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1
Iskerskyi, Ivan. "FEATURES OF THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS OF SOCIONOMIC PROFESSIONS UNDER THE CONDITIONS OF MARITAL STATE." Psychological and Pedagogical Problems of Modern School, no. 2(12) (October 30, 2024): 20–29. http://dx.doi.org/10.31499/2706-6258.2(12).2024.315001.
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The article substantiates the relevance of the problem of professional training of future specialists in socionomic professions in the conditions of martial law. The purpose of the scientific work is to highlight the peculiarities of the professional training of specialists in socionomic specialties in the conditions of war. The essence of the concept of «professional training» is revealed. An important component of professional training is defined as psychological training, the purpose of which is to master the techniques of self-control and self-regulation. Attention is focused on stress resistance as an important component of mental health. Health-saving technologies that should be used during the educational process are proposed. The necessity of training future specialists in the socionomic profile to carry out project-based professional activities in the conditions of martial law is emphasized. Aspects of professional training of future specialists in socionomic professions in the conditions of war are defined: organizational, substantive, personal, worldview. Attention is focused on the need to train future specialists in socionomic professions for life safety and professional activity, and the components of such training are outlined: socially-imperative, activity-operative, personal-value. The main strategies for adapting distance learning in a higher education institution to the conditions of war are highlighted. The results of the study indicate that in the conditions of martial law it is important to form a culture of health and life safety in future specialists of socionomic professions and to carry out integrated and comprehensive professional training.
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Romanovska, L., O. Vasylenko, and I. Parkhomenko. "PECULIARITIES OF TRAINING FUTURE SOCIONOMIC SPECIALISTS FOR PROFESSIONAL ACTIVITY IN THE CONTEXT OF UKRAINE'S ENTRY INTO THE EUROPEAN EDUCATIONAL SPACE." SCIENTIFIC-DISCUSSION, no. 100 (May 15, 2025): 38–40. https://doi.org/10.5281/zenodo.15427369.
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The article provides a theoretical analysis of the problem of training future socionomic specialists for professional activity in the context of Ukraine's entry into the European educational space. It is found that Ukraine's integration into the world community requires structural changes and reforms in the higher education system. It is especially important to introduce a competence-based approach to the training of future socionomic specialists, which involves the formation of a set of knowledge, skills and abilities, as well as the ability to apply them in professional activities. The authors of the article emphasise the need to create a single educational space that will influence the level of competitiveness, mobility and competence of future socionomic specialists.
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Pryshliak, Oksana. "Рrofessional profile of a socionomic professional specialist in the context of interculturality". Social work and social education, № 1(6) (15 квітня 2021): 220–27. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234208.
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The article actualizes the problem of necessity and expediency of a new modern approach to the рrofessional profile of a specialist of the socionomic profession in the context of interculturality. The ability to communicate tolerantly due to the peculiarities of cultural diversity between different cultures is a key prerequisite for the organization of an effective and high-quality process of providing social services to people in need. A differentiated approach to the training of future professionals implies the need to outline the requirements for representatives of this professional group. 
 The author found that the development of a professional profile contributes to the selection of effective methods and techniques for the formation of professionally determined qualities. The study focuses on the activities of social work professionals and social educators as important representatives of this professional group. The personal and professional qualities and characteristics of a specialist of the socioeconomic profession are also described and characterized. The essence of the рrofessional profile of a specialist of socionomic professions is characterized in the general context of interculturality. The author identifies and describes the characteristic manifestations of intercultural competence of the specialist of the socionomic profession in the context of the researched problem.
 The professional profile of a specialist in socionomic professions is a schematic, textual or analytical description of the requirements for specialists in socionomic professions to monitor, ensure their readiness for professional activity in specific realities, environments, including in the context of interculturality.
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Popovych, Ihor, Vitalii Shcherbyna, Leila Sultanova, Inesa Hulias, and Iryna Mamchur. "Research of social expectations’ properties of future specialists of socionomic profile." Revista Amazonia Investiga 10, no. 39 (2021): 40–49. http://dx.doi.org/10.34069/ai/2021.39.03.4.
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The article researches of social expectations’ properties of future specialists of socionomic profile. Psycholinguistic determinants of personality construction of social reality are established. It is emphasized that the variability of the requirements of the social space necessitates constant prognostic activity of the life’s subject. This practice is demonstrated in relation to natural object connections, in the sphere of processes of social interaction, social communication and speech construction in the form of peculiar social expectations. Relevant psychodiagnostic research tools were used: clear quantification of texts, created a coding matrix, carried out quantitative and qualitative content analysis, empirical distribution of all levels’ scales of the studied parameters, Spearman correlation was determined. The predominant properties of the respondents were established: internality (n=18; 51.43%); activity (n=20; 57.13%), moderate openness results (n=16; 45.71%). It is proved that the respondents, interpreting the social field, pay considerable attention to the reflexive aspects, take the position of “participant in the process”. It is shown how sign-semantic formations, acquiring subjective meanings, become an objective fact that affects the construction of social reality by the individual. An example of content-analytical measurement of human behavior is demonstrated.
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Trebyk, Olha. "Professional training of a specialist in the socionomic profile: a foreign language for psychologists." Social pedagogy: theory and practice, no. 1 (2023): 51–58. http://dx.doi.org/10.12958/1817-3764-2023-7-51-58.
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The article analyzes the content of educational programs in English for psychologists for compliance with the modern realities of the educational process and the demands of postmodern society. The purpose of this study is to analyze the known forms and organizational and methodological conditions of training psychologists in the professional literature, in particular, regarding the training of future psychologists to solve consulting activities. For this, the method of system-structural analysis, descriptive-analytical and typological methods are applied. It is claimed that modern educational programs are more than ever a field of combination, cooperation and contradictions between traditional and modern principles, forms, methods, means of education. Given the processes of European integration in Ukraine, the need for a radical update of educational programs, approaches and methods in the sense of connection with practical activities and everyday life, in accordance with the principles of interactivity, digitalization, continuous learning and self-education, etc. is recognized. In order to form the key competencies of the modern age, traditional forms, means, and methods of training specialists in the socio-economic profile need to be changed. It is about increasing the number of practical classes, strengthening international ties, further active use of multimedia educational materials, case method and means of socio-psychological interactive theater, introduction of new topics on intercultural communication and cognitive biases. Emphasis is placed on the expression of forms of independent work of students and strengthening of international ties. However, the question of finding the optimal balance between traditional (classical) and new approaches in the educational process, in particular in curricula, remains open.
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Tashkinova, Oksana, Svetlana Bulgakova, and Maria Gontar. "Activity of vocational guidance hub "profit quest" on the basis of higher education institution as a new organizational form of professional orientation of student youth." Bulletin of Mariupol State University. Series: Philosophy, culture studies, sociology 10, no. 19 (2020): 145–51. http://dx.doi.org/10.34079/2226-2830-2020-10-19-145-151.
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The article analyzes the features of the introduction of innovative forms of career guidance work with student youth. It is determined that the problem of preparing high school students to choose their own professional future is important in today's world. It is noted that the success of a young person's life largely depends on how correct was the choice of profession, institution of higher education, profession. At the same time, the chosen profession should correspond to the personal qualities and capabilities of a young person, be interesting, and create opportunities for competitiveness in the labor market. Various organizational forms of career guidance work are analyzed: social and psychological services in secondary schools; career guidance departments in basic employment centers; resource centers for professional orientation of student youth in educational districts; social service centers for families, children and youth; various out-of-school institutions; career guidance and recruitment departments in higher education institutions, etc. Emphasis is placed on the need to introduce new organizational forms of career guidance work on the principle of "peer teaches peer", where students of socionomic professions activate high school students to responsibly choose their own professional future. On the one hand, this form of interaction is more effective and efficient because students better understand the interests, motives and needs of high school students. On the other hand, it can become a form of practice for students enrolled in educational programs of socionomic specialties of the first and second levels of higher education (social work, practical psychology, social pedagogy, etc.). The activity of the vocational guidance hub "PROFIT QUEST" on the basis of SHEI "Priazovsky State Technical University" is considered. The purpose and tasks of the career guidance hub are analyzed. The activity of the Vocational Guidance Hub "PROFit quest" is aimed at vocational guidance work with high school students, especially from families in SJO, on professional information, professional diagnostics, professional counseling and professional activation in the form of games and training. Among the technologies used in the activities of the career guidance hub, the following are considered: use in the role; information and educational technologies; technologies for awareness of one's own professional abilities; technologies for involving specialists of interested organizations in the project and others. The results of the online survey of training participants, career guidance testing and thematic quest game are analyzed.
