scholarly journals Training of Future Social Workers on the Basis of the Competence Approach During the Study of the Discipline «Fundamentals of Research in Social Work»

2020 ◽  
pp. 232-247
Author(s):  
Hanna Ridkodubska
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Educational Process ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Theoretical Knowledge ◽  
The Social ◽  
Wide Range ◽  
The Future ◽  
Professional Assistance

Theoretical and applied issues of training future social workers on the basis of the competence approach during the study of the discipline are studied. Analysis and systematization of scientific research in the process of training future social workers allowed determining the main potential of the competence approach to training future social workers during their professionalization. The aim of the article is to describe and substantiate the competency approach during the study of the discipline «Fundamentals of research in social work». It is substantiated that training of social workers on the basis of competence approach during studying of discipline «Fundamentals of scientific researches in social work» allows to apply theoretical knowledge for the decision of practical problems, forms professionally necessary complex of competences, helps to develop students’ independent thinking, combining theory with practice. The benefit of article is that the paper analyzes each lesson (lecture and practical) and proposes a system of work on the formation of future social workers’ professional competencies within the components of readiness for professional activity. In author’s opinion, expanding the content of academic disciplines with theoretical knowledge and practical tasks for the organization and implementation of research in social work and professional development will enrich and modernize the content of future social workers’ training in the competence approach. In addition, the disclosure of ways to implement the training of future social workers in the competence approach will improve the quality of their training in modern conditions. The author of the article has made a conclusion that, on the basis of the analysis of the study of the discipline «Fundamentals of research in social work», the competence of the future social worker is seen as the ability to solve a wide range of tasks in the social field, the ability to quickly and quickly master new special skills, willingness to cope with new professional functions that determine the features of professional assistance to different types of clients. The prospects for further exploration in this area are seen by the author as systematization of innovative technologies of the organization of educational process of HEI, development of the system of forming the future social workers’ competence paradigm.

scholarly journals ВПЛИВ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ НА ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ОСОБИСТОСТІ ФАХІВЦЯ СОЦІАЛЬНОЇ РОБОТИ

2018 ◽  
Vol 66 (4) ◽  
pp. 93 ◽  
Author(s):  
Valentyna V. Balakhtar
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Information And Communication Technologies ◽  
Human Person ◽  
Communication Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Education Development ◽  
The Social ◽  
Information And Communication

The problem of forming the competence of a specialist in social work has always been a complex issue that needs to be addressed as rapidly as possible. At present there is a growing demand for specialists in the social sphere, characterized by a clearly defined professional focus, high intellectual level, creativity, the ability to constant development and improvement, analyze the problems of vulnerable population groups, plan the work of both social workers and the social service in general, dedication to human, national ideas etc. The provision of quality education for prospective specialists in social work in Ukraine requires the revision of methods and forms, principles and approaches to their training. The article justifies the necessity of using the information and communication technologies in the educational process, as modern social workers should have a competitive advantage in the labor market, be able to respond efficiently to the problems in the human-human system relying on their own ability to communicate and cooperate with various categories of population, and at the same time striving to achieve a holistic development of one's own personality and professional activity, acquire competences, skills, professionalism. Nowadays the human person, with their essential nature and subjectivity is the highest objective of society. The introduction of information and communication technologies into the training promotes the development of professional competences of the future social workers and is an arms-length process of education development. Prospective trends of using information and communication technologies are determined as following: they can be both the object of study and the means of instructions. The results of a survey among specialists in social work on obtaining practical-oriented knowledge and skills have been presented.

scholarly journals Practice education

2012 ◽  
Vol 10 (2) ◽  
pp. 63-88
Author(s):  
Steven Keen ◽  
Jonathan Parker ◽  
Lynne Rutter ◽  
Sarah Williams ◽  
Keith Brown
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Workers ◽  
Workforce Development ◽  
The Social ◽  
The Future ◽  
Qualification Framework ◽  
Mentoring Support ◽  
Degree Level ◽  
Practice Education

The future of practice education in social work in England is under discussion. An integral part of this relates to those considered qualified and appropriate to assess student social workers and the qualification framework necessary to ensure their supply. A draft Practice Educator Framework for England was published in October 2009. Fifteen partnerships of employers and Higher Education Institutions (HEIs) were invited to deliver pilot Practice Educator programmes to test out the draft framework. This paper reports the formative and final evaluations from these pilot sites and lays the foundation for considerations of the future development of practice education in England. The evaluation and the pilot were commissioned by Skills for Care and funded by the Social Work Development Partnership. In total, 321 candidates had been or were in the process of being recruited to these pilot sites; whilst 24 candidates withdrew from or deferred their studies. The findings from the evaluation indicated that the vast majority of pilot sites had accredited their programmes academically, many at Master’s degree level. Candidate feedback was predominantly positive; however, about one in eight candidates disagreed that their programme had provided them with sufficient mentoring support. A third of pilot sites have realised they do not have the numbers of stage 2 Practice Educators that qualifying placements may require. Strong partnerships between employers and HEIs and targeted funding will be needed to ensure that future programmes meet workforce development needs.

