Social work and education <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>in category "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">231 - Social work;</span></span></span> <span class="HwtZe" lang="en"><span class="jCAhz ChMk0b"><span class="ryNqvb">011 - Educational and pedagogical sciences;</span></span> <span class="jCAhz ChMk0b"><span class="ryNqvb">015 - Professional education (by specialization);</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> Ternopil Volodymyr Hnatyuk National Pedagogical University en-US Social work and education 2520-6451 <p>Social Work and Education is an open access journal. Authors who publish with this journal agree to the following terms:</p> <ul> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work authorship and initial publication in this journal.</li> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ul> GLOBAL PERSPECTIVES ON AGING WITH HIV AND INSIGHTS FROM UKRAINE (REVIEW OF THE BOOK “HIV, SEX, AND SEXUALITY IN LATER LIFE”) In the wake of the ongoing global viral pandemic, the profound impact of COVID-19 has highlighted the resilience and adaptability of global health infrastructures. However, as we navigate these challenging times, the book "HIV, Sex, and Sexuality in Later Life" (Henrickson et al., 2022) was published by Policy Press, Bristol, UK. It redirects our attention to the enduring and intersectional challenges faced by individuals living with HIV, particularly as they age. The book reflects on the unimaginable notion of chronicling the lives of older individuals living with HIV, a concept deemed unthinkable during the early years of the pandemic. The resilience of individuals, coupled with advancements in research and technology, has defied expectations, allowing people to live longer lives with HIV, even in resource-scarce environments. Hanna SLOZANSKA Copyright (c) 2024 Hanna SLOZANSKA 2024-01-15 2024-01-15 10 4 The potential of theater pedagogy in formation the professional image of future educators of preschool educational institutions The article focuses attention on the importance of forming the professional image of the future educator of a preschool educational institution, whose professional activity is aimed at children, an audience that is extremely sensitive and susceptible to influence. It is believed that the modern educators of preschool educational institutions can be distinguished by the high social distance and social activity, love for children, empathy, intelligence, readiness to sleep in practice, professionalism, innovative style of scientific and pedagogical thought, requiring constant self-development, physical and mental health pits, high practical work, professional and pedagogical culture, pedagogical mastery, warehouse and professional image. That modern educators of preschool educational institutions should be distinguished by high civic responsibility and social activity, love for children, empathy, true intelligence, readiness for cooperation, professionalism, innovative style of scientific and pedagogical thinking, the need for constant self-development, physical and mental health , high work capacity, professional and pedagogical culture, pedagogical skill, a component of which is the professional image. The main components (appearance, inner image and professional-pedagogical communication) and stages of formation of the professional image of the future educators of the preschool educational institutions are characterized. It is noted that pedagogical activity is based on the following theatrical principles: the principle of life truth; the principle of ideological orientation, the principle of action, the principle of organic creativity, the principle of creative transformation into an image, which makes theater pedagogy an important tool for forming the professional image of a specialist. The genesis of the formation and development of theater pedagogy as a field of scientific knowledge aimed at promoting social adaptation of a person, the development of purely theatrical and pedagogical forms and methods of influencing a person with the aim of personal growth, development of empathy and reflection is traced. It was concluded that the use of theater pedagogy methods is not only desirable, but also necessary in the preparation of teachers of preschool education institutions, since the techniques of theater develop the communicative, sociocultural, intercultural, creative competence of a specialist, make his image bright and recognizable. Tetiana ATROSHCHENKO Andreia YOKOB Copyright (c) 2024 Andreia YOKOB, Tatiana ATROSHCHENKO 2023-12-30 2023-12-30 10 4 521 529 10.25128/2520-6230.23.4.7 Social Capital of primary school students in the Greek education system This research explores the social capital of primary school students. The participants were thirty-two students in the fifth and sixth grades of primary school, and a semi-structured interview was used as a data collection method. The research outcomes highlighted that the students: a) stated that there are tensions and conflicts in the classroom, but they considered the classroom as a valuable part of their daily life, b) had increased social capital in specific dimensions (decision making, voluntary initiatives). In addition: a) the majority of students participated in social activities at school and in voluntary groups outside school, b) the dimension of trust seemed to be the one that was not enhanced as much as the other social capital dimensions, and had gender characteristics, and c) there was the establishment of social