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Bondarchuk, Olena, Valentyna Balakhtar, Olena Gorova, et al. "Features of responsibility of future specialists of the socionomic professions as an indicator of their digital competence." Educational Technology Quarterly 2022, no. 1 (2022): 35–55. http://dx.doi.org/10.55056/etq.12.
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The article dwells on to the study of the responsibility of future specialists of socionomic professions as an important indicator of their digital competence. The role of responsibility as a vital indicator of digital competence of future specialists of socionomic professions was determined, which determines their conscious and responsible activities in the context of obtaining and disseminating information in the digital space, promoting both their own psychological safety alongside psychological safety of other members of the digital community. The results of an empirical study were highlighted, which revealed an insufficient level of both responsibility and cognitive-operational components of digital competence for a significant number of future specialists in socionomic professions. Gender differences in the manifestations of responsibility of future specialists depending on the gender are characterized according to which the female respondents were slightly more responsible for the consequences of dissemination of information than male specialists. The expediency of promoting the development of responsibility of future specialists of socionomic professions as an indicator of their digital competence is stated, which can be provided in a specially organized psychological training.
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O. S., Tretiak, Chebonenko S. O., and Moshta I. M. "Pedagogical conditions of communicative competence formation of the future specialists for socionomic professions." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 6 (2021): 133–47. http://dx.doi.org/10.32755/sjeducation.2021.01.133.
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Pedagogical conditions of motivation formation for the development of communicative competence of future specialists in socionomic professions during seminars and practical classes online and offline using interactive methods are defined in the article. The purpose of the article is to substantiate the pedagogical conditions that allow to form future specialists’competences who get higher education in the specialty 081 “Law” at the first (bachelor’s) level, motivation for the development of their communicative competence in the process of studying psychological disciplines. Methodology of the article. The disclosure of the theoretical foundations of pedagogical conditions in order to form communicative competence of future specialists of socionomic professions is based on the analysis of interactive methods and technologies used in the educational process. Theoretical and methodological basis of the article consists of didactic principles and teaching theories, as well as a system of interactive methods and tools that ensure the development of communicative abilities of future professionals in socionomic professions. Results. Substantiation of pedagogical conditions for communicative competence formation of future specialists of socionomic professions at different stages of education in a higher educational institution: adaptation, formation, primary professionalization. To this end, the analysis of publications of both domestic and foreign scholars on the subject, which identified pedagogical conditions necessary for the development of basic communication skills, mastering the technique of interpersonal interaction, forming an individual style of communication by using verbal and nonverbal means, develop the ability to self-presentation. Practical significance of the results is determined by the development of recommendations for teachers who create pedagogical conditions for forming communicative competence of future specialists in socionomic professions to master psychological technique of persuasion and suggestion, individual communication style, ability to resist manipulation, ability to express empathy as an emotional response. Substantiated pedagogical conditions for forming communicative competence of future specialists in socionomic professions must be taken into account in the educational process that will ensure their willingness to cooperate, generalize, analyze and perceive information, the ability to present the ideas logically and reasonably. Value (originality). The originality of the research reveals itself in the fact that it combines different approaches to creating pedagogical conditions for forming communicative competence of future specialists in socionomic professions, in the process of their education in higher educational institution both online and offline. Key words: future specialists, socionomic professions, communicative competence, pedagogical conditions, stages of training, independent study, methods, technologies.
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Varhata, Oksana V., Olena V. Kuleshova, and Liudmyla V. Mikheieva. "THE THEORETICAL ANALYSIS OF THE PSYCHOLOGICAL READINESS OF THE SPECIALISTS OF SOCIONOMIC PROFILE TO THE INNOVATION PROFESSIONAL ACTIVITY." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 13 (2021): 4–9. http://dx.doi.org/10.25264/2415-7384-2021-13-4-9.
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The article provides the theoretical analysis of the psychological readiness of socionomic specialists for innovative professional activities in the scientific psychological literature. The methodological approaches to determining the essence of psychological readiness are outlined. The structural components of the psychological readiness of socionomic specialists for innovative professional activity are determined. The structure of the psychological readiness to the innovation professional activity includes motivating value, cognitive, operational, personal, creative, communicative, reflective components. The article reveals the definitions “readiness”, “professional readiness”, “psychological readiness”, “innovation readiness”, “psychological readiness for innovation professional activity”. The definition of psychological readiness for innovative professional activity in the context of scientific comprehension is considered. Theoretical and methodological understanding of the scientific literature allowed to determine the essence of psychological readiness for innovative professional activity as a psychological phenomenon which is characterized by the demonstration of motivation for professional activity, mastery of innovative technologies to achieve goals, ability to creative activity and high level of reflection. In the article, the psychological readiness to the innovative professional activity is understood as the complex of the personal professional qualities, which assist in professional tasks solving in the innovative sphere. The concept of psychological readiness of socionomic specialists for innovative professional activity has been improved. The article provides the empirical analysis levels of the psychological readiness of socionomic specialists for innovative professional activities. The psychological factors and the psychological barriers of the psychological readiness of socionomic specialists for innovative professional activity are determined.
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Makarenko, Yuliya V., Aleksadra S. Sivtseva, and Elena A. Braslavskaya. "COMMUNICATIVE COMPETENCE PECULIARITIES OF FUTURE SOCIONOMIC SPECIALISTS." Russian Journal of Education and Psychology 15, no. 2 (2024): 42–61. http://dx.doi.org/10.12731/2658-4034-2024-15-2-495.
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Purpose. To examine theoretically communicative competence features of future specialists of socionomic professions. Materials and methods of research. Methodological ground of the study is the competence approach, in particular, communicative competence. The achievement of the goals set in the work was carried out on the basis of theoretical and methodological analysis, systematization and generalization of the scholarly literature directly relevant to the research problems. Research results. The research found that the communicative competence is a phenomenon which includes knowledge about the rules of communication and natural processes of communication. It was revealed that such factors as higher nervous activity, interests, needs, specialist abilities, professional environment, and social experience can affect the level of communicative competence. In addition to that, its formation can occur both spontaneously, and via focused educational influence. Communicative competence is proved to be an integral component of the socionomic profession professiogram helping specialists to communicate with customers. Further application of the obtained results. The results of the study can be applied in the field of higher education to train specialists of socionomic professions.
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Paskal, Olena. "USING OPPORTUNITIES OF COACHING TECHNOLOGIES IN PROFESSIONAL SELF-DEVELOPMENT OF FUTURE SPECIALISTS OF SOCIONOMICS SPHERE." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 175–82. http://dx.doi.org/10.24195/2218-8584-2018-9-175-182.
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The article highlights the opportunities of using coaching technologies as conditions for students’ professionalself-development. The author determines the factors of future socionomic sphere specialists’ readiness to use coaching technologies in terms of the choice of content and procedural educational alternatives, explores the opportunities of using coaching technologies when teaching socionomic sphere specialists’ at university. Keywords: coaching technologies, coach, methods of professional activity’s self-regulation, coaching techniques.
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Stanislav, Sapozhnykov, and Bykova Viktoriia. "PEDAGOGICAL TECHNOLOGIES OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN THE SOCIONOMIC SPHERE." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (2023): 90–103. http://dx.doi.org/10.32342/2522-4115-2023-1-25-10.
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The article carries out a thorough and comprehensive analysis of approaches that contribute to the effectiveness of professional training of future specialists in the socionomic sphere in the current socio-cultural situation and in terms of forced distance interaction. The goal of the article is to determine the main pedagogical technologies that are the most effective and characteristic for the training of future specialists in the socionomic area of expertise. According to the goal, the following tasks were set: firstly, on the basis of content analysis, to identify and analyse the main pedagogical technologies that are the most effective and characteristic for the professional training of future specialists in the socionomic sphere; secondly, to justify the effectiveness of the use of certain pedagogical technologies specifically for the training of experts in the socionomic sphere relying on the systematization and conceptualization of advanced pedagogical experience in higher education institutions. It has been established that the pedagogical technologies used in the training of future specialists in the socionomic sphere in the institution of higher education must design a mechanism of management and development of the personality and professional skills of the future experts. This becomes possible only under the condition of a set of students’ and teachers’ actions – cognitive and instrumental ones. The primary development of such technologies is the creation of highly productive students’ educational activities and highly effective managerial teachers’ activities in their educational, professional and creative interaction. It has been found that among the most promising pedagogical technologies capable of implementing the specified strategic tasks are project technology (project method), integrative-modular technologies, modular-rating learning technology, problem-based learning technology, case technologies, information and communication technologies and computer distance learning technologies. The mentioned technologies allow ensuring the comprehensive personal development of future specialists in the socionomic sphere, their preparation for productive professional activity, a high level of study and cognitive activity and self-management of the educational process. In the article, the emphasis is placed on the priority of integrating modern information and communication technologies into professional education for the purpose of forming the professional experience of future specialists in the socionomic sphere, activating thinking, intensification of educational activities, in particular in the distance learning conditions. It has been substantiated that the existing problems in the system of higher education in Ukraine require significant evolutionary changes in the paradigm of professional training and in all components of the educational process. It has been established that the reform of the education process in Ukrainian higher education institutions, which prepare future specialists in the socionomic sphere, should be aimed at including students in an active learning process and exerting a significant influence on the motivational, cognitive, emotional-volitional and psychophysiological spheres of their personality ensuring thereby their further professional and spiritual rise. It was concluded that for the modern theory and methodology of professional education of future specialists in the socionomic sphere, the search for new pedagogical opportunities is connected, first of all, with the rejection of some elements of the traditional educational process, the use of the idea of the integrity of the pedagogical process as a system based on the theory of universal human values, principles of humanization and humanitarization of professional knowledge, person-oriented approach, the priority of subject-subject relations.
