Social work and education

Research as a driver of change: a new perspective on social work (a review of Tetyana Semigina’s book "Promoting change: research in social work")

Hanna Slozanska — Sun, 30 Mar 2025 00:00:00 +0200

The first days of 2025 were marked by the publication of Tetyana Semigina's book "Promoting Change: Research in Social Work" (Semigina, 2025). A scientific work has appeared in the domestic professional literature on social work, which includes a comprehensive analysis of research paradigms in social work - positivist, interpretative and critical. At the same time, the overall emphasis in the publication is on the role of research approaches in improving social services and improving the lives of vulnerable groups of the population.

The participatory approach to competence-based training of junior bachelors in social work: experience of practical implementation

Olena Malovichko, Serhii Malovichko, Oleh Masiuk, Taras Butchenko — Sun, 30 Mar 2025 00:00:00 +0200

The article is dedicated to analyzing the integration of participatory and competency-based approaches in the training of professional junior bachelors in the field of Social Work. The authors examine the current state of educational programs in Ukraine, identifying issues related to the fragmented involvement of stakeholders and the influence of the traditional didactic model, which limits students' competency development. The study explores the experience of implementing the participatory approach using the example of the Economics and Law Vocational College of Zaporizhzhia National University (ZNU) and evaluates its effectiveness in aligning students' competencies with contemporary demands in the labor market and the social sector.

Special attention is given to the mechanisms for engaging employers, academic staff, graduates, and students in the development and revision of educational programs, ensuring a strong connection between theory and practice. The study determines that the participatory approach helps eliminate key shortcomings of the competency-based approach, particularly bureaucratization and the disconnect between educational standards and the real challenges of professional practice.

The article summarizes the experience of using interactive teaching methods, such as practical modeling of social cases, volunteer activities, research projects, guest lectures, and panel discussions. Potential contradictions between the competency-based and participatory approaches are identified. An excessive focus on professional competencies may lead to a narrowing of educational content and a weakening of general humanitarian training, contradicting the humanistic model of education. At the same time, integrating theoretical and practical components within an integrated educational model can provide a balance between fundamental knowledge and professional skills.

The practical significance of the research lies in the possibility of scaling the acquired experience to other institutions of professional pre-higher education and developing recommendations for improving educational programs. Future research prospects include the development of an integrative model for adaptive updates in social work training, assessment of the effectiveness of participatory methods in competency-based education, and integration of international experience into the national system for training social workers.

Potential of Service-Learning in Social Work Education: Experiences of Three Countries

Sat, 26 Apr 2025 00:00:00 +0300

The study provides an answer to the question of the potential of service-learning in social work education in the context of the current challenges of the social work profession. Service-learning is a teaching and learning strategy that combines service with education to develop students' knowledge, skills, and civic engagement while solving community problems and challenges. The study reflects the theoretical background and examples of service-learning integration into social work education in Slovakia, Ukraine, and Georgia. Experience shows that the service-learning strategy can develop specific competencies necessary for the performance of social work in practice and has the potential to respond to current challenges of social work in the early stages of the professionalization of social workers.

A Institutionalization of social work with refugees: a comparative analysis of Ukraine, the EU and Kazakhstan

Zhanar Abdykalykova, Ayagoz Aubakirova, Tolkyn Adilbekova, Dinara Yessimova — Sat, 26 Apr 2025 00:00:00 +0300

Large-scale migration flows caused by the armed conflict in Ukraine have exacerbated the need for systematic social work with refugees. In a crisis, the institutionalization of social services plays an important role in ensuring that refugees have access to social support and are integrated into the host society. In Ukraine and the countries of the European Union (EU), there are organized mechanisms for helping refugees, including state structures, non-governmental organizations (NGOs) and international humanitarian agencies. These institutions ensure the coordination of social services, the provision of housing, medical and psychological assistance, and promote the social adaptation of refugees. In Kazakhstan, on the contrary, there is no system of social work with refugees, and assistance to Ukrainian migrants was provided mainly by volunteers and NGOs without a clear algorithm of actions. The lack of institutional coordination has led to fragmented social services and uneven distribution of assistance among refugees.