scholarly journals Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

scholarly journals Solving the social problems of a modern young family through social work

2021 ◽  
Vol 7 (Extra-A) ◽  
pp. 287-292
Author(s):  
Yanina V. Shimanovskaya ◽  
Alexander S. Sarychev ◽  
Mihail V. Firsov ◽  
Galina P. Medvedeva ◽  
Natalia P. Konstantinova
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Worker ◽  
Social Problems ◽  
Russian Society ◽  
The Social ◽  
Wide Range ◽  
Social Technologies ◽  
Young Family ◽  
Social Difficulties

The article explores the problem of training future social workers to study the social difficulties arising in young families, as well as to use the social technologies for resolving said difficulties under the current conditions of the development of Russian society. A wide range of technologies implemented by a social worker in working with a young family to improve the effectiveness of the realization of its potential is provided.

scholarly journals The use of gaming technologies in the process of training a social work professional

2021 ◽  
Author(s):  
Ю.Ю. Рыбасова ◽  
Э.Н. Утеева
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Learning Technologies ◽  
Educational Process ◽  
Psychological Support ◽  
Professional Activity ◽  
Practical Application ◽  
Innovative Technologies ◽  
Global Problem

Актуальность статьи обусловлена тем, что в современных условиях, связанных с глобальной проблемой пандемии XXI века – COVID – 19 делается акцент новым предложениям для подготовки профессионалов социальной работы. Цель статьи заключается в использовании игровых технологий в образовательном процессе для усовершенствования подготовки будущего социального работника. Авторы рекомендуют творческие подходы применения технологий обучения для студентов в нынешних условиях работы с гражданами, нуждающихся в социально-культурной и психологической поддержке. Предложены идеи практического применения инновационных технологий в процессе обучения студентов умениям, навыками универсальным компетенциям будущей профессиональной деятельности. Инновационные формы и методы игровых технологий позволяют во время организации учебного процесса студентам создавать собственные разработки и практиковать в своей профессии. Статья предназначена для социальных работников, социальных педагогов – практиков и студентов, обучающих мастерству социальной работы. The relevance of the article is due to the fact that in modern conditions associated with the global problem of the pandemic of the XXI century – COVID – 19, emphasis is placed on new proposals for training social work professionals. The purpose of the article is to use game technologies in the educational process to improve the training of a future social worker.The authors recommend creative approaches to the use of learning technologies for students in the current conditions of working with citizens who need socio-cultural and psychological support. The ideas of practical application of innovative technologies in the process of teaching students skills, skills and competencies of future professional activity are proposed. Innovative forms and methods of game technologies allow students to create their own developments and practice in their profession during the organization of the educational process. The article is intended for social workers, social educators, practitioners and students who teach the skills of social work.

Professional Mistakes and Variables Associated with them in Clinical Social Work Practice

2019 ◽  
Vol 16 (2B) ◽  
Author(s):  
Hend Al-Ma’seb
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Significant Relationship ◽  
Clinical Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Theoretical Knowledge ◽  
Clinical Social Workers ◽  
The Social ◽  
Clinical Social Work Practice

Abstract Professional errors that clinical social workers make in their practice can affect not only the helping process, but also the social workers themselves and their clients. This study aims to explore the variables associated with professional errors in clinical social work practice. The sample (N = 198) used in the study consisted of social workers in Kuwait. The findings of the study revealed a significant relationship between the participants’ nationality and the theoretical knowledge errors component. In addition, a significant relationship was found between social work workshops and theoretical knowledge and ethics & values error components. A significant relationship was also found between familiarity with the latest empirical studies in social work and six types of professional errors, excepting terminations errors. However, the findings of the study showed that there are no significant relationships between variables like gender, age, and years of experience of the social workers and all types of professional errors. Keywords: professional errors, clinical social workers, social work, mistakes

scholarly journals The Future of Social Work Practice in Addictions

10.18060/91 ◽  
2005 ◽  
Vol 6 (1) ◽  
pp. 202-209 ◽  
Author(s):  
Diana M. DiNitto
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Political Environment ◽  
Treatment Services ◽  
The Social ◽  
The Future ◽  
Definition Of ◽  
The Brain

Few social workers specialize in addictions practice. That number may grow in the years ahead due to demographic changes in the population, an expanding definition of addiction, and other factors. Social workers in all areas of practice see clients with addictions and their family members, but there is a large gap in the numbers who need treatment and receive it. The social work workforce of the future must be better equipped to develop and identify prevention and treatment services that are both appealing to clients and effective. These services may need to be offered in other setting where clients are seen. There is also much work to be done in the years ahead in the political environment to make treatment available and to see that individuals with addictions are treated fairly. Substantial research is being conducted on genetics and the brain chemistry of addiction. Psychosocial factors are also believed to play a substantial role in the development of addictions, thus ensuring social workers place in the addictions field in the years ahead.

