IMPLEMENTATION OF SCHOOL BULLYING PREVENTION PROGRAMS AMONG ADOLESCENTS

At present, in the Ukrainian society, there is a gradual transition from the "interest" of bullying problems to implement a practical program to counteract bullying in the school environment. Programs are being implemented with support the MES of Ukraine using conflicting functionality, changing and navigating non-violent behavior and civic attitudes. The results of the empirical study made it possible to pay attention to the need to change approaches when using bullying prevention technology among adolescents. In particular, it was determined that not only forms of preventive training play a major role in preventing bullying, but the use of techniques, methods, ways of information submission by the subjects who carry it out, and features of interpersonal interaction with adolescents. Often, they have signs of prejudice and stigma that provoke aggression and bullying cases.

SOCIODEMOGRAPHIC DETERMINANTS OF SOCIAL INTEGRATION OF INTERNALLY DISPLACED PERSONS

The article presents the results of sociodemographic research features of internally displaced persons from Donetsk and Lugansk regions that were forced to migrate to other regions of Ukraine due to the military conflict. The following features are considered: point of displacement, financial status, housing type and its satisfaction, employment type, education and the need to retrain, communication with local people and community trust, involvement in political life and seeking for the state aid. Current financial status is almost completely affects all other spheres of life. As for the results – 45.3% of the respondents have enough money for only the most necessary things; 27.4% of respondents have material difficulties and only 4.5% have an opportunity to save money. The majority of the respondents have migrated to the places where they were able to get a job. Almost 70% of the respondents (145 people) said that their work activity changed after relocation. The most satisfied respondents are those, which professional activity has not changed significantly. Most respondents have high level of trust to the community and believe that they need to trust the community. The financial condition also forces respondents to apply for state aid and receive social payments, material childcare assistance etc. The obtained results have shown that financial conditions do not allow to determine and plan the future due to lack of material resources. Therefore, the majority of respondents with material difficulties are not sure of their future. An important feature for further integration of internally displaced persons into the new community is certainty or uncertainty of their future.

SOCIAL AND PSYCHOLOGICAL ASPECTS OF ADAPTIVE CAPACITY AND VICTIM BEHAVIOR OF STUDENT YOUTH

The basic approaches to the interpretation of adaptability, adaptive potential, victim behavior and mechanisms of its development are analyzed. The concept of "adaptive capabilities" is formulated. The peculiarities of the violation of the adaptive processes that lead to the formation of victim behavior are outlined. The article presents an analysis of the research conducted among first- and fifth-year students with the aim of establishing the relationship between adaptive capabilities and types of victim behavior. The study involved 90 students. According to the results of the empirical study, it can be argued that there is a direct correlation between students' adaptive capacities and victimization, the higher the victim behavior index, the lower the level of adaptive capacities. In particular, the greatest number of direct relationships is observed between dependent victim behavior, maladaptation, aversion to self and others; feedback – with mental and mental resilience and personal adaptive potential. With the implemented victimization, there is also a decrease in neuro-psychic stability and aversion of others, which is explained by the action of protective mechanisms and the consequences of psychological trauma. The rejection of others is also characteristic of students with aggressive victim behavior, and on the contrary, they do not accept self-harming persons. Students with hypersocial victim behavior feel emotional comfort as this behavior is approved by the community.

CONCEPTUAL AND STRUCTURAL ESSENCE OF INTERCULTURAL COMPETENCE IN THE STUDENTS OF THE 'INFORMATION TECHNOLOGY' BRANCH AT THE UNIVERSITY ENVIRONMENT

The article describes the components of the formation of intercultural competence of students of the branch of 'Information Technology'. It is found that students' intercultural competence consists of three key components, namely conceptual-value, personal-motivational and activity-behavioral. It is revealed that the identified components of intercultural competence correspond to such professional and personal characteristics of future specialists in the of the branch of 'Information Technology', such as: social activity, readiness to interact with representatives of different ethnic groups, divergence of behavior, empathy, personal stability, communication. The following structural components of students' intercultural competence were also emphasized: knowledgeable (cognitive), affective-volitional (emotional, axiological) and prognostic activity (behavioral). It is revealed that the following indicators are indicators of intercultural competence: completeness of content and strength of knowledge, knowledge of the essence of intercultural competence, awareness of its importance. The essence of the concept of 'criterion' and the formation of intercultural competence, namely its main components: value-motivational, cognitive, operational-technological, reflexive and personal. Three levels of intercultural competence formation in IT students were identified and the structure of these levels in determining the degree of intercultural competence formation of IT students in the university's educational environment.