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Stanislav, Sapozhnykov, and Bykova Viktoriia. "PEDAGOGICAL TECHNOLOGIES OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN THE SOCIONOMIC SPHERE." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (2023): 90–103. http://dx.doi.org/10.32342/2522-4115-2023-1-25-10.
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The article carries out a thorough and comprehensive analysis of approaches that contribute to the effectiveness of professional training of future specialists in the socionomic sphere in the current socio-cultural situation and in terms of forced distance interaction. The goal of the article is to determine the main pedagogical technologies that are the most effective and characteristic for the training of future specialists in the socionomic area of expertise. According to the goal, the following tasks were set: firstly, on the basis of content analysis, to identify and analyse the main pedagogical technologies that are the most effective and characteristic for the professional training of future specialists in the socionomic sphere; secondly, to justify the effectiveness of the use of certain pedagogical technologies specifically for the training of experts in the socionomic sphere relying on the systematization and conceptualization of advanced pedagogical experience in higher education institutions. It has been established that the pedagogical technologies used in the training of future specialists in the socionomic sphere in the institution of higher education must design a mechanism of management and development of the personality and professional skills of the future experts. This becomes possible only under the condition of a set of students’ and teachers’ actions – cognitive and instrumental ones. The primary development of such technologies is the creation of highly productive students’ educational activities and highly effective managerial teachers’ activities in their educational, professional and creative interaction. It has been found that among the most promising pedagogical technologies capable of implementing the specified strategic tasks are project technology (project method), integrative-modular technologies, modular-rating learning technology, problem-based learning technology, case technologies, information and communication technologies and computer distance learning technologies. The mentioned technologies allow ensuring the comprehensive personal development of future specialists in the socionomic sphere, their preparation for productive professional activity, a high level of study and cognitive activity and self-management of the educational process. In the article, the emphasis is placed on the priority of integrating modern information and communication technologies into professional education for the purpose of forming the professional experience of future specialists in the socionomic sphere, activating thinking, intensification of educational activities, in particular in the distance learning conditions. It has been substantiated that the existing problems in the system of higher education in Ukraine require significant evolutionary changes in the paradigm of professional training and in all components of the educational process. It has been established that the reform of the education process in Ukrainian higher education institutions, which prepare future specialists in the socionomic sphere, should be aimed at including students in an active learning process and exerting a significant influence on the motivational, cognitive, emotional-volitional and psychophysiological spheres of their personality ensuring thereby their further professional and spiritual rise. It was concluded that for the modern theory and methodology of professional education of future specialists in the socionomic sphere, the search for new pedagogical opportunities is connected, first of all, with the rejection of some elements of the traditional educational process, the use of the idea of the integrity of the pedagogical process as a system based on the theory of universal human values, principles of humanization and humanitarization of professional knowledge, person-oriented approach, the priority of subject-subject relations.
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Тюльпа, Тетяна. "SOCIAL COMPETENCE STRUCTURE OF FUTURE SOCIONOMIC SPECIALISTS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (February 27, 2020): 193–204. http://dx.doi.org/10.31499/2307-4906.1.2020.208199.
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Leonova, Aksiniia, and Mykola Sliusarenko. "READINESS OF FUTURE SPECIALISTS IN THE SOCIONOMIC AREA FOR APPLICATION OF DIGITAL TECHNOLOGIES IN PROFESSIONAL ACTIVITIES AS A PEDAGOGICAL PROBLEM." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 24 (2022): 191–200. http://dx.doi.org/10.32342/2522-4115-2022-2-24-20.
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The article emphasizes the problem of developing the conceptual bases of training specialists for application of digital technologies in professional activities, and the urgent need to review the content and means of building the graduates’ professional competencies in terms of digital technology mastering for professional self-development. The aim of the article is to consider modern approaches to the interpretation of the phenomenon of a specialist’s readiness for professional activity, to study the features, content and structure of the readiness of future specialists in the socionomic area for application of digital technologies in professional activities, as well as to highlight the stages of building this complex personal formation in the professional training of students of socionomic specialities. In the study, the set of theoretical research methods has been used, in particular, semantic and content analysis of the main categories, generalization and systematization of existing approaches to the interpretation of the “readiness for professional activity: concept, modelling of the structure of readiness of future specialists in the socionomic area to application of digital technologies in professional activities. Based on the analysis of existing definitions within the framework of person-oriented, phenomenological, cultural and competence approaches, it was found out that this kind of readiness is a holistic characteristic of future specialists, which encompasses the unity of knowledge, abilities, and skills of the creative use of digital technologies in the humanitarian field in the future professional activity. This phenomenon is defined as a complex of types of readiness, which in their interconnection and interdependence ensure building crucial competencies of the Industry 4:0 era in future specialists of the socionomic area including digital competence, social competence and soft skills. The components of the studied readiness and their features are described in view of the specificity of socionomic professions. The personal-motivational component covers the general professional orientation of future specialists in the socionomic area in their life self-realization context, as well as specific characteristics causing a positive attitude towards the use of digital technologies for personal self-development and optimization of all professional activities. The content-procedural component focuses on the creation, adaptation and application of means and tools of the electronic information environment used for the purpose of personal and professional self-development and career advancement. The creative-communicative component emphasizes the productive, creative and effective organization of professional interaction and communication via modern ICT. The stages of creating this complex personal quality in the professional training process of students of socionomic specialities have been highlighted. Such stages are, first and foremost, the formation of readiness to choose a profession, then readiness for study and professional activities to master the profession, and finally - readiness to perform professional activities with the use of digital technologies and tools. The prospects for further research are the search for factors and the modelling of the methodology of training future specialists in the socionomic area for application of digital technologies in professional activities.
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Kravtsova, Nataliia, Olena Tryfonova, Liudmyla Povzun, Diana Gultsova, Nadiia Gramatyk, and Svitlana Anatoliivna Bondarenko. "Digital transformations of the process of professionalization of socionomics specialists on the basis of innovative pedagogical technologies." Acta Scientiarum. Education 45 (November 29, 2022): e62515. http://dx.doi.org/10.4025/actascieduc.v45i1.62515.
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The purpose of the study is identifying ways and providing conditions for the effective formation of professional competence specialists in the field of socionomics on the basis of innovative pedagogical technologies. The relevance of the study is due to the needs of practice in the constant professional and personal development of specialists socionomic sphere, given the demands of society. The problem of implementation is relevant for the modern development of vocational education innovative pedagogical technologies in providing personalized approach in the organization of the educational process of training socionomic spheres. It has established that education is becoming more and more innovative: the latest services of educational services are being created, there is an active digital transformation of the educational environment. The model of professional training of students for practical activities in the socionomic sphere is seen as a holistic system that includes a strategic goal - the formation of innovative thinking in the future specialist socionomic sphere who can effectively to carry out professional activity according to the requirements of international standards. The following components of professional competencies of socionomic specialists have distinguished: motivational, value-semantic, cognitive-professional, effective-professional, autopsychological, regulatory. It is proposed to focus on the development of skills of socio-professional interaction of the future specialist in the field of socionomics.
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AVERINA, AVERINA. "ANALYSIS OF VALUE-MOTIVATIONAL FACTORS OF SOCIAL ACTIVITY OF FUTURE SPECIALISTS OF SOCIONOMIC PROFESSIONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 218–25. http://dx.doi.org/10.25128/2415-3605.20.2.29.
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Theoretical and methodological analysis of changes in value and motivational factors for the development of social activity of future specialists in socionomic professions have been conducted. The problematic positions of socially significant qualities and personality characteristics development of the future specialist are outlined. The structural and functional components of social competence of future specialists are determined: social orientation of reflection, the ability to predict the social results of their behavior, their activity (the consequences of their actions); ability to withstand the pressure of the environment, to solve problems independently; awareness of motives for behavior, actions, reasoned independence of the individual; the expression of prosocial motivation and initiative in positive communication.