exclusions due to individuals' particular characteristics. Panagiotis GIAVRIMIS Copyright (c) 2024 Panagiotis GIAVRIMIS 2023-12-30 2023-12-30 10 4 530 541 10.25128/2520-6230.23.4.8 Coaching as an innovative technology for student-centered learning in higher education institutions The article explores the fundamental principles of a student-centered approach as a foundational element of the Bologna Process and coaching principles as an innovative teaching technology. The main coaching competencies are presented from the perspective of the educational process and the role of the teacher as a partner. The main components of coaching as an innovative educational category are identified and grouped into a resulting table that can be used as instructional materials when implementing coaching in the educational process. The article proposes the main stages of introducing coaching technology into the educational process of higher education institutions in Ukraine in order to comply with the requirements of the Bologna Process and to enhance the quality of education in line with the demands of contemporary societal realities. The purpose of the article is to define the essence and role of coaching as an innovative teaching technology in a student-centered approach. It explores key aspects of coaching as an educational technology and elements of transforming the role of the teacher into that of a coach and partner. To achieve this goal, the following tasks were set: investigate the conceptual features of a student-centered approach, identify coaching principles that align with the concept of student-centered learning, present a coaching model as an innovative teaching technology, outline directions for the development of the coaching teaching model in higher education institutions. The research employs theoretical methods (analysis, synthesis, abstraction, explanation, qualification) and empirical research methods. In conclusion, it is emphasized that the introduction of coaching as a teaching technology in higher education institutions in Ukraine can be an effective tool for enhancing the quality of education and student development. Oleksandra HUBAR Copyright (c) 2024 Oleksandra HUBAR 2023-12-30 2023-12-30 10 4 542 553 10.25128/2520-6230.23.4.9 Some aspects of the preparation of future teachers of technology for the professional activities: domestic experience Modernization of the educational sector is currently taking place in Ukraine - the creation of the New Ukrainian School. The main purpose of which is to give students not only knowledge, but also the ability to apply it in everyday life. The problem arises of training a teacher of a new formation, a harmoniously developed personality with a competitive European level of qualification. The reforms are aimed at increasing the quality and availability of education, raising a person who meets the needs of the 21st century - proactive, self-sufficient and creative. Therefore, innovative changes in the socio-economic and state-political life of the country, as well as a constant increase in the amount of information aimed at the formation of a highly qualified teacher, are a challenge to reforms. Innovative processes in education arose in different historical periods and determined its development. The terminological analysis of innovative activity shows that the concept of "innovative processes" appeared in pedagogical science relatively recently. Their appearance is due to the expansion of international cooperation in the field of pedagogy. The article reasonably covers the problem of training future technology teachers for professional activity. Some aspects of the experience of domestic scientists in their research are analyzed. The analysis of scientific works on the preparation of future technology teachers for professional activity was carried out. Pedagogical requirements for the implementation of professional competence in the training of a future technology teacher are considered. The most important modern requirements for teacher training are disclosed. The article contains interesting information on the research topic, as well as a forecast on the research issue and prospects for its further implementation. Larisa LANOVA Copyright (c) 2023 Лариса ЛАНОВА 2023-12-30 2023-12-30 10 4 555 565 10.25128/2520-6230.23.4.10 Project activity in the educational process of future information processing and software operators on the basis of the competence approach The article actualizes the problem of project activity in the educational process of future information processing operators and software on the basis of a competent approach. Modern scientific approaches to the interpretation of the concept of «pro-activity» are analyzed. It has been found that the main development of professional (vocational-technical) education in European integration is the preparation of mobile, competitive qualification workers, ready for productive professional activity (in a particular profession) and professional realization and career growth throughout life. It is emphasized that the preparedness of future specialists for transformations in society, which is caused by entry into the European educational and world space, is determined by proper pedagogical educational activities (purpose, goals, approaches, content, principles, stages, methods, forms, means, conditions, components, criteria) of educational institutions. It is determined that prose activity is an effective method of educational process that simulates professional activity and determines the