seven young women who had participated in a specialized treatment program during their residence at a correctional training school in the Midwest area of the United States; the specialized treatment program concerned the young women’s sexually abusive behaviors towards others. The process of collaborative meaning- and identity-making occurring between residents and staff at the institution can best be framed using Vygotsky’s concepts of guided learning and the development of inner speech. Penuel and Wertsch’s sociocultural theory of identity formation, which brings together the work of Vygotsky on social learning and Erikson on identity development, is used as a theoretical tool for framing the role that institution staff play in shaping the young women’s identities.
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Koliada, Natalia, Oksana Kravchenko, and Tetiana Koliada. "INTERNATIONAL EXPERIENCE OF TRAINING DOCTORS OF PHILOSOPHY IN SOCIAL WORK." Social work and social education, no. 2(9) (November 21, 2022): 309–27. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267376.
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The article analyzes the international experience of training doctors of philosophy in social work.The author analyzed the models of training and certification of scientific personnel in different countries of the world (Great Britain, Germany, France, Italy, Poland).The activity of international structures, professional communities on the popularization of scientific and methodical experience, theory and practice of doctoral education is characterized (European University Association, Council for Doctoral Education, Group for the Advancement of Doctoral Education in Social Work, The International Association Of Schools Of Social Work, Realising the potential of researchers). Among the tasks of the activities of the above and other international structures, institutionalized global professional communities (associations, organizations, programs, etc.) is the coordination of activities related to the development of social work education: development of standards to improve the quality of education; organizing and holding forums for exchange of research; popularization of scientific and methodological experience, theory and practice of doctoral education in social work.An analysis of the state of using the experience of foreign programs in the training of doctors of philosophy in social work in Ukraine was carried out. In order to generalize the level of use of foreign experience in the training of doctors of philosophy in Ukraine, the state of taking into account the experience of foreign programs during the formulation of goals and program results of training in domestic educational and scientific programs in social work was analyzed. The main source is information on the self-assessment of the ONP from the specialty 231 Social work, formed by higher education institutions, by scientific institutions during the accreditation of educational and scientific programs by the National Agency for Quality Assurance of Higher Education.
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Savelchuk, Iryna, and Olena Kotykova. "INNOVATION AS A FACTOR OF QUALITATIVE CHANGES IN SOCIAL WORK AND SOCIAL EDUCATION." Social work and social education, no. 2(9) (November 21, 2022): 289–96. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267367.
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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.
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Sukhotska, Ivanna. "Training of future specialists in the social sphere at higher education institutions for their professional activity in the inclusive environment." Visnyk of the Lviv University. Series Pedagogics, no. 37 (2022): 173–80. http://dx.doi.org/10.30970/vpe.2022.37.11656.
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The article reveals the problem of training future specialists in the social sphere for professional activity in the conditions of an inclusive environment. Its relevance in modern society and lack of development in scientific research and practical implementation are emphasized, including the need to involve and outline the content of work of a specialist in the social sphere in the conditions of an inclusive environment. An analysis of the current state of development of higher professional education in Ukraine is presented. An analysis of scientific terminology is carried out in the context of the specified problem, in particular professional training, inclusive environment, social worker. Scientific research on the problem of the professional activity of a social worker is analised. It is determined that this process is complex, which is due to the specific nature of the profession itself, various processes of development of both the individual and society as a whole. The components influencing the effective training of future specialists in the social sphere in institutions of higher education (universities) are analysed; and the key components of the educational process of a higher education institution are outlined, which contribute to the effective training of specialists in social area for their professional activity in the conditions of an inclusive environment: students’ motivation, providing students with educational practice (internship), students’ interest in volunteering. The main professional qualities (knowledge and skills) are described, personal characteristics of a specialist in the social sphere necessary for professional activity in the conditions of an inclusive environment are presented. It is claimed that an organised system of knowledge, a high level of theoretical knowledge cannot reliably ensure success in social work; so important skills for effective social work are listed. The need for further research into the problem of training specialists to work in an inclusive social and educational space is emphasised. Keywords: inclusive environment, persons with special needs, professional activity, professional training, specialists in the social sphere.