 According to the research results of values and value orientations of student youth, representative signs of the need for prosociality in civic, labor, sociocultural, household spheres of life and markers of orientation of future specialists of socionomic professions on the realization of social interests are determined. The use of the parameters of social activity development set by the system of social competencies according to professional requirements and the need for qualified support of the process of social activity development of future specialists of socionomic professions in the contexts of competence-oriented professional education is substantiated. 610 students from four higher educational institutions took part in the sociological and pedagogical research of social activity. The values of students of socionomic professions were diagnosed using a short version of Portrait Values Questionnaire-Revised – PVQ-Revised. The multiple regression equation has the following form: Extracurricular activity (composite) = 6,576 +1,469 (Social activity) + 0.507 (Power – Domination) – 0.630 (Safety - Personal) – 0,411 (Modesty). Changes in values in the process of development of social activity of future specialists of socionomic professions, which is primarily connected with changes in motivational aspects at different levels of generalization and complexity, include such constructs as values, goals, behavioral plans, which requires clarification of the characteristics of the research by qualitative analysis of social factors and identification of relevant patterns of student involvement in socially significant activities.
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Fayerman, Olena O. "TO THE QUESTION OF REQUIREMENTS FOR FUTURE SOCIONOMIC SPECIALISTS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 293–99. http://dx.doi.org/10.32342/2522-4115-2021-2-22-32.
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The article reveals the problem of modern requirements for future specialists in the field of socionomics. It has been found that socionomic occupations include professions that involve constant work with people and direct communication in the process of professional activity for the purpose of direct or indirect business contacts, including providing one or other type of assistance to a person or group of people; the subject and purpose of their professional activities are determined. The author’s position on the assignment of psychologists, social educators, social workers and social work specialists to the group of socionomic specialists is substantiated. The requirements for socionics specialists as providers of social services, i.e. actions aimed at prevention, overcoming difficult life circumstances or minimizing their negative consequences for individuals / families are analyzed. It is shown that these requirements are laid down in international documents, in particular «Global Standards for Social Work Education and Training» and Standards of Higher Education specialties 053 Psychology, 231 Social Work. Emphasis is placed on the professional qualities of socionomic professionals who ensure the effectiveness of professional functions: responsibility for the quality of work with clients, altruistic qualities, tolerance, flexibility in communication (systems «specialist-client», «specialist-group / client groups»), empathy, an ability to establish trusting relationships with the client, belief in the possibility of effective assistance to the client; self-confidence, psychological qualities, focus on achieving professional success, willingness to help clients and provide them with professional assistance. The conclusion is made about the expediency of modeling the maintenance and technological maintenance of preparing future experts in socionomic sphere that would provide formation of their readiness for support of parents of children with special needs and development of such professional qualities as empathy, emotional intelligence, tolerance and reflexivity.
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Sapozhnykov, Stanislav, and Alina Teplytska. "SCIENTIFIC AND PRACTICAL APPROACHES TO THE FORMATION OF READINESS OF FUTURE SPECIALISTS IN THE SOCIONOMIC SPHERE FOR THE SOCIAL SUPPORT FOR PARENTS OF CHILDREN WITH SPECIAL NEEDS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 24 (2022): 89–97. http://dx.doi.org/10.32342/2522-4115-2022-2-24-9.
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The article is devoted to the analysis of the system of preparation and formation of the readiness of future specialists in the socionomic sphere for professional activity. The aim of the article is to define and analyse scientific and practical approaches (systemic, technological, pedagogical interaction, cooperation and co-creation, personality-activity, content-procedural, task-oriented, dialogic, competence-based, individual-differential, and simulation-gaming ones) to the formation of a special type of readiness of future specialists in the socionomic sphere namely for providing the social support for parents of children with special needs. The research tasks are the highlighting and analysis of scientific and practical approaches to the formation of the readiness of future specialists for professional activities, covered in the primary sources and in the advanced practice of higher educational institutions, as well as their specification in accordance with the features of the activities of specialists in the area of social support for parents of children with special needs. The research used theoretical methods, in particular, analysis, synthesis, generalization, interpolation and modelling, which made it possible to single out and describe the system of working in higher educational institutions for the readiness formation of future specialists in the socionomic sphere for providing the social support for parents of children with special needs. It has been emphasized that today in higher education there is an approach that orients future specialists to the transfer of this function to other social institutions. This situation does not contribute to the formation of the appropriate level of motivation and ability to energetically engage in their own professional activities, and the capacity to adequately self-assess professional actions in future specialists in the socionomic sphere. Therefore, the educational process in Ukrainian higher education should ensure the creation of a cult of knowledge and scholarship among students, which will contribute to the development of their vision of social strategies, setting perspectives for personal growth and professional development. The formation of the basic constructs of future specialists such as competence, competencies and professional qualities of their personality is impossible without the individualization of the educational process in higher education. The article states that the integration of the above-presented scientific and practical approaches to the formation of a certain level of readiness in future specialists in the higher education system of Ukraine is realized in practical activities via the selection of the appropriate content of tasks, methods, techniques, forms and teaching tools. Their application in the educational process will be significant potential for increasing the effectiveness of learning in Ukrainian higher educational institutions, especially, in shaping the readiness of future specialists in the socionomic sphere for the social support for parents of children with special needs, their logical thinking and intuition. It has been emphasized that the main task of modern education and vocational preparation in the higher education system is the development of the creative potential of future specialists capable of transforming society and creating new forms of social life, and non-standard performance of their own professional functions. It has been concluded that the mentioned approaches such as systemic, technological, pedagogical interaction, cooperation and co-creation, personality-activity, content-procedural, task-oriented, dialogic, competence-based, individual-differential, and simulation-gaming ones make it possible to form a high level of readiness of future specialists in the socionomic sphere, provided that they are introduced into the educational process in the complex.
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Pryshlyak, Oksana. "CONCEPTUALIZATION OF THE MODEL OF INTERCULTURAL COMPETENCE OF FUTURE PROFESSIONALS OF SOCIONOMIC PROFESSIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 355–60. http://dx.doi.org/10.24144/2524-0609.2021.48.355-360.
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The relevance of the study is due to the fact that intercultural competence should be inherent in almost every professional, especially in the socionomic professions. This article describes the necessary prerequisites for conceptualizing the model of intercultural competence of future professionals in socionomic professions. The purpose of this article is to proceed on the basis of the generalization on the conceptualization of the model of intercultural competence of specialists of socionomic professions taking into account the challenges and requirements of modern society. We used theoretical methods in the study, namely analysis, abstraction, generalization, explanation and classification. The author analyzes the most typical and used definitions of the studied phenomenon, which are found in the scientific achievements of researchers and the basic concepts that underlie their interpretations. Based on the analysis of the scientific literature on this problem, we have attempted to identify and characterize the leading structural components of intercultural competence of socionomic professions: motivational, cognitive, activе, communicative, conative. Based on the generalization of theories and models of intercultural interaction and intercultural competence of researchers, an attempt was made to define the conceptualization of the model of intercultural competence of socionomic professions taking into account modern challenges. The development of this model will provide a fuller understanding of intercultural competence in the context of the peculiarities of the professional activities of specialists in socionomic professions and understanding the approaches to its formation. Further understanding of the relationships between the components of intercultural competence and the leading factors, that have a significant impact on them, will be the basis for producing hypotheses on their nature and detailing of character of relationships between them, which will allow us to understand the system of intercultural competence of socionomic professions in higher educational institutions.
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Bonkalo, Tatiana, Elena Volodarskaya, Andrey Malyshev, Tatyana Maskayeva, Angela Romanova, and Regina Zhevak. "Career orientations of future specialists: factors of organizational culture." Revista Tempos e Espaços em Educação 15, no. 34 (2022): e17413. http://dx.doi.org/10.20952/revtee.v15i34.17413.
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At present, the issues of professional development and professionalization of representatives of socionomic professions, the distinctive feature of which is serving other people, are relevant and practically significant. The study used a complex of psychodiagnostic techniques that allowed us to study the prevailing type of organizational culture of medical organizations (R. Harrison's questionnaire, adapted by S.A. Lipatov), the preferences of medical workers in building their professional careers (the ideas about a competitive medical worker (semantic differential - 16 opposite personality characteristics). The results of the study allow us to say that the type of organizational culture of a medical organization largely determines the views of medical workers about a competitive personality as a representative of medical professions and determines the orientation in their careers. To support the professional career of representatives of socionomic professions, it is necessary to develop and implement special programs aimed at forming the organizational culture of the organization, its orientation towards the development of the personality of each employee.
