Social work and education 2023-05-06T00:50:01+03:00 Hanna Slozanska Open Journal Systems <p>Social Work and Education is a quaterly international academic open access journal published in print and online versions by Centre of Social Development and Innovations and Ternopil Volodymyr Hnatyuk National Pedagogical University, dedicated to advancing analysis of the theory and practice of social work, social care, social welfare, social work education and social politics at all levels. It presents a forum for international debate on important issues and provides an opportunity for the expression of new ideas and proposals on the structure and content of social work, social care, social welfare and social work education, training and development. In this way, the journal makes a vital contribution to the development of social work and social work educational theory and practice in relation to social work and social care, social welfare, social politics promoting a set of standards in relation to the written presentation of ideas and experience which reflects the needs and requirements of both practice and education.</p> <p> </p> <p><strong>Founded: </strong>2015</p> <p><strong>Registered:</strong> Ministry of Justice of Ukraine, Certificate KB #22526-1242GP dated January 27, 2017</p> <p><strong>Recorded in the ISSN register: </strong>Social work and education.</p> <p><strong>Approved </strong>as an "B" in the <a href="">list of journals</a> by the Ministry of Education and Science of Ukraine (02.07.2020)</p> <p><span class="HwtZe" lang="en"><em><span class="jCAhz ChMk0b"><span class="ryNqvb">Specialties: </span></span></em></span><span class="HwtZe" lang="en"><span class="jCAhz ChMk0b"><span class="ryNqvb">011 - Educational, pedagogical sciences;</span></span> <span class="jCAhz ChMk0b"><span class="ryNqvb">015 - Professional education (by specialization);</span></span> <span class="jCAhz ChMk0b"><span class="ryNqvb">231 - Social work</span></span></span></p> <p><strong>Cofounder:</strong> Ternopil Volodymyr Hnatyuk National Pedagogical University (TNPU), Center of Social Development and Innovations</p> <p><strong>Publisher: </strong>Ternopil Volodymyr Hnatyuk National Pedagogical University (TNPU)</p> <p><span class="HwtZe" lang="en"><span class="jCAhz ChMk0b"><span class="ryNqvb"><strong>Languages:</strong> Ukrainian, English</span></span></span></p> <p> </p> <p><span class="HwtZe" lang="en"><span class="jCAhz ChMk0b"><span class="ryNqvb"><strong>Indexed and listed in: <a title="Index Copernicus IC" href="">Index Copernicus IC</a>, <a title="Vernadsky National Library of Ukraine" href=";I21DBN=JRN&amp;P21DBN=JRN&amp;S21STN=1&amp;S21REF=10&amp;S21FMT=fullwebr&amp;C21COM=S&amp;S21CNR=20&amp;S21P01=0&amp;S21P02=0&amp;S21P03=I=&amp;S21COLORTERMS=0&amp;S21STR=%D0%96101779">Vernadsky National Library of Ukraine, </a><a title="DOAJ" href="">DOAJ,</a> <a title="World Cat" href="">World Cat,</a><a title="Cite Factor" href=""> Cite Factor</a>, <a title="SJIF" href="">SJIF</a>, Google Scholar<br /></strong></span></span></span></p> Do self-regulated learning and flipped learning assisted by learning video affect learning outcomes? (Indonesian) 2022-11-25T12:26:39+02:00 Eka Hendi Andriansyah Waspodo Tjipto Subroto Muhammad Abdul Ghofur This study aims to determine how the influence of Self Regulated learning and Flipped Learning with the help of video learning simultaneously or partially can affect learning outcomes and to find the indicators of Self Regulated Learning that most contribute to learning that is carried out with the help of learning videos within the scope of this model. This research is a type of quantitative research with a total sample of 84 students from the 2021 class of the 2021/2022 even semester. The research used questionnaires and written tests as research tools. The data analysis technique uses multiple regression with the term Dummy Regression using gretl. It is called dummy regression because one of the variables is Flipped Learning as a dummy variable. Based on the results of the study, it was found that Flipped Learning and Self-Regulated Learning simultaneously had a significant and positive effect on learning outcomes, partially Flipped Learning had an effect on learning outcomes while Partial Self-Regulated Learning had no significant effect on learning outcomes. The Revisit indicator was found to be one of the most contributing indicators in flipped learning-assisted learning on learning outcomes. In this study, it resulted in implications through a finding that was different from previous research, partially SRL did not significantly affect student learning outcomes. This is possible because students' SRL is not enough to understand students in a learning material. It takes modifications to the environment outside of the student to optimize the student's SRL in learning activities, one of which is the use of learning videos in flipped learning 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Mr Eka Hendi, Mr Waspodo, Mr. Ghofur Theoretical and methodological principles of the formation of professional culture and professional image among educators by means of the acmeological approach in war conditions 2023-05-05T22:34:46+03:00 Svitlana Kalaur Olga Soroka