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Kravchenko, Oksana, Olga Matros, and Anzhelika Bilenko. "STUDENT SCIENTIFIC SOCIETY AS A CENTER FOR FUTURE SOCIAL SPECIALISTS’ TRAINING." Social work and social education, no. 2(7) (September 29, 2021): 163–73. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244646.
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The purpose of the student scientific society is to organize student research, promote the quality of scientific and practical training of students, expand their general and professional worldview, meet other needs and interests, which is an integral part of the successful development of the institution. Therefore, students of the faculty are active participants in All-Ukrainian competitions of scientific works, student Olympiads, where they constantly certify a high educational, methodological, and scientific level of training, receiving victories and prizes.
The purpose of the study is to cover and analyze the student scientific society in higher education and at the Faculty of Social and Psychological Education of PTUSPU, in particular, as the main centre of organization and involvement of students in research. Methodology. The features of the student scientific society have been revealed using methods of analysis, synthesis and generalization of regulations and documents, its research work at the faculty. Results and practical significance. It has been found that the activities of the faculty of the Student Scientific Society contribute to the intensification of the student's research work as one of the most important means of improving the quality of training with higher education and the development of scientific thinking and creativity. It is determined that due to the activity of the society students develop skills of independent scientific activity.
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Palahniuk, Mykhailo. "Improvement of the Quality of Future Engineers’ Social and Humanitarian Training in the Higher Technical Education Institution." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (April 27, 2022): 58–68. http://dx.doi.org/10.15330/jpnu.9.1.58-68.
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The article highlights the urgency of training highly qualified and competitive engineers in the labor market under the requirements of the world economy, the level of technological development, and taking into account societal demands for the quality of educational services. International experience of training future specialists and directions of improving the skills of engineering and technical personnel are analyzed. The results of the study of educational programs for the training of future engineers in the institution of higher technical education are presented. The necessity of updating the content of education based on professional and creative training of specialists in the field of engineering has been proved, considering it as a holistic process of personal and professional development of the graduate. The pedagogical potential of social sciences and humanities about the professional development of engineering and technical specialists is presented. Interdisciplinary courses are offered, which are aimed at philosophical understanding of the socio-economic situation in the country and the world, the development of critical thinking and abilities to organize one's own business, management skills, and more. Several methodological aspects of the implementation of pedagogical innovations in higher education are substantiated, including business and role-playing games, Problem Based Learning, Project-Based Learning, Oxford Debates, group work, interactive training, and workshops. The importance of professional communication as a complex socio-psychological formation is associated with the process of training future engineers and characterizes the level of formation of integrative knowledge, professional skills, and abilities. Emphasis is placed on the necessity to develop highly qualified specialists’ creative thinking, the initiative in decision-making, the ability to work in a team on solving philosophical issues, etc. The author has proven convincingly the urgency for preventing various forms of discrimination against people with special educational needs, as well as avoiding gender stereotypes and ideas in the institution of engineering and technical profile.
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Apriliani, Kadek. "PELAKSANAAN PELATIHAN KERJA DI LEMBAGA PELATIHAN KERJA BALI AVIATION AND TOURISM CENTER (BATC) MENURUT UNDANG-UNDANG KETENAGAKERJAAN." Khatulistiwa Law Review 1, no. 1 (April 15, 2020): 93–108. http://dx.doi.org/10.24260/klr.v1i1.44.
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This study aims to determine the job training implementation in the job training institutions Bali Aviation and Tourism Center (BATC) according to the Manpower Act. The research method used is empirical normative that is examining the implementation of the job training at the Bali Aviation and Tourism Center (BATC) job training institute to assess its compliance with the Labor Law. The results of the study revealed that the Bali Aviation and Tourism Center (BATC) as the provider of education and training in the field of aviation security personnel has received permission as a vocational training institution from the Office of Social Affairs and Labor of the City of Denpasar Province. The curriculum used has outlined the needs of industry and following labor law, specifically related to the development of work competencies that are implemented in the form of Daily Workers.