This study is devoted to a comparative analysis of the mechanisms of social work with refugees during the crisis period. The article discusses the legal and organizational aspects of the provision of social services in Ukraine, the EU and Kazakhstan, analyzes the degree of involvement of social workers and NGOs in the process of helping refugees. The study is based on the analysis of legal documents, international refugee support programs and empirical data on the practice of social work in these regions.

The results of the study reveal institutional differences in social work with refugees: in the EU and Ukraine, this activity is part of the system of social services, in which both state and NGOs are actively involved, and in Kazakhstan it is spontaneous. The lack of coordination between government agencies and NGOs, the lack of professional support and reliance on volunteer initiatives create barriers to the social adaptation of refugees.

Analysis of the Activities of State and Non-governmental Organizations in Providing Social and Medical Services to IDPs Living with HIV in Ukraine

Alina Dulia, Maryna Lekholetova — Sat, 26 Apr 2025 00:00:00 +0300

Population migration, destruction of the country's infrastructure, significantly complicates access to social, medical, and legal services and thereby the prompt response of specialists from state and non-state organizations to meet the needs of citizens, especially vulnerable groups of the population, which include IDPs living with HIV.

The purpose of the article is to investigate the features of the provision of social and medical services to IDPs living with HIV in state and non-state organizations of Ukraine.

The authors have summarized the problems of IDPs living with HIV (domestic, socio-economic, socio-legal, medical and social, psychological, educational, problems related to stigmatization and discrimination). In the course of the study, the authors draw attention to the fact that when planning the activities of public and non-governmental organizations in Ukraine, it is necessary to focus on social work and medical services, taking into account the outlined problems of IDPs living with HIV.

The experience of state and non-state organizations in providing social and medical services to IDPs living with HIV has been systematized (State Institution “Public Health Center of the Ministry of Health of Ukraine”, Municipal Institutions “Kyiv City Right-Bank Center for HIV-Infected Children and Youth” and “Kyiv City Left-Bank Center for HIV-Infected Children and Youth”, Center for Infectious Diseases “Clinic for the Treatment of Children with HIV/AIDS”, International Charitable Foundation “Alliance of Public Health”, Charitable Organization “Positive Women”, Anti-AIDS Foundation in Ukraine, Charitable Organization “100% Life”, Public Organization “Our Help”).

It has been determined that a significant part of the organizations’ work is focused on humanitarian assistance; assistance in improving the material situation; legal support; meeting educational needs; psychological consultations; medical and social support.

The authors see promising research directions in expert assessment of the quality of social and medical services provided to IDPs living with HIV in Ukraine using empirical methods.

Organization of the educational process in higher education institutions of Ukraine during the period of martial law

Olena Karpenko, Tetyana Spirina, Iryna Nokhrina — Sun, 30 Mar 2025 00:00:00 +0200

The article examines the features of organizing and conducting the educational process under martial law in Ukraine. It focuses on the formation of organizational conditions for collaboration with various groups of service recipients. This includes social support for citizens who have been discharged from military service or retired, as well as their families, work with internally displaced persons, and other categories affected by the war.

The features of organizing the educational process under martial law have been identified. An analysis has been conducted, and forms and methods of distance learning have been substantiated, which include elements of electronic and modular learning for students in higher education institutions. Particular attention is paid to the development of platforms such as Moodle, Classroom, Zoom, Google Meet, and others. For the rapid exchange of information, teachers and students use corporate emails, as well as platforms like Viber and WhatsApp, which contribute to the formation of theoretical knowledge and practical skills in modern conditions.

The aim of the research is to analyze the features of organizing the educational process in higher education institutions, as these issues require more in-depth study during the period of martial law. In this context, distance and blended learning, as well as the combination of classroom and extracurricular activities, have become commonplace for all participants in the educational process. It is essential to ensure that nothing threatens the life and health of higher education students.

The main tasks of the research identify a number of key aspects that contribute to a deeper understanding of the organization of the learning process in higher education institutions. Structuring the content of educational material is an important element that ensures logical and sequential knowledge acquisition by students. Thanks to this structuring, the learning process becomes clearer and more organized, allowing students to systematically achieve their educational goals.

