Behavioral Disorders

Behavioral disorders are on the rise at all levels of upbringing and education, among all categories of children and students, both in terms of their scope and forms of manifestation. The focus of this chapter is to elaborate on the notion of behavioral disorders to introduce a variety of definitions recognized by researchers and practitioners in different scientific disciplines studied by social pedagogy. Furthermore, the emphasis of this chapter is to investigate classifications, criteria, and categories of behavioral problems and identify risks and protective factors among children and young people. These risk factors were discovered in school settings, among peers, and in family climates instigating mild and serious behavioral challenges. The chapter provides a detailed insight into risk factors caused by genetics, family environments, school education, media influence, and free time utilization. The content of this chapter will expand the theoretical and practical knowledge of social pedagogues and other professionals who deal with diverse behavioral disorders in various societies.

Role of Social Pedagogue in Teamwork in Educational and Other Institutions

As helper professions, social pedagogical professions relate to working with behavioral problems, emotions, and working on interpersonal human relationships in order to provide assistance to others, people who are in crisis, distress, and who need it. The goal is to achieve changes in the behavior and activities of the individual, which requires interdisciplinarity and teamwork. In order to successfully perform work in institutions where they find their place social pedagogues and be successful members of the team that works with its members, all engaged professionals need to know the essence, reasons, prerequisites, criteria that the working group needs to meet in order to act as a team. The study will contribute to improving the quality of life of all categories of educators with whom they work, all of which will contribute to faster, more efficient, and rational resolution of practical problems in the field of education and educational work.

Scientific Basis of Social Pedagogy

The scientific basis of social pedagogy was developed between the 19th and 20th centuries. Its development was propelled by the era's poor socio-economic conditions. The society was emancipated from traditional ways of life in rural areas to industrialization, urbanization, and modern forms of lifestyles. This chapter discusses the scientific basis of social pedagogy in countries in Europe, which include but are not limited to Germany, Sweden, Finland, and France. It covers this background, but the focus of the chapter is the position of social pedagogy in the system of science, its research areas, the education of social pedagogues, and the areas of work of social pedagogues.

Prevention and Rehabilitation of Behavioral Disorders

Behavioral disorders are progressively affecting all categories of pedagogues and educators and all strata of society with prevalently diverse manifestations and gaining the characteristics of an epidemic. It is especially important that future social pedagogues and other professionals contribute to solving socio-pathological problems. This chapter presents solutions and recommendations for behavioral problems detected amongst children and youths. Early uncovering and diagnosis of behavioral disorders is of outmost importance for prevention, rehabilitation, and elimination. The chapter examines the role of the family, the role of the school, and school professional services in the prevention and eradication of behavioral disorders. This chapter further explores the prevention measures to counteract and stop juvenile delinquency and to deal with effective rehabilitation early. This chapter will contribute to the acquisition of knowledge about current prevention programs, getting to know the etymology and measures of prevention, detection, and rehabilitation of the same.

Polish Pedagogy in the Early 20th Century: The Emergence of the Concept of Children’s Rights

This article presents an analysis and interpretation of sources and secondary materials collected during research on social pedagogy being a source of ideas for the contemporary concept of children’s rights. Polish social pedagogy in its historic heritage, grounded in the ideas and writings of the first Polish pedagogues, of the 1920s and 1930s as well as in specific theoretical and institutional measures that served the practice of social support, help and care, was guided by the notion of the protection of human rights. This particularly referred to the rights of the child threatened by poverty, exclusion, social inadequacy; the child who was hungry, abandoned, orphaned and in urgent need of support. The article discusses the source of the concept of children’s rights found in the achievements of Polish social pedagogues, and their implications for the evolution of theory and practice in protection of the children’s rights. The central focus of these considerations is the category of law as an important element of the human educational environment during childhood.

Infodemia: ways to recognize and counter information influences during a pandemic

Since the beginning of the pandemic, humanity has faced an additional threat, namely the spread of unnecessary, unreliable and harmful information, which is called infodemia. It has become one of the greatest challenges of our time therefore the heads of state, world organizations and owners of social media have stepped up to fight it. In our opinion, pedagogical workers, in particular employees of the psychological service of the education system, should join the educational and preventive work. Every user of social networks becomes a newsmaker with only an account and access to the Internet. And because students are active users of social media, the share of their participation in the dissemination and creation of false information is significant. This publication proposes a system of starting practical psychologists and social educators of educational institutions in the relevant refresher courses, which will allow them to conduct quality practical work with students and their parents. The content of training should take into account the components of the nutrient medium for information viruses, the fight against pandemic fakes, the system of forming sensational news, the features of hate speech, the formation of news literacy and others. It is also necessary to train specialists, and later each student, to recognize false, partially reliable and manipulative information. Since the main spreader of information viruses is humans, training should apply to everyone. Keywords. Infodemia, pandemic, information viruses, fake news, fake account, stress, fear, panic, manipulation, isolation, social media, marking information, factcheking, media education, course for practice psychologists and social pedagogues, practice lessons with students, information immunity, clickbait, discrimination, newsmaker, critical thinking, protection from hidden influences, media responsibility, media culture

Social pedagogy versus social work in a Swedish context

In Sweden there are several different professions that work within the welfare sector. Two of these are social pedagogues and socionoms. This article examines the similarities and differences between these professional fields by exploring four areas in more detail: education, the history of ideas and theory, research and practice. The results show that there are not only many differences but also some similarities. In practical work, social pedagogues and socionoms often work side by side and perform similar tasks. They are located in the same areas and often use the same methods. When it comes to the differences in educational history and current educations, they are large although they can also be found in, for example, the history of ideas. Furthermore, research in the various areas differs. In social pedagogy the interest has to a greater extent been focused on an understanding of the discipline through studies of the history of ideas, while in social work today one often focuses on studies of professional methods. Today’s challenges in the welfare sector require new knowledge, ways of thinking and understanding. Here, social pedagogy with its philosophical roots and humanistic values can play an important role.

Scientific comparative analysis of professional self-development of future social pedagogue In Kazakstan and abroad

The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities.The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues. Keywords: professional self-development, social pedagogue, self-development trajectory;

Scientific comparative analysis of Professional Self-Development of future social pedagogue in Kazakhstan and abroad

The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities.The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues. Keywords: professional self-development, social pedagogue, self-development trajectory;