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Fayerman, Olena. "To the Question of International Experience in the Professional Training of Future Specialists in the Socionomic Sphere to Work With Families Raising Children With Special Needs." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (349) (2022): 112–25. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-112-125.
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The article is devoted to the analysis of scientists’ views on international experience in the professional training of future specialists in the socionomic sphere to work with families raising children with special needs (master's level). Peculiarities of theoretical and practical training of future specialists in the social sphere (master's level) in colleges and universities of the USA, Canada, Sweden, Great Britain, France, Germany, Poland are discussed. According to the world standards, the selected countries demonstrate breakthrough achievements, a high level of professional training of the target group of specialists. The main approaches to the organization of professional training of future specialists in the socionomic sphere are specified, namely the integration of theory and practice in the learning process, interdisciplinary of programs and disciplines, interactivity of educational process organization, participation of stakeholders, practical orientation of the training (activity of students in social agencies under the guidance of mentors). The emphasis is put on certain teaching methods, specifically on discussion, situational, problematic methods, the use of «reflexive breaks», «open communication», practical activities in the laboratory, group forms of work.
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АВЕРІНА, Катерина. "FACTORS OF SOCIAL ACTIVITY FORMATION OF FUTURE SOCIONOMIC SPECIALISTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 3 (December 27, 2019): 171–81. http://dx.doi.org/10.31494/2412-9208-2019-1-3-171-181.
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Pryshliak, Oksana, and Halyna Drapak. "FORMATION OF VALUE ORIENTATIONS OF FUTURE SPECIALISTS OF SOCIONOMIC PROFESSIONS IN THE CONTEXT OF INTERCULTURAL EDUCATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 232–37. http://dx.doi.org/10.24144/2524-0609.2022.50.232-237.
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In the XXI century it is becoming increasingly important to understand the essence of multiculturalism and intercultural component of education. The report of the UNESCO International Commission on Educational Development states that in modern conditions the purpose of education is being reconsidered in the context of global challenges (globalization and migration processes). This requires increasing attention to the process of formation of value orientations of the specialists of socionomic professions in the process of professional training in higher education institutions of Ukraine. The purpose of the study is to carry out a theoretical analysis of the formation of value orientations of the future professionals of socionomic professions in the process of intercultural education. Research methods include systematization and analysis of scientific and pedagogical literature, comparison, classification, generalization. The theoretical analysis of the formation of value orientations of future specialists in socionomic professions is considered in the context of the implementation of intercultural education in higher education institutions of Ukraine. The authors concluded that the process of formation of intercultural competence is a psychological mechanism for transforming the value-semantic sphere of personality into something new, namely the emergence of new value orientations, beliefs and attitudes that reflect the values of intercultural society. In the process of intercultural education the axiogenesis, culturogenesis and sociogenesis are activated and accelerated, which directly affects changes in the value-semantic sphere of students' personality, their value orientations, beliefs and attitudes. Our axiological approach in substantiating the socio-psychological foundations of the process of forming intercultural competence of future specialists of socionomic professions is also based in axiopsychology of higher education, as a direction in socio-psychological research, which allows to shift the vector of intercultural education from external aspects of learning internal factors of activation of the value-semantic sphere, self-organization of educational and cognitive activity of students.
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Kandiuk-Lebid, Svitlana, Valentyna Mazur, Oksana Oleksiuk, Anna Starieva, Oleksandr Chumachenko, and Oksana Shevchenko. "Developing inclusive competence of future socionomic specialists to meet modern challenges and constraints." Multidisciplinary Reviews 7 (June 13, 2024): 2024spe043. http://dx.doi.org/10.31893/multirev.2024spe043.
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Developing inclusive competence is becoming crucial for future socionomic professionals in the modern world, with its diversity of cultures and social and economic contexts. This article explores the methods and strategies needed to cultivate such competence in the face of contemporary challenges and constraints. The research employed survey methods, group discussions, observation and quantitative data analysis. The article presents a structural framework for forming inclusive competence in future socionomic professionals amidst contemporary challenges and constraints. Strategies influencing the development of inclusive competence among future professionals in the socionomic sphere are identified, namely: understanding the concept of inclusion; teaching empathy and intercultural communication; using methods and approaches of inclusive education; institutional support; creating barrier-free environments; promoting diversity and inclusion in the workplace; support and counselling. The results of using a combination of these strategies include improving the quality of education, enhancing employability, developing social and intercultural skills, creating more inclusive organisational environments, increasing societal awareness and support, developing innovative solutions and strengthening social capital. The challenges of developing inclusive competence, the effectiveness of strategies to influence its development and the expected outcomes of implementing these strategies are examined. The authors conclude that the practical cultivation of inclusive competence contributes to the professional development of future professionals and serves as a key to a fairer and more sustainable society.
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Nakhod, Svitlana. "FEATURES OF PROFESSIONAL INTERACTIONS OF FUTURE SPECIALISTS OF SOCIONOMIC PROFESSIONS IN THE INCLUSIVE ENVIRONMENT: SWOT-ANALYSIS." Educological discourse, no. 4 (2020): 69–84. http://dx.doi.org/10.28925/2312-5829.2020.4.5.
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The article is devoted to the SWOT-analysis of the features of professional interaction of future specialists of socionomic professions in an inclusive environment. The socio-pedagogical and psychological direction of the following socionomic professions is considered: psychologist, pedagogue, social pedagogue, social worker, tutor. The strengths of professional interaction of specialists are clarified: the ability to jointly set goals and distribute the functions of professional activity, identify ways to achieve them and plan this process; to establish sequence in the working process; analyze the results of diagnosis of individual characteristics of the child; use theoretical knowledge to solve practical problems of professional activity, etc. Weaknesses include translation of information in professional terminology; implementation of holistic reflection; division of responsibilities; specification of achieving meta-subject results. Opportunities are found in improving the efficiency of working with a particular child; holistic view of the child; ability to individualize the educational process taking into account the results of diagnostics, designing an adaptive learning strategy; providing effective assistance to the child in overcoming communicative, regulatory, cognitive and personal difficulties in the educational process, etc. Threats to the establishment of effective professional interaction were manifested in communicative unpreparedness of the parties, unwillingness to work in a team, insufficient understanding by specialists of their own functions in the field of psychological and pedagogical support of a child with special educational needs. It is concluded that joint, specially organized educational activities of future specialists of socionomic professions will contribute to a strong and meaningful acquisition of theoretical knowledge, acquisition of practical skills and experience of professional communication. It is established that the implementation of the program of joint training of teachers, psychologists, tutors, social educators, social workers will help create a single field that will unite future professionals in the process of forming integrative competencies needed to work in inclusive education.
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Melnychuk, I. M. "INNOVATIVE APPROACHES TO TRAINING OF FUTURE SPECIALISTS IN SOCIONOMIC SPECIALTIES." Innovate Pedagogy 2, no. 22 (2020): 116–19. http://dx.doi.org/10.32843/2663-6085/2020/22-2.26.
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Kholostenko, Yu V., O. V. Cherniakova, and T. V. Kukhar. "PECULIARITIES OF MODERN STUDENTS' INDEPENDENCE FUTURE SPECIALISTS OF SOCIONOMIC PROFESSIONS." Habitus, no. 28 (2021): 112–16. http://dx.doi.org/10.32843/2663-5208.2021.28.18.
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Iskerskyi, I. S. "STRUCTURAL COMPONENTS OF COMPETENCE IN FUTURE SPECIALISTS OF SOCIONOMIC PROFESSIONS." Innovate Pedagogy 1, no. 78 (2024): 121–25. https://doi.org/10.32782/2663-6085/2024/78.1.22.
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Vasiuk, O., and R. Sopivnik. "THE ESSENCE AND STRUCTURE OF THE CONCEPT OF «ECOLOGICAL VALUES OF STUDENTS OF SOCIONOMIC PROFESSIONS»." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2025, no. 1 (2025): 21–30. https://doi.org/10.32755/sjeducation.2025.01.021.