KATERYNOSLAV AND SIMFEROPOL CHARITABLE SOCIETIES: COMPARATIVE ANALYSIS OF ACTIVITY О. Balukhtina

The article aims at studying the largest charitable societies in Katerynoslav and Simferopol as an example of public care in the Ukrainian lands in the pre-Soviet period. The main directions of their activity are highlighted, common features and peculiarities are determined. Charitable institutions were established, which functioned at the expense of societies. It is proved that charitable activity was one of the factors increasing the level of social protection of the most vulnerable segments of the population in provincial cities. Interest in the topic of charity is inexhaustible, as it is associated with the study of cultural and spiritual traditions, which this phenomenon is associated with in society. Among a wide range of problematic issues, today the activities of charitable societies at the level of the regions of Ukraine are insufficiently studied. The aim of the article is to study and compare the activities of Katerynoslav and Simferopol charitable societies to improve financial situation of vulnerable groups in Katerynoslav and Tavriya provinces. The method of comparative analysis is applied. The main amount of funds came from the collection of direct donations through the organization of charity events (concerts, performances), through salary books and subscription letters. Katerynoslav Charitable Society had a much larger turnover of funds, revenues and expenditures. It is obvious that it collected more donations and was more active in entrepreneurial activity. The successful activity of Katerynoslav and Simferopol charitable societies reflected a wide range of social needs of Southern Ukrainians and was directed, first of all to financial support of vulnerable segments of the population. Over the time, help became more targeted. Attempts were made to solve the problems of social care for the infirm, professional begging and unemployment by creating shelters and working houses. Attention was paid to the main role of women in managing societies and cooperation with local authorities was monitored.

GENDER MANAGEMENT IN SOCIAL SPHERE INSTITUTIONS: СONDITION AND PROSPECTS

The article deals with gender specificity (similarities and differences) in the management activity of men-leaders and women-leaders of social sphere institutions. The practicability of taking into account this specificity in practice has been substantiated. Several methods have been used in the study, in particular, the method of questioning the heads of social institutions. In order to analyze the data, a comparative approach has been used to identify the similarities and differences in the managers of social institutions on the basis of gender, as well as to determine the set of leadership qualities for the head of this sphere according to current managers' opinion with many years of experience. Studying the experience of the participants in this study provided a number of recommendations for current and potential managers who are in search of formal leadership in order to increase the effectiveness of social protection of vulnerable population. It is important to work on your own career development program, which implies constant activity in the current state of management, pursuit of greater achievements, constant self-development, search for those areas of development that are stimulating. The second recommendation refers to planning for the future - that is a strategic plan for the development of the organization or institution you manage. It is important to consider each achievement as a prospect for continuous improvement and advancement. The next recommendation addresses persistence and resilience as a self-defense against the risk of failure, adverse and critical conditions for activity. It is important to fight against negative stereotypes and gender-based discrimination. In this respect it is important for women to be able to demonstrate the consequences of their efforts, so that the success rate will testify to their ability and skills. The following recommendation is about the importance of personal support through mechanisms such as mentoring, strong female examples, and training by outstanding leaders.

FEATURES OF THE ORGANIZATION OF THE SOCIOCULTURAL ENVIRONMENT OF INCLUSION IN THE INSTITUTION OF EDUCATION FOR PERSONS WITH DISABILITIES

The article presents the peculiarities of organization of socio-cultural environment of inclusion in educational institution for a person with disability. Analyzing the definitions of the sociocultural environment has allowed us to form our own definition of the phenomenon for a person with a disability: the sociocultural environment is the environment of people in an educational institution, which includes social groups, information flows, the influence of various public organizations, cultural and educational activities, values and moral qualities of the sub objects, jointly affect the change and formation of internal installations and external characteristics of the object and its socialization. We have developed a model of the sociocultural environment of a disability education institution that includes external and internal factors that affect its components, inputs, and output. The model of sociocultural environment of educational institution for people with disabilities includes external and internal factors that affect its components, input flows and output product. Externally, the sociocultural environment of the educational institution is influenced by a number of factors that can be divided into the following groups: macrofactors, mesofactors, microfactors. The study was attended by 46 students of Taras Shevchenko National University of Kyiv, specialty "Social Pedagogy" aged 17 to 23 years (including 3 students with disabilities) and 8 teachers and employees. Further, all the studies were conducted on the same contingent of students, only the volume of samples from the general population was changed. More than half of students were positive about the development of inclusive education and adoption into their group of students with disabilities, which is a favorable factor in the development of social environment.