formation and development of professional skills, creative abilities, specific skills of activity and research. It is determined that one of the ways of bringing and gaining skills and skills is to create favorable conditions for the development of every future specialist, enhancement of cognitive activity and intellectual potential, initiative, individual abilities, creative and creative activity to enhance practical training through the implementation on the basis of a competent approach. it is concluded that the value of projected activity is manifested in increasing the positive motivation, systematization and integration of subject knowledge and skills, deepening the role of self-education, self-study, self-development; mastering the skills of applying theoretical knowledge to the practical solution of specific tasks; deepening the achievements of independence of constructing one's own knowledge and competencies, improving personal abilities; the acquisition of professional competences of individuals and increased adaptation to professional activity are caused; expanding research and professional experience. Tetyana MOCHAN Copyright (c) 2024 Tetyana MOCHAN 2024-01-15 2024-01-15 10 4 566 574 10.25128/2520-6230.23.4.11 The effect of using a experimental education strategy on the achievement and development of thinking skills students The current study aimed to investigate the impact of the distinguished education strategy on academic achievement and the development of thinking skills among fourth-grade literary students. To achieve the objective of the study, the researcher prepared a distinguished education strategy for selected topics from the Kurdish language book to be taught to fourth-grade literary students for the academic year 2020/2021، The research sample consisted of (60) female students from the fourth-grade literary students in an independent administration Soran, randomly distributed into two groups, one experimental by (30) female students and the other by (30) female. The study was conducted in the first half of the month November 2021. It was agreed with the school administration and teachers to allocate two classes per week for each of the two groups. In addition, the researcher prepared an objective achievement test consisting of (25) items, characterized by honesty, consistency, comprehensiveness and testing of thinking skills and has been applied to the two tests. As a pre-test and reused as a post-test, the equivalence of the two groups was ensured. After its completion, the achievement post-test and the post-test were applied to thinking skills. The results showed a statistically significant difference at the level of (0.05) between the arithmetic averages of the application marks for the experimental and control study groups on the post-achievement test attributed to the teaching method. Furthermore, the results showed a statistically significant difference at the level of (0.05) between the arithmetic averages of the marks of the requests of the experimental and control study groups on the post-thinking skills test for the benefit of the experimental group. Alan PSHTIWAN KARIM Viktor SCHASTLYVETS Victor ROZHECHENKO Copyright (c) 2024 Alan PSHTIWAN KARIM, Viktor SCHASTLYVETS, Victor ROZHECHENKO 2023-12-30 2023-12-30 10 4 575 584 10.25128/2520-6230.23.4.12 Features of social work with refugees during military conflict The article updates the specifics of the issue of refugee migration during the war in Ukraine. Therefore, the purpose of the article is the need to provide timely social assistance to migrants in Slovakia. The purpose of the article is to analyze the migration and subsequent integration of Ukrainian refugees in Slovakia during the military conflict in Ukraine through the lens of social work. This article consists of two parts. The first part is dedicated to the migration of Ukrainian refugees in Slovakia during the military conflict in Ukraine. In this part of the scientific article, the authors analyze migration, namely forced migration in Slovakia. The issue of integration of refugees within the framework of the military conflict and the problems of adaptation of refugees in Slovakia from the point of view of social work are highlighted. Based on this, in the second part of the article, the authors present a research project aimed at clarifying the problems faced by refugees from Ukraine in Slovakia. Part of the quantitative research was an analysis of the needs of refugees from Ukraine who arrived in Slovakia due to the military conflict. The research topic becomes especially relevant in light of the events taking place in Ukraine today. The scale of forced migration is a phenomenon that can also be observed in Slovakia. Migrants and their families currently need social assistance, which is possible only if the network of international institutions of social work, which take into account the current situation and its peculiarities, is functioning. To date, the social protection bodies of the population carry out multi-faceted work with displaced persons. Social workers help each person who applied to solve personal social, economic, legal and other problems, contribute to the creation or restoration of necessary social ties. The subject of the analysis are publicly available regulatory documents and the results of international research. These problems have already been repeatedly discussed at international forums and international cooperation has arisen from these problems. The Office of the United Nations High Commissioner for Refugees, the International