The organization of modular distance learning in higher education institutions has its peculiarities due to the introduction of martial law in Ukraine and depends on the material and technical resources, as well as the safety conditions for both teachers and students. This includes the duration of classes, breaks, the format of the educational process established by the academic council of a specific institution, as well as the academic workload.

An important aspect is the formation of individual educational trajectories for students who, for objective reasons, have missed some classes. A key task for the management of higher education institutions is to adapt the educational process to the conditions of martial law by implementing appropriate methods and tools that will help minimize traumatic experiences and negative psychological states, as well as ensure the effective realization of the learning process.

These tasks require urgent resolution. It is particularly important to develop an algorithm and sequence of actions during air alarms, as well as to consider possible Internet disruptions that students may experience during classes and the psychological state that affects their ability to actively engage in the educational process.

The conclusions of the research indicate that the organization of the educational process in higher education institutions during martial law must take into account the main trends of distance, online, and blended learning. In particular, attention should be given to: adjusting curricula based on the chosen form of learning; recording video lectures, creating presentations, and conducting online classes in video format; ensuring the mental and psychosocial health of both students and teachers; as well as learning to assess the reliability of information and respond promptly to potential threats.

Social Support for Higher Education Applicants: an International Initiative

Oksana Kravchenko, Halyna Kucher — Sun, 30 Mar 2025 00:00:00 +0200

This study analyzes the effectiveness of international cooperation between sister cities, using the initiative of providing social scholarships from the city of Davis, USA, to students of Uman State Pedagogical University named after Pavlo Tychyna as a case study. To achieve the research goal, the methods of literature analysis, as well as analysis of official documents and websites of the city council and university were used. The study found that international cooperation between sister cities is an effective tool for community development and overcoming the consequences of crises. In particular, the social scholarship program from the city of Davis demonstrates how international cooperation can support youth and education in difficult times. The mechanism of implementation of the scholarship program was analyzed, and the roles of each partner were defined. The study confirms the importance of international cooperation for community development and youth support. The social scholarship program from the city of Davis is a vivid example of how international partnerships can help overcome the consequences of crises and create new opportunities for development. The obtained results can be used to develop new international cooperation programs and improve existing ones.

Effectiveness of Government Interventions on Youth Skill Development in Enhancing Social Security Strategy of Bangladesh

Md. Mridha, Golam Rabbani, Mohammad Shahjahan — Sat, 26 Apr 2025 00:00:00 +0300

This study investigates the effectiveness of government interventions in youth skill development programs in Bangladesh and their impact on enhancing the country's social security strategy. Employing a mixed-method approach, the research combines quantitative methods, including sample surveys, and qualitative methods, such as cross-sectional analysis and case studies, to provide a comprehensive understanding of the current state of youth skill development. Data were collected through face-to-face interviews with stakeholders from various government departments, including the Department of Social Services, Women Affairs, Youth Development, Technical Training Centres (TTC), and Vocational Training Institutes (VTI), which offer various skill development trainings. Key trades identified in the study include computer office applications, graphics designing, freelancing, hardware networking, dressmaking, driving, and electrical house wiring. Findings reveal significant positive impacts on employment, business enhancement, income levels, consumption, investment, and financial resource growth, with 35% showing high impact and 50-60% showing moderate impact. Social empowerment outcomes are also noteworthy. However, challenges such as inadequate quality and quantity of training, low publicity, limited admission seats, and insufficient budgets and monitoring were identified. Policy recommendations include increasing budget allocations, improving logistic support, updating training manuals, and integrating smart technology and AI to enhance the effectiveness of these programs.

Key-word: effectiveness, interventions, youth, skill, security, development etc.

Conditions for Implementing Mediation as a Recent Practice in General Secondary Education Institutions

Zhanna Petrochko, Malvina Kosmina, Vadym Liutyi — Sun, 30 Mar 2025 00:00:00 +0200

Under wartime conditions, students in secondary education institutions experience increased emotional distress, leading to escalated conflicts and the spread of destructive behaviors. Restorative practices—methods aimed at restoring relationships and individuals affected by conflicts or harmful actions through active involvement of all parties, the social environment, and the community—are an effective tool for conflict prevention and resolution in student communities. One of the most widely used restorative practices is school mediation.