THEORETICAL ANALYSIS OF THE MODEL OF PROFESSIONAL SELF-DETERMINATION OF THE FUTURE SOCIAL WORKER

he article discusses the provisions of research on the problems of models of professional self-determination. The approaches of scientists to understanding the essence of the concepts of "self-determination", "professional self-determination" are analyzed. The relevance of the topic is due to the fact that the system of professional training of future specialists is not sufficiently aimed at the formation of a specialist as a person and professional with a certain set of personal qualities, values, knowledge, abilities and skills. There is growing interest not only in the development of the theory and practice of social work, but also in the personality of a professional, his features and qualitative characteristics. This work is an attempt to generalize the existing models of professional self-determination and to reveal the specificity of the circumstances of such self-determination for the sphere of social work, as a separate case of self-determination, acquires specific features due to the conflict of individual features and ideas of the future social worker about himself, his role and status in the communities surrounding the individual , about society (formed by cultural norms) and individual factors that are characteristic of this field of activity. The article used such research methods as the method of theoretical analysis, modeling, abstraction. As an approach for analyzing the structure of the act of self-determination, we used the model proposed by P.G. Shchedrovitsky in works on positioning / self-determination / self-identification. The analysis of the phenomenon of professional self-determination through the prism of this model of the act of self-determination made it possible to single out the specifics of the main groups of factors relevant to the process of professional self-determination of a future social worker.

FORMATION OF SOCIAL COMPETENCY IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OF ICT

The article defines the components of the formation of social competence in children with special educational needs by means of ICT and the peculiarities of the use of information and computer technologies in the education and education of children with special needs from the point of view of compensation of physical disabilities with the help of modern technical means. The legal framework for inclusive education of children with special needs analyzed and the existing technical developments of media applications for the development of children with different nosology's are examined. The current stage of development of special pedagogy and psychology is determined by the search for new ways of social adaptation of children with special educational needs with ICT. Significant progress in the socialization of a child with special educational needs can only achieved with the active involvement of the family, namely parents. The introduction of inclusive education in modern educational institutions, which involves the involvement of parents as active participants in the educational process in the adaptation of children to the requirements of modern society, there is a need for active study of a family raising a child with special needs. Parents' psychological maturity, family ideals, social communication experiences are often crucial in the development of a child with a specific nosology, and ICT tools only facilitate and assist in this variety of technical developments. Formation and development of children with special educational needs of social, information, digital competence by means of ICT is an important component of socialization of the individual. The process of developing social competence in children with special needs with modern ICT tools should include the development of technical programs aimed at ensuring the full development and socialization of the individual, ready for productive interaction with the environment in public life.

ENSURING THE ORGANIZATION OF THE MENTORING PROCESS FOR ORPHANS IN UKRAINE

The article describes the concept of "mentoring", "mentor", the purpose and objectives of "mentoring" in accordance with current legislation of Ukraine. The importance of mentoring for socialization and preparation for independent orphans' and children living who are deprived from parental care and live in boarding schools is outlined. This activity is new for Ukraine, so it needs justification. Based on the results of theoretical analysis and practical study of the mentoring needs of children who live in the institution, we described the organization of the mentoring process, which includes training orphans and children deprived of parental care to participate in the mentoring program and work with citizens who have identified desire to become mentors. Research methods: methods of theoretical analysis, generalization and modeling; analysis of documents (assessment of the child's needs, mentor's individual work plan). The study to ensure the organization of the mentoring process in accordance with the direction of training orphans and children deprived of parental care, provides for such stages of socio-psychological work as acquaintance with staff, establishing contact with children, assessing the needs of children and their social environment, planning socio-psychological work. And in accordance with the direction of work with citizens who have expressed a desire to become mentors, such stages as conducting an information campaign to involve the community in mentoring, first contact with citizens by phone, information meeting with citizens who have expressed a desire to become mentors, the first psychological consultation, visit to the family of specialists of the program, training "Preparation of mentors for orphans and children deprived of parental care", repeated psychological consultation, conclusion of socio-psychological readiness of citizens to be mentors, mutual selection of children and candidates for mentors, social and psychological support and mentor. Ensuring the organization of the mentoring process for orphans and children who are deprived from parental care will serve to increase the individual's ability to navigate flexibility in social conditions and effectively interact with the social environment, promote socialization and social integration.