Congressional Social Work Caucus

2013 ◽  
Author(s):  
Charles E. Lewis
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Affordable Care Act ◽  
Mental Health Research ◽  
Work Organizations ◽  
Public Events ◽  
Member Organization ◽  
The Social ◽  
Wide Range ◽  
Work Education

The Congressional Social Work Caucus is a bicameral authorized Congressional Member Organization (CMO) founded by former Congressman Edolphus “Ed” Towns In November 2010 during the 110th Congress. The mission of the caucus is to provide a platform in Congress that will allow social workers to engage the federal government. The Social Work Caucus consists of members of the House of Representative and the U.S. Senate who are professional social workers or who generally support the ideals, principles, and issues germane to the social work profession. Because of House Ethic rules, CMOs are prohibited from possessing resources of its own and must depend on the office budgets of its members. Consequently, the Social Work Caucus participated in a number of congressional briefings and seminars in conjunction with other social work organizations such as the National Association of Social Worker (NASW), the Council on Social Work Education (CSWE), and the Social for Social Work and Research (SSWR). These public events covered a wide range of topics such as social workers roles in the Affordable Care Act, military social work, funding for mental health research, and trauma-based practice in child welfare.

scholarly journals PROJECT TECHNOLOGIES IN PROFESSIONAL PREPARATION FOR SOCIAL SPHERE WORKERS

2018 ◽  
pp. 158-164
Author(s):  
Olga Morenko ◽  
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Services ◽  
Social Practice ◽  
Social Innovation ◽  
Educational Process ◽  
Professional Activity ◽  
Social Design ◽  
Social Sphere ◽  
Pedagogical Innovations

The article defines the essence and content of the concepts of «innovation», «social innovation» and «social technologies». Society exists and operates on the basis of practice. One of the most important forms of social existence is social practice, aimed primarily at social change. The sources of social innovation are changes in the external environment, social problems that arise and which cannot be solved with the help of traditional methods, as well as changes in the needs of society and its members. Innovation also includes social design. The origins of the idea of project training are considered. It is determined that the training of specialists for the social sphere is actively developing on the basis of scientific views of various scientific schools of social work. The professional activity of social workers involves constant interpersonal contacts with people in need of assistance. Therefore, the use of pedagogical innovations in the process of training social workers, based on the active subject-subjective interaction of participants in the educational process, is being updated. These are interactive technologies (technology cooperation) that are widely used in higher education institutions and studied by foreign and domestic scientists. It is revealed that in practice of social work, designing is a component of the management of social services, the component of self-management of social work specialists and social technology is aimed at forecasting and implementing social innovations. The effectiveness of a specialist in social work, his professionalism, depends on knowledge, skills and abilities, as well as on preparedness for activities in a changing environment, the ability to design and implement social innovation.

scholarly journals Pedagogical System of the Future Social Workers’ Training for a Professional Mobility: Results of Experimental Work

2018 ◽  
pp. 214-224
Author(s):  
Hannа Ridkodubska
Keyword(s):  
Social Workers ◽  
Experimental Work ◽  
High Reliability ◽  
Educational Process ◽  
Social Sphere ◽  
Formative Stage ◽  
The Social ◽  
Professional Mobility ◽  
The Future ◽  
Content Provision

The article is devoted to the pedagogical system of the future social workers’ training for a professional mobility. The purpose of the article is to characterize the results of research and experimental work on the introduction of the pedagogical system of the future social workers’ training for a professional mobility. The benefit of the study is that the theoretical and applied questions of implementing the pedagogical system of training future employees of the social sphere for a professional mobility are researched. The author has designed the appropriate model of this process and schematically shown it in the article. The summarization and systematization of experimental data of the study has allowed determining the content of the pedagogical system of training for a professional mobility, which consists of three blocks: conceptual, technological and evaluative-productive. The conceptual block covered a social demand for social workers, the purpose of the pedagogical system (that was to train future social workers for a professional mobility), specific tasks, principles and methodological approaches to the future social workers’ training for a professional mobility. The technological block combines a content provision of educational disciplines, technologies, methods and forms of the training. The evaluation-productive block presents components, criteria, levels and indicators of the future social workers’ readiness for a professional mobility. In the author’s opinion, expanding the content of each block in training on a professional mobility will substantially enrich and refine the content of the future social workers’ training. Moreover, disclosing the content of the experimental work on the future social workers’ training for a professional mobility will improve the quality of their training under modern conditions. Basing onto the results of the pedagogical experiment formative stage, the author has determined that the implementation of the author’s pedagogical system of the future social workers’ training for a professional mobility during the educational process at higher education institutions is effective, as the positive dynamics in the level of students’ readiness for a professional mobility was revealed according to designed indicators, levels, components. The analysis of the results of the pedagogical experiment has also proved a high reliability of the received quantitative data.

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