The relevance of the research is determined by the need for purposeful activity in the direction of the formation of professional culture and professional image of education seekers during their studies. It was analyzed the essence of professional culture and professional image, based on the analysis of psychological and pedagogical literature. There was revealed their role in the formation of a professional specialist. There are also analyzed innovations in the process of formation of professional image and professional culture. They are caused by wartime. We attribute the main role in the formation of professional culture and professional image to the acmeological approach. Considering this, it is highlighted the potential of the acmeological approach. There are analyzed its advantages in the organization of the educational process. There are proposed innovative changes that should be introduced to improve the educational process based on the acmeological approach. 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Svitlana Kalaur, Olga Soroka Pedagogical system of training future primary school teachers to use innovative technologies: methodological principles 2023-05-05T22:58:53+03:00 Marianna Ostrovska In today's conditions of significant transformations in the social, political, economic and spiritual spheres of public life, the main task is to create a viable education system, its democratization and humanization. This, in turn, is aimed at providing every citizen with opportunities for continuous spiritual self-improvement, creative self-realization, and satisfaction of intellectual and cultural needs of the individual. Society's need for proactive, authoritative, comprehensively educated professionals capable of further development and self-study, spiritual and professional improvement actualizes the social order for the training of teachers of a new generation, capable of applying the latest achievements of pedagogical theory and practice in the process of creative self-realization, building a personal dialogue with students. The new concept of higher education envisages the development of students' ability to learn independently, consciously and responsibly, as well as the creation of the necessary conditions in educational institutions for the development of students' creative abilities, the education of a personality capable of self-development both during higher education and in further professional activities. This is why there is a need for a scientifically based design of training future youth for professional teaching, and why researchers are looking for effective ways to improve the training of specialists in higher education, to create conditions that stimulate students' professional growth. The late twentieth and early twenty-first centuries saw scientific and technological progress and the technologization of not only many industries, but also the cultural and humanitarian fields of knowledge. Today, the term "technology" is also used in the field of education. At the same time, the growing requirements for teacher training require qualitatively new theoretical and methodological approaches to training students that will allow them to master not only the basics of science and professional skills, but also new pedagogical achievements and innovative technologies in a higher education institution. Successful mastery of innovative pedagogical technologies by bachelors and masters will help them to organically engage in pedagogical activities and immediately begin practical application of scientific knowledge at school. 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Marianna Ostrovska Integration of education for sustainable development in higher education institution: problems and perspectives 2023-05-05T23:15:25+03:00 Hanna Chaikovska The article examines the problem of implementation of education for sustainable development (ESD) at higher education institution (HEI). The research reveals the role of universities in promotion of the principles of sustainable development in the dimension of the Ukrainian education. Emphasis is placed on the preparation of future teachers for the implementation of ESD tasks in their professional activities. It has been established that a modern teacher should master the best skills how to put into practice the sustainable development goals (SDGs), be able to form the sustainable development competencies (SDCs) in students, develop individual and collective responsibility for the sustainable development of society, etc. The issues of the integration of ESD in higher educational institutions at the present stage of the development of higher education have been studied, in particular: the inconsistency of the content of curriculums for the training of future teachers and the current needs of society, the difficulty of providing application of an interdisciplinary approach in the training of students of pedagogical HEIs, the unpreparedness or lack of motivation of teachers to include the SDGs in their teaching, insufficient educational and methodological support, lack of clear criteria for evaluation of students’ learning outcomes and their readiness to perform professional tasks in favour of sustainable development