Organization for Migration and the Organization for Security and Cooperation in Europe made an extremely important contribution to the organization of such cooperation. Beáta BALOGOVÁ Yuliia KOVALCHUK Copyright (c) 2024 Beáta BALOGOVÁ, Yuliia KOVALCHUK 2023-12-30 2023-12-30 10 4 429 437 10.25128/2520-6230.23.4.1 Family mentoring: sharing lessons learned on piloting the state standard of The social support service revised to better address the needs of families with children experiencing difficult life circumstances The article delineates crucial updates pertaining to the State Standard of the social service of the social support of families / individuals experiencing difficult life circumstances — a predominant social service in Ukraine. The revised draft of the Standard was formulated by incorporating an analysis of the existing practice of the social service aligned with the current standard of 2016. This was complemented by a comprehensive review of recent normative documents regulating social services provision, alongside an exploration of international approaches in social work with vulnerable families and children. The piloting phase of the revised Standard draft spanned from May to October 2023 and encompassed 109 social services providers engaging approximately 200 social workers. Fundamental innovations introduced in the revised Standard primarily focused on refining the scope of recipients for the social service, emphasizing its content towards fostering social and parental competencies aimed at augmenting parental capability to address children's needs. Furthermore, the revision introduced the concept of a “family mentor’ approach, emphasizing collaborative, empowering, and skill-building interaction between social worker and client. Within the ambit of the draft of the revised Standard, specialized tools were devised to assess the individual needs of the social service recipient, formulate individualized plan, conduct final monitoring, and evaluate quality of social service provision. The piloting phase corroborated the relevance of the proposed changes to the current Standard, underscoring the necessity for approval of the draft Standard, with minor adjustments resulting from the piloting process. Olha BOYKO Copyright (c) 2024 Olha BOYKO 2023-12-30 2023-12-30 10 4 438 457 10.25128/2520-6230.23.4.2 Strategies of educational and social intervention in conditions of vulnerability: Ukraine, memory and hope With the start of the war in Ukraine in 2014, or rather its second phase from 2022, it led to the largest displacement of population on European territory since the Second World War (UNHCR). The EU has strengthened its policy of assisting refugees in various EU member states with the aim of promoting better social and legal protection for persons of Ukrainian origin. In this context, the aim of this article is to present the experience of solidarity actions in the university environment and the social actors who have intervened in this situation through educational strategies, training and services (A&S), as well as the analysis of the model of providing social services through Reception, Care and Referral Centers of Displaced Ukrainians (CREADE) at the Spanish Ministry of Inclusion, Social Security and Migration. Several conclusions can be drawn from this experience of educational and social work: the coordinated implementation and subsequent evaluation of joint plans and actions of social services at the local and community levels improves the impact on the model of social assistance, and therefore on the well-being of displaced persons, because they feel that their needs are met and that they are cared for, regardless of the situation in which they find themselves; greater involvement in the process is achieved by assessing the needs of the affected people themselves; and the values of citizenship and social responsibility are strengthened through solidarity and learning activities through socio-educational strategies using the Learning and Service (A&S) methodology. Francisco Javier GARCÍA-CASTILLA Maryana RADVANSKA Rafael Acebes VALENTÍN Copyright (c) 2024 Francisco Javier GARCÍA-CASTILLA, Maryana RADVANSKA, Rafael Acebes VALENTÍN 2023-12-30 2023-12-30 10 4 458 471 10.25128/2520-6230.23.4.3 «Buen Vivir» as the global social work agenda for 2024-2026 Since 2012, three global organizations that unite social workers - the International Association of Schools of Social Work (IASSW), the International Council of Social Welfare (ICSW) and the International Federation of Social Workers (IFSW) - have offered the professional community their vision of global social work priorities and social development. The theme for 2024-2026 was "Buen Vivir: A Shared Future for Transformative Change." The purpose of this article is to review the history of the formulation of global social work priorities, and to discuss the implementation of the Buen Vivir concept in social work practice. The article is based on the synthesis of information from various sources and personal reflection. The material presents and analyzes the document "Global Agenda for Social Work and Social Development: Commitment to Action", the implementation of which took place in 2012-2020. The content of the global priorities of social work in 2020-2023 is presented. The advantages of having a global professional vision of the development of the profession and its place in the modern world are discussed. Particular attention is paid to the content and key characteristics of the rather controversial concept "Buen Vivir" ("Good