This article aims to substantiate the necessary conditions for the successful implementation of mediation in secondary education institutions as a means of preventing and resolving conflicts among participants in the educational process. The study's objectives include analyzing the content and forms of mediation in schools, identifying key factors that enable its effective application, assessing institutions' readiness for mediation programs, selecting appropriate mediation models, and preparing schools for their successful adoption.

A distinctive feature of school mediation is its socio-pedagogical function, which involves extensive engagement of students as peer mediators under the “peer-to-peer” principle. The successful implementation of mediation programs in secondary education institutions depends on several conditions: organizational, regulatory, methodological, and socio-psychological. These include the institution’s infrastructure readiness, designated spaces for mediation activities, managerial support and relevant regulatory frameworks, availability of trained mediators, coordinators, and supervisors, as well as the motivation of students to take on the role of peer mediators. Additionally, the absence of resistance or skepticism towards mediation among students and staff is crucial for the program's success. Each of these factors serves as a criterion for assessing an institution's preparedness for mediation implementation.

Social Services Classification in South Africa: Lessons for Modernizing the Ukrainian System

Hanna Slozanska, Tetyana Semigina — Sat, 26 Apr 2025 00:00:00 +0300

The Social Services Classifier (2020), developed to comply with Ukrainian legislation, requires modernization due to challenges in implementation and practical application. Therefore, it is timely to study the experience of other countries that have successfully undergone social services reforms in the context of a complex socio-economic situation. The aim of this desk-based analysis was to investigate the social services classification system in South Africa and identify the key approaches to structuring social services in this country.

The article examines the political documents regulating social services in South Africa and identifies key principles such as partnerships between governmental and non-governmental organizations. It is determined that the conceptual approaches to providing social services, outlined in the "Framework for Social Services" document (2013), are based on a developmental approach and promote collaboration among various stakeholders. The document outlines the levels, scope, and contexts for the provision of social services, setting approaches for ensuring their quality, standardization, monitoring, and evaluation.

The South African document has a non-imperative and matrix-based structure. It contains four main categories for structuring social services: (1) Services (technological aspect) – defining the types of social services and methods of delivery; (2) Levels – the degree of intervention intensity (prevention, early intervention, mandatory intervention, reintegration, and follow-up care); (3) Life cycle – aligning services with the stages of life of recipients (childhood, youth, adulthood, senior age); (4) Sphere of influence – key aspects of social functioning targeted by interventions (in the context of social integration, poverty alleviation, protection of vulnerable groups, and support for citizens experiencing difficulties).

The study of South Africa's experience allows for recommendations for adapting specific principles and approaches for the modernization of the Ukrainian social services system.

Contemporary Views on Community Resilience: Lessons for Preparing Social Workers

Olha Stoliaryk — Sat, 26 Apr 2025 00:00:00 +0300

This article examines the integration of community resilience factors into the training system for social workers through a systemic approach encompassing adaptive relationships, learning, and development within socio-ecological systems. It explores the necessity of updating educational programs, mainly through interdisciplinarity, the development of practical skills, and the formation of competencies for effective crisis response.

Based on literature analysis, the article defines community resilience through four key elements: community resources, the ability to adapt, absorb crisis impacts, and recover. It discusses the influences of social capital, leadership, institutional interaction, and economic diversification. Specifically, it analyzes factors identified by scholars that contribute to community resilience, such as self-organization, adaptive mechanisms, infrastructure development, and risk management.

Special attention is given to the development and substantiation of a list of key competencies for social workers necessary to ensure community resilience. The importance of including components in social work educational programs that promote the development of skills and abilities to assess local resources, implement crisis management, and foster social cohesion within the local territorial community is emphasised. The article underscores the role of social workers in enhancing community safety and well-being through the development of economic capacity, resource management, and support for the local population.

The conclusions highlight the need to adapt educational programs to contemporary challenges, particularly through the integration of modules on crisis response, community leadership, and strategic planning.