of society, etc. It has been established that overcoming these barriers lies in the area of transformation of the educational environment of HEIs, reorientation of professional education toward preparation of future specialists to the professional activity according to the principles of sustainable development. Significant changes are required in academic and professional curriculums for training future teachers and in the content of pedagogy and training methods for students of pedagogical HEIs, ensuring the availability of teaching aids, manuals and tutorials aimed at ESD. Also the basic set of SDCs should be established for future teachers to achieve sustainable development of society within the framework of their professional responsibility, and the respective indicators should be identified to monitor and evaluate the progress achieved. 2023-03-30T00:00:00+03:00 Copyright (c) 2023 Hanna Chaikovska The main aspects of pedagogical support of children with ADHD, including children with doble exclusivity – gifted children with ADHD 2023-05-05T23:24:34+03:00 Olga Fert The main peculiarities and difficulties in teaching children with Attention Deficit Hyperactivity Disorder are considered. Positive qualities and creative abilities of mentally preserved and gifted children with ADHD are named. Advice in teaching children with double exception is given. The purpose of the article is to analyze the problem of children with Attention Deficit Hyperactivity Disorder including those, who have preserved intellect and ADHD and factors of their effective inclusion in the educational process. Attention Deficit Hyperactivity Disorder is a polymorphic clinical syndrome, the main manifestation of which is a violation of the child's ability to control and regulate his behavior, which is manifested by motor hyperactivity, impaired attention and impulsivity. According to the International Classification of Diseases - ICD- 11 and classification of the American Association of Psychiatrists DSM-5, ADHD is the most common mental development disorder in children and adolescents up to 9%, is at the beginning of the classification and refers to disorders of neurodevelopment. Children with ADHD are very different. In general, the level of intellectual development is not a differential trait for Attention Deficit Hyperactivity Disorder. Often there are children with normal intelligence, or even gifted with signs of disorder. These are children with the so-called "double exclusive". Therefore, the problem of children with behavioral disorders, disorders of neurodevelopment – Attention Deficit Hyperactivity Disorder in the educational process is extremely common and urgent. These are children who are often not covered by mainstream support in an inclusive educational environment, especially in Ukraine they are in the “grey zone” The factors of successful inclusion of children with normal level of intelligence or even gifted in the educational process are compulsory multidisciplinary study and functional and behavioral assessment of the child, application of behavioral correction techniques within the program of behavioral interventions, adaptation of the curriculum, constant collaboration with pedagogical staff. Also, we should remember that this process should start as early as it possible, that gives more effective results. 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Olga Fert Social cohesion of youth in Ukraine under the conditions of marital state 2023-05-05T20:33:12+03:00 Daria Bybyk Iryna Savelchuk The article examines the peculiarities of the formation of social cohesion of the population as a whole and in the community of youth of Ukraine in the conditions of martial law in particular. An analysis of scientific works on the research problem was carried out in order to determine the leading components and criteria that determine the level of social cohesion. The results of an empirical study conducted in the form of anonymous representatives of youth of Ukraine are presented. The results of the survey determine the level of social cohesion in a vertical and horizontal section and determine social unity according to separate criteria. The results of the questionnaire are compared with the data of a sociological study on the definition of the Social Cohesion and Reconciliation Index (SCORE), which was conducted in Ukraine by USAID, UNDP and their partners in 2021. The purpose of the research covered in the article is to analyze the phenomenon of social cohesion of youth in the process of forming the civil society of Ukraine in the conditions of martial law. The main tasks are as follows: to analyze the leading scientific works on the research problem and to justify the general conceptual provisions regarding the understanding of social cohesion as a necessary condition for the existence of society; determine the socio-psychological features of student youth as a socially active category of citizens; to investigate the peculiarities of formation and regulation of social cohesion as a leading factor of social self-organization and development of society. Achieving the set goal and solving research tasks was carried out using theoretical, empirical and statistical methods of data processing. The conclusions confirm that social cohesion is an important condition and indicator of a qualitative change in the structure of society, which is determined by the activity of social subjects in order to achieve a common socially significant goal. The novelty of the study consists in determining the actual problems of the process of forming the social cohesion of youth in the conditions of war by determining the actual level of cohesion in general and according to individual criteria. 