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The ecological crisis that has become a reality in the twenty-first century requires an urgent solution. For that reason, the formed ecological values should become one of the dominant ones in a person’s hierarchy of values, in particular of future specialists of socionomic professions. Consequently, it requires the training of highly qualified specialists of socionomic professions in higher education institutions, who are able to demonstrate the existence of the values on their own through the ability to solve problems of ecological education in order to disseminate and promote ecological values in the future. The purpose of the article is to reveal the essence and structure of the concept of “ecological values of students of socionomic professions”. The study used a range of methods, such as analysis, systematization, generalization of scientific sources, and comparison. Results of the study. It has been found that ecological values, as well as other values, constitute the general system of universal human values of personality (life, survival, quality of life); such a combination of them will be individually embodied in specific deeds and ethical behavior of a person. The concept of “ecological values of students of socionomic professions” is seen as a complex personal formation that demonstrates an individual’s attitude to environmental objects and regulates relationships with nature based on moral standards and principles, public ecological perceptions, and ethos that shape attitudes, emotions, and knowledge, beliefs, also including assessments of ecological events, and is characterized by the ability to skillfully tackle both ecological and educational tasks. Conclusions. The following components of ecological values of students of socionomic professions have been identified: motivational-valuable, cognitive, activity-behavioral, and personal-reflexive. Key words: ecological values, ecological education, students of HEI, socioeconomic professions, nature, human.
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Gladkova, Valentina, and Ding Yujing. "METHODOLOGICAL GROUNDING OF ACME STRATEGY AND ACME TECHNOLOGY FOR THE SPECIALIST’S PRODUCTIVE ACTIVITIES IN SOCIONOMIC PROFILE." Educological discourse, no. 3-4 (2019): 280–93. http://dx.doi.org/10.28925/2312-5829.2019.3-4.280293.
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The article expounds the results of the acme strategy methodological foundation’s theoretical analysis and acme technology of productive activity’s theoretical analysis for socionomic specialists. It is noted that the most developed approach today is the functional role approach and personality-activity approach. Now scientists suggest subject-acmeological and acme synergetic approaches for analyzing the activities of socionomic specialists The methodological principles of the creative personality development for the socionomic specialist are closely interconnected and form a system: intentional dynamism; invariance; individualization - collective identity; anthropological; studying the general in separate and through the separate; simultaneous study of person and his activities; the need to study person in a chain: individual – personality – subject of labor – individuality; systemic structural principle; historicism; humanism; development; unity of psyche and activity; reflection – of the subject; determinism – self-determinism. The considered methodological principles determine the methodological space of research, its specificity and orientation. They make possible the acme synergetic specificity of the socionomic specialist as a person who develops and improves the subjective nature of such development and self-improvement, which is aimed at the full disclosure of his or her inner potential, reaching the highest level. Relative to an individual person as a member of acme strategy society is a lifesupport system for acme values and the needs of self-development, self-actualization of individual, achievement of acme goal in the productive activity. The implementation of the result of acme strategies and its new environment entrance, in accord with the general acmeological law of development’s productive competence for specialist, manifests itself in the feedback process at the tactical, operational and strategic levels. The process of acme strategy’s development and implementation is designed to solve the problems of the formation and further improvement in professional structures as the foundation for building productive author's activity system and achieving productive competence for specialist in it. Implementation of acme strategies in the professional activities for socionomic specialist is carried out using acme technologies. The distinctive feature of acme technology is the goal-setting process. In acme technology, the central problem is viewed from the position of the desired embodiment’s result which is in the spiritual product and properties of activity’s subjects and satisfies the requirements in advance. Acmeological technologies consider the multi-level interaction, relationships and interrelations. Important elements of acmetechnology are theoretical models of activity.
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Vasylenko, Olena, Nataliia Ostrovska, and Inna Binyuk. "Peculiarities of activity of specialists of socionomic profile with children and youth with visual impairments." Social pedagogy: theory and practice, no. 1 (2025): 79–85. https://doi.org/10.12958/1817-3764-2025-1-79-85.
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The article is devoted to the problem of work of specialists in the socioconomic sphere with children and youth with visual impairments. The authors of the article have established that in Ukraine in recent years there has been a negative trend towards an increase in the number of people with visual impairments, which is due to various reasons. Therefore, there is an urgent need to expand and improve rehabilitation services, improve medical care, and provide social and psychological support to people with visual impairments. It has been established that today children and young people with visual impairments in Ukraine require special attention to address the issues of their socialisation and adaptation to the world around them, as they have difficulties in playing, learning, mastering professional activities, and everyday problems that lead to the emergence of negative personality traits. The need to improve the forms and methods of activity of socionomic specialists (social workers, social educators, psychologists) with children and youth with visual impairments is identified. Such specialists should have general theoretical and special professional knowledge, be able to recognise psychophysical dysfunctions, use techniques and methods of their correction, special methods of teaching children and youth with visual impairments. The authors of the article have found out that socionomic specialists should use various forms and methods of work with children and young people with visual impairments, in particular: socio-pedagogical patronage, psychocorrectional work, individual and group consultations, socio-psychological support and many others. All these forms and methods of work of specialists should be aimed at social adaptation and rehabilitation of children and youth with visual impairments.
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Popovych, Ihor, Nataliia Machynska, Nataliya Yaremchuk, Vira Korniat, and Vladyslava Kurinna. "Psycho-emotional states of future specialists in a socionomic area under lockdown and martial law: comparative analysis." Revista Amazonia Investiga 11, no. 56 (2022): 150–58. http://dx.doi.org/10.34069/ai/2022.56.08.16.
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The aim of the study is to perform comparative analysis of dominating psycho-emotional states of future specialists in a socionomic area under lockdown and martial law. A verification strategy is suggested for examining psycho-emotional states. The research used participant observation, valid and reliable psycho-diagnostic instruments, factor analysis, coefficients of empirical data reliability. It was established that in the comparison of the selected complex of psychological content parameters Group 1 (under lockdown) and Group 2 (under martial law) there are no significant differences. Two factor structures of the respondents’ psycho-emotional states were created: one of them – during the ongoing COVID-19 pandemic (59.91%) and the other – during the martial law (69.89%). It was found out that the obtained data on psycho-emotional states during the lockdown and the martial law are essentially different that did not allow determining or disproving significant differences by means of statistical coefficients. The study substantiated that the established empirical facts are characterized by scientific novelty which should be taken into consideration by organizers of educational and professional training for specialists in a socionomic area.
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Averina, K. S. "SPECIFICITY OF PROFESSIONAL SELF-DETERMINATION OF FUTURE SPECIALISTS IN SOCIONOMIC PROFESSIONS." Scientific Bulletin Melitopol State Pedagogical 2, no. 25 (2021): 99–104. http://dx.doi.org/10.33842/22195203/2021/25/99/104.
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Gogleva, A. V., and T. T. Shchelina. "Specifics of Value Orientations of Future Specialists of the Socionomic Sphere." Bulletin of Practical Psychology of Education 21, no. 4 (2024): 111–18. https://doi.org/10.17759/bppe.2024210411.
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<p>The article presents an analysis of the specifics of the value orientations of future specialists in the socionomic sphere on the basis of the Arzamas branch of the National University of Economics. The materials of an empirical study of the relationship between students&rsquo; value orientations and their time perspective in junior courses (n = 120, age 18-21) are presented. As a result, it was revealed that students&rsquo; preferred values are those aimed at self-development, achieving their own success, and improving the quality of life. Values aimed at building relationships with other people, on the contrary, are insignificant to them. Most students are focused on the present, striving to satisfy their needs, but at the same time they often recall negative events and emotions from the past, while the future seems far away to them. The features of students&rsquo; value orientations with different prevailing time factors are also revealed. According to the data obtained, it can be concluded that modern students are facing a crisis of value attitudes.</p>
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STOROZH, Viktoriya. "PSYCHOLOGICAL CHARACTERISTICS OF EMPATHY OF FUTURE SPECIALISTS IN THE SOCIONOMIC SPHERE." Problems of the humanitarian sciences. Psychology, no. 51 (2023): 109–14. http://dx.doi.org/10.32782/2312-8437.51.2023-1.15.
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Volkova, Nataliia, and Olha Lebid. "FORMATION OF VALUE ATTITUDE OF FUTURE SPECIALISTS OF THE SOCIONOMIC SPHERE TO PROFESSIONAL ACTIVITY IN THE PROCESS OF PROFESSIONAL TRAINING." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 24 (2022): 20–32. http://dx.doi.org/10.32342/2522-4115-2022-2-24-2.