Life", "Sumak Kawsay"). Its advantages are determined and challenges for social work are considered. The article presents the author's translation of the statement of three global organizations, which substantiates the choice of this concept as a key global topic for the coming years, the need for the development of political social work and microsocial practices, and the use of the knowledge of indigenous peoples. The conclusions emphasize that the analysis of the content of the global priorities of social work and social development, published in 2012-2023, testifies to the radicalization of social work in the promotion of egalitarian ideas and its orientation towards eco-social approaches. Tetyana SEMIGINA Copyright (c) 2024 Tetyana SEMIGINA 2023-12-30 2023-12-30 10 4 472 485 10.25128/2520-6230.23.4.4 Early intervention in working with children with disabilities: a comprehensive social-rehabilitation service, a functional approach or a support system? Today, in Ukraine, more and more attention is paid to early intervention, understanding its necessity in working with children with disabilities and children with developmental disorders or their emergence and their families. However, there is a growing debate about what constitutes early intervention: a comprehensive service, a functional approach or a system of care. Therefore, there is a need to interpret the content and approaches to the implementation of early intervention. The article examines various approaches to understanding the content of early intervention presented by domestic and foreign scientists. It has been found that early intervention is a complex social rehabilitation service, which involves providing qualified assistance to young children with disabilities, developmental disorders or risks of their appearance with the acquisition of basic and/or new skills by an interdisciplinary team of specialists in order to improve their functioning and development, as well as support and supporting families to improve their quality of life. The main groups of skills that specialists work on are identified: physical; cognitive; communicative; socio-emotional; self-help and self-care skills. It was found that early intervention is implemented in the context of individual programs filled with corrective and developmental, physiotherapeutic, medical, social and household, occupational therapy, rehabilitation measures aimed at the development of young children in accordance with the diagnosed types of violations. Implementation of psychological and social-consultative support of parents or official guardians of the child is provided within the framework of the program. Case management is the basic technology of early intervention. Territorially accessible Complex Rehabilitation Centers are providers of the specified service. An individual approach, family-centeredness, systematicity, comprehensiveness, interdisciplinary and accessibility are the basic principles of early intervention. Hanna SLOZANSKA Iryna KRYNYTSKA Maksym SKOCHKO Copyright (c) 2024 Hanna SLOZANSKA, Iryna KRYNYTSKA, Maksym SKOCHKO 2023-12-30 2023-12-30 10 4 503 520 10.25128/2520-6230.23.4.5 “You will be forgotten like the afghan vererans”: assessing the social support system for the Russian-Ukrainian war veterans Modern social work in Ukraine faces the challenges of successful reintegration of veterans returning to civilian life after participating in the Russian-Ukrainian war. The paper presents the results of a study conducted in the fall of 2023 with the aim of identifying the features of social support for members of the veteran community of Ukraine who returned to civilian life after participating in the Russian-Ukrainian war through the lens of the theoretical construct of the systemic approach of social work - the "change agent system". A change agent system, if effective and targeted to the needs of the client, can play an important role in providing veterans with appropriate support resources and services. During the research, 15 veterans (11 men and 4 women) and 15 representatives of support service providers from the state and public sector of social support and from the international support system of three regions of Ukraine (Dnipropetrovsk, Kyiv and Lviv oblasts) were interviewed. The study revealed a wide range of needs related to the veteran experience: the need for restorative medicine and rehabilitation, socio-psychological support, financial capacity and engagement of the veteran's civilian capital (education, employment), loss of identity and change of values, desire for recognition and memorialization of their contribution to national security. Veterans perceive the existing system of social support as forced and fragmented, unresponsive to their individual needs, and social support providers recognize deficiencies in resource provision and professional qualifications. Both groups of respondents expressed their views on the ways of developing the system of social support for veterans and strengthening the policy of memory. Recommendations from the study include systemic reform and the use of veteran experience to develop preventive support policies, and the findings emphasize the need for a systemic change to improve social support for veterans through the ecological application of veteran experience and the participation of the veteran community in decision-making processes regarding their well-being. Olha STOLIARYK Tetyana SEMIGINA Copyright (c) 2024 Olha STOLIARYK, Tetyana SEMIGINA 2023-12-30 2023-12-30 10 4 503 520 10.25128/2520-6230.23.4.6