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Daria Bybyk, Iryna Savelchuk Socio-institutional reintegration characteristics of hybrid war veterans 2023-05-05T20:49:52+03:00 Tetiana Zakharina The article considers the main areas of social work with veterans of the hybrid war. An analysis of scientific works on the research problem has been carried out in order to determine the main directions of social work with veterans. The results of an empirical study conducted in the form of a questionnaire have been presented. The results of the survey on determining the needs of veterans have formed the basis of the developed areas of social work with this category of clients. The purpose of the research, covered in the article, is to identify the problems of veterans of the hybrid war and to develop directions for social work with this category of clients. The main tasks are as follows: to analyze the leading scientific works on the research problem and substantiate the conceptual provisions of the problem of social work with veterans; to identify socio-psychological features of hybrid war veterans; to investigate the problems of hybrid war veterans as a basis for developing areas of social work with this population category. Achieving the set goal and solving research tasks has been carried out using theoretical, empirical and statistical methods of data processing. The conclusions confirm that the identified problems of hybrid war veterans can be grouped into the following groups: social, physiological, personal, legal and psychological. The determined socio-psychological characteristics of veterans give grounds for asserting that this category of clients needs the development of innovative directions of social work with this category of clients. Based on the results of the research, we have developed directions for social work with veterans of the hybrid war: social-legal, social-medical, social-pedagogical, psychological-social. The novelty of the research lies in the determination of actual problems of hybrid war veterans and their socio-psychological characteristics, which is the basis for the development of directions for social work with hybrid war veterans. 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Tetiana Zakharina The effect of guidance and counselling services based on an ecological approach to academic integrity 2023-05-05T21:16:48+03:00 Dwi Yuwono Puji Sugiharto Abdul Kholiq Boby Ardhian Nusantara Anwar Sutoyo Lenia Nawang Arum The purpose of this study was to determine how the influence of ecological approach-based counselling services on academic integrity. The population of this study were all students in the school while the sample amounted to 398 students. This research uses ex post factor design. Data analysis techniques used were descriptive analysis and simple linear regression analysis. The results of the descriptive analysis showed that the level of student perceptions of approach-based counselling services was in the high category (M = 70.01) and the level of academic integrity was in the high category (M = 58.51). The results showed that the ecological approach-based counselling services affect academic integrity with the coefficient of determination (R2 = 0.365). This means that counselling services based on an ecological approach contribute 36.5% to increasing academic integrity. Therefore, it is necessary to develop an ecological approach-based counselling service model to develop students' academic integrity. 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Dwi Yuwono Puji Sugiharto, Abdul Kholiq, Boby Ardhian Nusantara, Anwar Sutoyo, Lenia Nawang Arum Socio-psychological support of mental health of the educational process participants in crisis situations (practical experience) 2023-05-05T21:50:34+03:00 Oksana Kravchenko The article summarizes the practical experience of the Faculty of Social and Psychological Education of Pavlo Tychyna Uman State Pedagogical University, in particular, it identifies the main directions for preserving the mental health of educational process participants: scientific research for the comprehensive rehabilitation of sensitive categories of citizens in crisis conditions (functioning of scientific research centres and laboratories; development of departmental topics; activities of schools of sciences; implementation of educational and scientific programmes, etc.); organization and conduct of extracurricular activities (student competitions, defence of social projects, actions, flashmobs, etc.); initiation of scientific and practical activities for teachers and students (scientific festivals, conferences, online-streaming marathon with lecturers from European countries under the slogan of The World in Support of Education