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The article deals with the problem of forming the value attitude of future socionomic specialists to their professional activity in the process of professional training. The purpose of the article is to define the phenomenon of “the value attitude of future specialists in the socionomic sphere to their professional activity”, to present new aspects of its formation in the educational process of higher education and the results obtained. The objectives of the study are as follows: 1) to analyze the theoretical foundations of the scientific understanding of the essence of the value attitude to the professional activity; 2) to substantiate the structure of the value attitude of future specialists in the socio-economic sphere to their professional activity; 3) to identify the directions of forming the value attitude of future specialists in the socio-economic sphere to their professional activity in the process of professional training; 4) to experimentally test the effectiveness of the identified directions of forming the value attitude of future specialists in the socioeconomic sphere to their professional activity in the process of professional training. The value attitude to the professional activity is considered as a component of the value-content sphere of the personality of the future specialists in the socio-economic sphere, which positively reflects their system of values of professional knowledge. The structure of the value attitude of future socionomic specialists to their professional activity is presented in the unity of cognitive-evaluative, motivational, activity-transformative and reflective components. In accordance with the identified components, indicators and levels of their formation (stable communicative-reflective, situational profession-oriented, and inert subject practical ones) are determined. We consider the process of forming the value attitude of future specialists in the socio-economic sphere to their professional activity in the process of professional training as a process whose main directions include identifying professionally oriented information from the content; modeling students’ own value judgments; ensuring the cognitive activity of students and forming the skills of independent cognitive activity; actualization of personal values of students; active involvement of students in research work; inclusion of students in various practical activities. The study was conducted in 2020–2022 at Alfred Nobel University. 97 future bachelors in psychology and social work were involved (EG1 – 35, EG2 – 32, KG – 30). The following research methods were used: questionnaires, modified diagnostic methods of A. Rean; the method of involving students in life situations by systematically changing the conditions of the same task; methods of modeling professional situations in solving communicative and reflective tasks; and analysis of written tasks. The experimental study confirmed that the presented variety of directions, means of forming the value attitude of future specialists in the socio-economic sphere to their professional activity allows students to “launch” internal mechanisms of self-development, self-realization and self-improvement in various types of professional activities, as well as realize the need for personal restructuring and their own responsibility for the quality of professional growth.
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Gerasimova, Alexandra, and Alexander Oboznov. "Normative Orientation of the Specialists of Official Activity and Professionals of Socionomic Profile." Procedia - Social and Behavioral Sciences 190 (May 2015): 39–42. http://dx.doi.org/10.1016/j.sbspro.2015.04.913.
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TYNDYK, Yana. "Psychological readiness for professional activity and emotional intelligence: development peculiarities among students of socionomic professions." Bulletin of Taras Shevchenko National University of Kyiv. Psychology, no. 2 (18) (2023): 84–90. http://dx.doi.org/10.17721/bpsy.2023.2(18).12.
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Background. The war in the East of Ukraine exacerbated the need for high-quality training of specialists in socionomy to serve the population affected by this war. After all, working with those who have manifested post-traumatic stress disorder requires from the professionals not only psychological readiness to help people but also a high level of emotional intelligence development. It affects the efficiency of their professional activities and increases their resistance to emotional exhaustion and professional burnout. The results of a theoretical and empirical study of the relationship between the psychological features of emotional intelligence and the components of psychological readiness for socio-economic professions are presented, the differences between the features of emotional intelligence and psychological readiness in different groups of subjects (future psychologists, teachers and doctors) are indicated. Methods. The study used research methods and psychodiagnostic tests to assess the development level of psychological readiness and emotional intelligence components. Results. Results of the study: a significant number of students had a low development level of psychological readiness components; more than a third of socionomic students show a low level of emotional intelligence development; emotional intelligence (and its individual components) is in some way associated with personal factors (16 PF-Questionnaire by Cattell), particularly with the factors B, C, G, H, N, Q2, Q3 - positive correlation, with factors L, Q1 - negative correlation; the differences between the indicators of emotional intelligence and psychological readiness for socionomic professions among future psychologists, physicians and educators are determined; the directions of emotional intelligence influence on components of psychological readiness are revealed. Conclusions. The study's results will help improve the psychological training process of socionomic specialists in higher education institutions, as these results point to problems that need to be worked out to better prepare each student for professional work.
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Smyrnova, O. P., and S. B. Kasianova. "Research on the competitiveness and emotional intelligence of future specialists in socionomic professions." Theory and practice of modern psychology 4, no. 1 (2019): 48–51. http://dx.doi.org/10.32840/2663-6026.2019.4-1.9.
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Bohdanova, Inna. "Modern guidelines for training future specialists of the socionomic sphere in the development of vitality and life creativity." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 3 (144) (2023): 72–77. http://dx.doi.org/10.24195/2617-6688-2023-3-11.
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The relevance of the problem under study is caused by the need to clarify modern guidelines for training in the development of future specialists’ vitality and life creativity in the socionomic sphere in general, and social educators and primary school teachers in particular. This training is aimed at strengthening and replenishing the vital resources and potentials of future specialists under difficult conditions of the existing wartime. It has been found that a person is able to withstand life's troubles, showing "resilience" as an opportunity to positively adapt to difficult situations, quickly recover, maintain a state of calm and well-being, that is, vitality. At the same time, it was found that a person is also able to show "hardiness," as an ability that allows not only to show vitality, but also to understand that danger is the beginning of new changes in life and it should be perceived as an incentive for the development of personal capabilities, but not as a threat. The analysis of the problem under focus indicates the possibility of increasing the proportion of resources and potentials of an individual in five essential, interrelated spheres. The allocation of the component composition was based both on the scientists’ theoretical heritage in the educational sphere, and on the author's personal long-term experience in the training of future social educators and teachers in pedagogical activity. Among the significant spheres of civil society, influencing the formation and development of vitality and life creativity of future specialists, there are the ones as follows: personal, social, cultural, physical and spiritual. In the process of profession-oriented training, future social educators and primary school teachers are offered to study certain topics aimed at forming awareness of the development of vitality and competence in the development of life creativity of both specialists and students. Theoretical and practical analyses of the problem under study showed the need for further study in the context of developing a holistic system of awareness formation, both awareness of their resources and potentials, and competence, as the ability of future specialists in the socionomic sphere to develop their own vitality and life creativity and the ones of their students.
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Pryshlyak, Oksana, and Halyna Drapak. "The Influence of Interpersonal Relations on the Formation of Intercultural Competence of Future Specialists of Socionomic Professions." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (349) (2022): 83–95. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-83-95.
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The article provides a theoretical analysis of the problem of interpersonal relationships and interactions, which are considered in the context of the study as factors influencing the process of formation of intercultural competence of future professionals of socionomic professions. The authors conclude that the effectiveness of intercultural education directly depends not only on the formalized methods and tools used in the educational process in higher education, but also on psychological factors, motivation and encouragement, activity and belief of students in the need for intercultural competence and the formation of intercultural competence as important components of future professional activity, as well as the psychological components that accompany the implementation of the system of formation of intercultural competence, in particular such as interpersonal relationships and interactions; psychological climate, psychological atmosphere, general emotional state of future specialists of socionomic professions. Complementing the content of intercultural education with subjective interpersonal relationships between teachers and students, as well as with representatives of different ethnocultural communities and groups, allows us to characterize them as important factors in the process of forming intercultural competencies. Psychological attitude to intercultural education determines the motivation and activity of students, which involves internal approval of the need for this education, the formation of attitudes towards it as a professional necessity. Accordingly, learning activity is manifested in the form of psychological involvement in the process of intercultural education.
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Kozubovska, Iryna, Rostyslav Kozubovskyi, and Oksana Smuk. "FORMATION OF PROFESSIONAL ORIENTATION OF FUTURE SPECIALISTS OF THE SOCIO-ECONOMIC SPHERE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(54) (May 13, 2024): 78–82. http://dx.doi.org/10.24144/2524-0609.2024.54.78-82.
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The article is devoted to the analysis of the problem of forming the professional orientation of future specialists in the socionomic sphere. The purpose of the study is to reveal the essence of personality orientation and the peculiarities of the formation of professional orientation among specialists in socionomic professions. Research methods applied: theoretical ‒ study of scientific literature, analysis, systematization, comparison, generalization of the obtained information. It was established that in the most general sense, the orientation of the individual is understood as a set of stable motives that orient the activity of the individual and determine its selectivity and activity. The orientation of a person is characterized by his beliefs, ideals, interests, inclinations, which express the individualʼs worldview. In their structure, these types of orientation contain needs, attitudes, and relationships. If we are talking about the orientation of an individual when performing a specific activity, then the concept of «professional orientation» is used. Being an important aspect of the general orientation of the individual, the professional orientation represents a set of needs, attitudes, interests, ideals, beliefs and determines the choice of life goals. To form a professional orientation in future specialists means to strengthen in them a positive attitude towards the future profession, interest, inclination and ability to it, the desire to improve their qualifications after graduating from an educational institution, to develop ideals, views, beliefs, the prestige of the profession in the eyes of the future specialist. In the multi-functional activity of a specialist in the socio-economic sphere, professional training, his ability to design his activity, effectively solve complex professional tasks, and creatively approach the matter are priorities. The personality of the future specialist is formed and developed simultaneously with his professional qualities, readiness to fulfill future obligations. We consider the category «readiness» as two interdependent components: the individualʼs readiness for activity and the individualʼs readiness for professional self-development. The readiness of the future specialist in the socio-economic sphere for professional activity is determined by: psychological readiness, scientific-professional, practical, psychophysiological, physical.