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Siedlaczek-Szwed, Aleksandra, and Agata Jałowiecka-Frania. "SOCIAL WORK IN SCHOOL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 397–405. http://dx.doi.org/10.17770/sie2018vol1.3103.
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This work comments on issues connected with an aspect to include tasks from widely perceived social work into the activity of school. School, by fulfilling certain social tasks, consolidates characteristics which are significant for workplaces, as well as social institutions, e.g. children’s homes, community centres, social units. Thus, for a student, school is some kind of mind training department. The time spend at educational facility forces, apart from didactical activities, insurance that children in care will get a possibility to relax, play or to provide safe development, then by defined part of a day the school replaces a family. Didactical functions, character and social education of school are equal and mutually connected. By understanding social work within categories of support in gaining abilities of self functioning within society, it will be then an activity which includes various behaviours and attitudes which drive to equip a client with necessary strength or means which are crucial for individual development and proper social functioning.
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Blumberga, Solveiga, and Aleksandra Safonova. "STRESS, COPING, ADAPTATION AND CULTURAL DIVERSITY OF HEALTHCARE PERSONNEL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 299. http://dx.doi.org/10.17770/sie2016vol1.1519.
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The top priority of medical institutions is to provide quality patient care services. Considering that healthcare personnel are to work with colleagues from various cultures, important are medical personnel training, in-service training, improvement of professional knowledge and skills, ability to adapt to working in a diverse team. The planning of employee training and in-service training is based on the strategic targets and personnel training needs of each institution. Qualification support programmes are organised for medical personnel to improve their professional knowledge and the knowledge and skills of medical nurses in the areas primarily related to patient care, but there is lack of training in stress management and development of stress resistance, as well as facilitation of collaboration with individuals of various cultures. The aim of the research study is to assess the work stress levels of healthcare personnel, the applied work stress management strategies, the levels of social and psychological adaptation of personnel, the ability to adapt to cultural diversity, and their mutual correlations. Research questions: What are the levels of work stress of healthcare personnel? What are the work stress management strategies applied by healthcare personnel? What are the levels of social and psychological adaption of healthcare personnel? What is the ability of healthcare personnel to adapt to cultural diversity? Are there statistically significant correlations between personnel work stress, the applied work stress management strategies, the levels of social and psychological adaptation, the ability to adapt to cultural diversity of the personnel? What exactly should be included in the personnel training plan while preparing the personnel for work in a multicultural environment? The respondents in the research study are healthcare personnel carrying out their duties in Latvia and Scandinavia simultaneously. The following surveys were used for data collection: A Work Stress Scale, a Stress Management Survey, a survey regarding social and psychological adaptation and a Cultural Diversity Self-evaluation Survey. The results of the research study suggest that most of the respondents have low levels of work stress, the active and pro-social management strategies are most frequently used to manage stress, the social and psychological adaptation score corresponds to a medium level. As a result of the research study, the authors prepared recommendations for the Human Resources Department regarding the organisation of training in stress management and development of stress resistance, as well as in the fundamentals of collaboration with individuals of various cultures in order to improve their professional and personal competences.
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Rosa, Mauricio Bueno da, Eliane Griep Gomes Bitencourt, and Muhammad Ridwan. "School Management from the Perspective of Social Transformations at Work." SIASAT 6, no. 1 (January 31, 2021): 53–58. http://dx.doi.org/10.33258/siasat.v6i1.89.