and Science in Ukraine, the Children. Peace. Security online-stream); participation in advanced training programmes and training programmes, training sessions; assistance in and implementation of adaptation programmes for internally displaced persons in the community; project activities; surveys of teachers and higher education students on the state of their mental health; conducting a course of rehabilitation assistance to persons in crisis situations (the course provides for the useful tips and recommendations on how to preserve mental health to ensure emotional stability in the education process. At the same time, it will provide an opportunity to unite the efforts of scientific and pedagogical workers and practitioners (specialists of social institutions, health care institutions, and the public), public organizations in order to search for common areas of cooperation in the direction of socio-psychological rehabilitation of sensitive categories of citizens); placement on the website of the faculty of an information resource with reference to materials relating to the matters of socio-psychological rehabilitation from the consequences of the war. These measures are aimed at creating a safe educational environment for the life and health of higher education students, including their mental health. 2023-03-30T00:00:00+03:00 Copyright (c) 2023 Oksana Kravchenko Coming back from war: psychosocial support for veterans and their family members 2023-05-05T22:03:58+03:00 Olha Stoliaryk Тетяна Семигіна The Russian-Ukrainian war, which escalated in connection with the full-scale invasion of the aggressor country in February 2022 and the occupation of a large part of the territory of Ukraine, led to an increase in the number of veterans who suffered the trauma of a high degree of intensity due to participation in armed conflicts. The article examines the specifics of the veteran community as a category of social work clients and reveals the methods of providing social support based on an approach focused on clients' strengths. The main stages of veteran psychosocial support inherent in this approach have been determined (1) the mobilization phase; (2) the stage of being in the zone of armed conflicts and hostilities; (3) stage of demobilization, returning home; (4) the stage of reintegration into the community and family, building of formal and informal support networks; (5) the stage of considering new life meanings , taking care of one's own "I", searching for oneself; (6) the stage of normalization of life situation: restoration of routine, activity, return to usual activities. Since traumatic experiences affect not only veterans but also members of the family system as the immediate environment, the psychosocial services provided must be family-oriented and consider the family context as a resource environment that can influence the adaptation process of veterans to peaceful life and return to the family. It is advisable for social workers to choose tools for working with veterans that are not capable of harming their clients and that rely on activating the strengths of individuals and families, to observe the general principles of the strengths-based approach. Ethical risks and obstacles that may arise in the work of a social work specialist, taking into account the specific experience of veterans and complicating the process of applying the strengths perspective, are analyzed. 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Olha Stoliaryk, Тетяна Семигіна Issues and challenges in social work field education in Nigeria 2023-05-05T22:20:49+03:00 Tracy B.E. Omorogiuwa The place of social work in enhancing societal welfare cannot be separated from the role of field education, which is a vital part of social work training. Field practicum offers students with information and opportunities to tackling and resolving issues in practice. Given that it is an essential element in the social work curriculum, field education is crucial in education outcomes. This paper aimed to explore the structure of the social work field experience via the lens of students and the need to seriously look into the practice methods, in order to promote the worth of field experience. Using a qualitative research design, one focus group interview was conducted and transcribed following the permission of the research participants. With the aid of the thematic analysis, data was analysed, by recognizing, exploring, establishing, reporting themes and capturing imperative ideas in view of the research questions. Findings show that social work field education is fraught with irregularities arising from insufficient field agencies to the engagement of students in activities not related to their field experience. Although involving participants from one major university, this study therefore concludes that core stakeholders/departmental administrators should liaise with other social service organizations to create a platform for training and re-training of key staff to ensure effective practical experiences for students. This study might have crucial implications for departmental administrators to improve the quality of field practice training. 2023-05-06T00:00:00+03:00 Copyright (c) 2023 Tracy B.E. Omorogiuwa