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Дубчак, Галина. "ПОРІВНЯЛЬНИЙ АНАЛІЗ ОСОБЛИВОСТЕЙ ДОЛАЮЧОЇ ПОВЕДІНКИ СТУДЕНТІВ ТА ФАХІВЦІВ СОЦІОНОМІЧНИХ ПРОФЕСІЙ". Psychology of Personality 9, № 1 (2019): 51–57. http://dx.doi.org/10.15330/ps.9.1.51-57.
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У статті обґрунтовано актуальність вивчення проблеми долаючої поведінки фахівців соціономічних професій. Виділено раніше не вирішені частини означеної проблеми, зокрема, вказано на необхідність вивчення психологічних особливостей стратегій долаючої поведінки студентів та фахівців різних соціономічних професій. Описано процедуру дослідження з використанням опитувальника способів подолання (WCQ; Folkman и Lazarus, 1988), адаптованого Т. Крюковою у співавторстві, та вибірку, яку склали 198 студентів закладів вищої та середньої освіти м. Чернівці та 214 фахівців, що працюють за різними соціономічними професіями. На основі аналізу результатів емпіричного дослідження виокремлено психологічні особливості стратегій подолання стресу сучасних студентів закладів вищої та середньої освіти і працюючих фахівців різних соціономічних професій, визначено їхні спільні та відмінні особливості, а також здійснено порівняльний аналіз стратегій подолання стресу за статтю. З’ясовано, що сучасні студенти та фахівці використовують різні стратегії стратегії долаючої поведінки, однак найбільш вираженими стилями копінг-поведінки є втеча/уникнення, позитивна переоцінка та самоконтроль, найменш вираженими – прийняття відповідальності. Фахівці частіше у стресових ситуаціях використовують стратегії, які відносять до конструктивних, або ж втечу/уникнення, яка в певних ситуаціях може бути досить корисною стратегією поведінки. У поведінці жінок частіше, ніж у чоловіків, домінують механізми прийняття відповідальності та позитивна переоцінка, які зараховують до відносно конструктивних копінг-стратегій. Дослідження дозволило виявити низку проблем, які потребують цілеспрямованої системної роботи, оскільки в усіх групах досліджуваних серед домінуючих виявлено деструктивні копінг-стратегії, а саме, вказано на необхідність спеціально організованої програми з формування стресостійкості майбутніх фахівців соціономічних професій, професійна діяльність яких є одним із найбільш напружених у психологічному плані видів трудової активності.
 The article substantiates the relevance of studying the problem of coping behavior of specialists of socionomic professions. The previously unresolved parts of this problem have been highlighted, in particular, the need to study the psychological features of the strategies of overcoming behavior of students and specialists of various socionomic professions. There is described the use of the questionnaire «Ways of Coping» (WCQ, Folkman and Lazarus, 1988) which is adapted by T.L.Kryukova in collaboration (2004) and the research on sample of 198 students of institutions of higher and secondary education in Chernivtsi and 214 specialists working in different socionomic professions. On the basis of the analysis of the results of the empirical research author determined psychological features of the strategies of stress resistance among modern students of institutions of higher and secondary education and working specialists of various socionomic professions. Their common and distinctive features were identified, and a comparative analysis of stress-overcoming strategies by gender was conducted. The results of empirical studies have shown that modern students use various mechanisms of overcoming behaviour in stressful situations, but the most severe coping styles are escape/avoidance, positive reappraisal, and self-control, and the least severe – taking responsibility. The specialists often use constructive styles of coping behaviour or escape/avoidance, which in certain situations can be a good strategy of behaviour. The behavior of women in comparison to men is more often determined by mechanisms of taking responsibility and positive reappraisal, which belong to the relatively constructive coping mechanisms. The research allowed to identify a number of problems that require targeted and systematic work. Destructive coping strategies were found among the dominant strategies in all studied groups, which leads us to the conclusion that there is a need for specially constructed program on the formation of stress resistance of future specialists of socionomic professions, which professional activity is one of the most stressful occupations
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Vitsukaieva, K. M., and V. I. Leonova. "SPECIFICS OF TRAINING FUTURE SPECIALISTS IN THE SOCIONOMIC SPHERE FOR TOURISM AND RECREATION ACTIVITIES." Innovate Pedagogy 1, no. 53 (2022): 102–5. http://dx.doi.org/10.32782/2663-6085/2022/53.1.19.
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Smirnova, Natalia N., and Andrey G. Soloviev. "Management of personal and motivational specialists’ development in narcology field at medical university." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 30, no. 4 (2025): 141–47. https://doi.org/10.34216/2073-1426-2024-30-4-141-147.
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Among students, the motivation of socionomic professions representatives in the drug addiction field to master psychological knowledge is relevant. Currently, universities do not pay enough attention to the personal and motivational students development in this professional field. The article presents personal and motivational development directions systematization of future helping professions representatives at basic vocational education stage. In the work structure with students, it is proposed to distinguish between educational, personal and scientific directions, taking into account three interrelated components - diagnostic, correctional and preventive. To improve specialists’ training quality in a medical university, the competency-based approach introduction is justified. As a result, students develop a stable motivation to apply psychological knowledge in drug addiction field and understand their future specifics professional activities.
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Melnychuk, А. Yu. "SYMPTOMS OF BURNOUT OF SOCIONOMIC PROFILE SPECIALISTS THROUGH THE PRISM OF POSITIVE PSYCHOTHERAPY BY N. PEZESHKIAN." Scientific notes of Taurida National V.I. Vernadsky University, series Psychology, no. 6 (2022): 12–16. http://dx.doi.org/10.32782/2709-3093/2022.6/03.
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Tarasenko, Nelli, Olga Rasskazova, and Katerina Volkova. "Gender aspect of social development of future specialists of the socionomic field as subjects of development of safe and healthy educational environment." Social work and social education, no. 1(6) (April 15, 2021): 241–50. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234215.
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The article presents the essence and ways of the gender aspect of social development of future specialists in the socionomic sphere. Several legislative documents on the establishment of gender equality adopted at the state level in Ukraine are analyzed. The necessity of developing the gender aspect of specialists in the socionomic sphere is substantiated. Analyzed components: «gender» (one of the basic components of the social structure of society), «sociality» (acquired in the course of human life in society supra-individual structure of his personality), «hidden curriculum» (what is latently broadcast to students in parallel with the official curriculum). The components of the development of the gender component of human sociality (cognitive, value, emotional-personal activity-behavioural), which are formed based on the social experience of the individual, values of gender equality, subjectivity in gender construction, gender sensitivity, gender tolerance, empathy behavioural strategies. Theoretical provisions for the development of a safe and healthy educational environment are outlined. It is established that in practice the development of the gender component of the sociality of students of socionic specialities in the conditions of pedagogical higher education establishment becomes possible through the implementation of the following areas of work: organization of meetings with representatives of units concerned with prevention and prevention of discrimination; updating of programs and material of initial disciplines taking into account the leading principles of gender-sensitive approach; introduction of certain topics on gender issues into the educational process; promoting the self-education of student youth on the implementation of gender policy; creation of gender promotion centres in higher education institutions.
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Titova, Olga I. "Developing Competitive Readiness through Psychological Education." Общество: социология, психология, педагогика, no. 8 (August 30, 2023): 72–76. http://dx.doi.org/10.24158/spp.2023.8.9.
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One of the tasks of modern education is to prepare future specialists for competition. At the same time, the em-pathy and humanistic values of representatives of socionomic professions make them relatively more vulnera-ble to the stress of competition, including the need to regularly maintain their competitive ability. Objective: to study students’ readiness to compete and to develop psychological means of its development. Methods: “The level of competitiveness”, “The level of ability to self-learning and self-education” (V.I. Andreev); correlation analysis. Sample: 46 students studying socionomic professions. Results: The prevalence of students’ average level of competitiveness and ability to self-education is revealed. A set of psychological education measures is developed, contributing to the formation of adequate ideas about competition, about the qualities that hinder self-education and competitiveness, the formation of skills of organization of developmental leisure and self-regulation in stressful situations, the development of productive solutions and the implementation of competi-tive interaction. Available methods are used, recommended for the activities of the psychological service and in the teaching of special courses in psychology.
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Benkovska, Natalia. "INTERDISCIPLINARY INTEGRATION OF PROFESSIONAL DISCIPLINES IN THE PROCESS OF TRAINING FUTURE SPECIALISTS OF SOCIONOMIC SPHERE." Science and Education 25, no. 5 (2017): 107–11. http://dx.doi.org/10.24195/2414-4665-2017-5-19.
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