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In this article we intend to address the context of the school routine that is governed by rules developed by the sectors responsible for school management. In the bureaucratization of school work we see the same meaning and dimensions as the bureaucratization of other sectors of production. As the training of the workforce was transferred to the school, this institution incorporated in its organization and functioning new elements and fundamental characteristics to achieve a good performance as a socializing agency for the worker. On the other hand, the figure of the autonomous teacher, of the humanist, encyclopedist type, has also disappeared. Whether in public education or in the private network, the vast majority of teachers are in the condition of salaried workers. In this way, the process of proletarianization of teaching workers is characterized, characterized by their working conditions. The division of school work, as it developed based on the same principles as the so-called management theories, reinforces the reproduction of capitalist logic in school pedagogical practice because new practices and relationships are crystallized in this practice.
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Mirsolieva, Mukhabbat, Umida Giyasova, Anvar Sultanov, and Akbar Djuraev. "SOCIAL AND PEDAGOGICAL DEVELOPMENT FACTORS OF TEACHER’S TUTORIAL ACTIVITY IN HIGHER EDUCATIONAL INSTITUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 158. http://dx.doi.org/10.17770/sie2016vol1.1504.
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The article touches upon the basic forms of tutorial activity in Higher Educational Institutions. The main forms of tutoring such as group and individual work has been described there. Special attention was paid for training as an element of group work, its aims and efficiency. Described psychological trainings are aimed to develop students’ professional confidence and self-awareness as well.
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Brljak, Zoran, Nenad Penezić, and Aco Bobić. "Resocialization and enterpreneurial initiative of employed convicted persons in penitentiary institutions in the Autonomous Province of Vojvodina." Poslovna ekonomija 14, no. 1 (2020): 20–33. http://dx.doi.org/10.5937/poseko17-27151.
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The research in this paper focuses on the level of resocialization and entrepreneurial initiative of working convicts in penitentiary institutions, with a goal to point out how the expressed entrepreneurial initiative during the execution of a sentence can serve as a basis for employment and easier resocialization after release from prison. With a view to this fact, the aim of the research is to determine the differences in the level of resocialization and entrepreneurial initiative according to the work engagement of convicts. The sample consists of 286 randomly surveyed convicts from penitentiary institutions on the territory of AP Vojvodina. Data were collected and analyzed using the category of frequency to show the socio-demographic characteristics of convicts and the method of cross-tabulation to determine the differences in the level of resocialization and entrepreneurial initiative according to the work capacity of convicts. The results indicate that convicts who are employed more often have a higher level of pronounced resocialization compared to convicts who are not employed. Also, it was determined that working convicts have a higher level of entrepreneurial initiative, i.e. employed convicts exhibit higher level of readiness for additional engagement in order to improve living and working conditions in the institution, higher level of readiness for additional engagement in order to obtain a better classification in group and higher level of readiness for further education and professional training, compared to nonworking convicts engaged in the institution. The implications of the research indicate that it is necessary for employees to work more in correctional institutions, in terms of attending education and training programs for acquiring entrepreneurial knowledge and skills, which will lead to better prospects for social and work resocialization after leaving the penitentiary institution.
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Stanek, Katarzyna M. "Stress and occupational burnout of social workers as a challenge of education for social work." Praca Socjalna 37, no. 4 (December 31, 2022): 151–76. http://dx.doi.org/10.5604/01.3001.0016.1863.
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Stress and burnout are one of the main risks in the workplace. It is a serious problem not only for the individuals affected, but also for organizations and society as a whole, and in the case of social workers also for relations with beneficiaries. Every third social worker in Poland employed in a social welfare institution shows all symptoms of occupational burnout and every third moderate level of occupational burnout. The phenomenon of burnout is one of the greatest threats that professionally active people have to face in the 21st century, it is gaining strength like a virus, spreading faster, the more disappointment, alienation and even anger accompany an employee, so it seems important to look at resistance to stress and coping from the perspective of minimizing the impact of stress and counteracting burnout. The proposed article is a theoretical reflection on stress and burnout, with particular emphasis on the importance of coping when performing the profession of a social worker. At the same time, it points to the need to include “coping with stress” in the set of basic skills and the obligation to educate within this scope at the level of acquiring qualifications and training.