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TO DIFFERENTIATION AND INTEGRATION OF THE CONCEPTS OF “READINESS”, “COMPETENCE”, “CULTURE” IN THE CONTEXT OF TRAINING SPECIALISTS IN SOCIAL SCIENCE FOR HEALTH PRESERVATION ACTIVITIES // Pedagogical Review. 2016. Issue 1 (11). P. 73-79

Readiness for health preservation activities is defined as a personal and professional potential of the specialist who create the prerequisites for the successful implementation of professional features in terms of health preservation. Health saving competence is considered as effective orientation in task situations related to conservation (restoration) of physical, mental and social health of the client, successful experience of their solving, and perception as a means of self-fulfillment, as a factor of continuous professional self-development. Health culture of a specialist in social science is thought of as an integrative professionally significant quality, based on a certain ideology and everyday practices of health maintenance, the ability to create cultural values of health in the process of individual life activities, provide thereby their continuous personal and professional development and the optimal action in regard to the clients’ health and well-being. Considering the essence, structure and content we make a conclusion about the complementarity of the above-noted concepts and the appropriateness of their simultaneous use in the formulation of integrative goals and projected results of the professional training.

Keywords: health preservation activities, specialists in social science, professional training, results of education, health saving competence, readiness to health saving activities; health culture

VALUES OF HEALTH IN THE PROFESSIONAL AXIOSPHERE OF BACHELORS OF SOCIAL WORK // Pedagogical Review. 2016. Issue 2 (12). P. 92-96

The axiosphere of bachelors of social work relates to a notion “system of vocational valuable orientations”, however, it is more stable, individualized and peremptory. It performs a regulatory function in the implementation of professional activity, which is reflected in the preferences of those or other significant professional knowledge, technologies, tools, resources, communication strategies. Values of health are treated as invariant of axiosphere of social worker, which provides professional internalization of other important values, and the implementation of the humanistic potential of the profession. The valuable content of the category “health” is performed on the meta, micro and meso level of classification the values of social work. 4th year students studying in the direction “social work”, tend to underestimate the importance of health in the context of professional activities. After studying the module of health-saving directivity, different views of health in its value dimension for the students became more significant, that was observed at ranging of the professional values and the definition of priorities of social problems. The associative array to the notion “health” was expanded to include various semantic groups, the level of professional responsibility for the formation of a healthy way of life of the population has increased, the strong interrelationship of phenomena of health and social well-being emerged. Consequently, the training program for bachelors of social sphere should include disciplines, which actualize the professional value of health.

Keywords: health, value, axiosphere, healthy lifestyle, preparation of bachelors of social work

EXPERIENCE OF EXAMINATION STRESS BY STUDENTS WITH DIFFERENT TYPES OF INTERHEMISPHERIC ASYMMETRY // Pedagogical Review. 2017. Issue 4 (18). P. 40-46

In the context of higher professional education humanization, the problem of identification of students exposed to distressed states during the session is considered. It is noted that data on the influence of interhemispheric differences on stress resistance is not enough in science. Specificity of examination stress as one of the forms of social stress is indicated, the main stress factors of the examination period are named. A review of the positions regarding the psychological differences attributed to individuals with right and left arm dominance is given. The stress level in students during the intersessional and examination period was diagnosed by the PSM-25 method, and its increase to average values was recorded. A comparison of the level of academic stress among right-handed and left-handed students is made on the basis of measuring the phenomenological structure of its experience. Cognitive, somatic and emotional stress symptoms of right-handers and left-handers were compared based on their self-evaluation. Differences in their emotional responses to stress were revealed. When assessing exam excitement in general, left-handers perceive the situation more dramatically, which was confirmed statistically. A qualitative analysis of coping strategies for students with different types of interhemispheric asymmetry was carried out. Differences in emotional copying of right-handed and left-handed people were revealed; first group preferred relatively productive strategies, while non-productive strategies predominated in the second group. Cognitive and behavioral strategies in both groups are relatively productive. A combination of indicators shows a higher risk of exam stress for left-handed people. The obtained data expand psychological concepts about individual differences associated with interhemispheric asymmetry and allow providing an individual-typological approach to the prevention of examination stress destructive consequences.

Keywords: students, stress, examination stress, coping

Creative techniques as a development resource of social and pedagogical practice // Pedagogical Review. 2023. Issue 1 (47). P. 87-94

The author states the problem of mass social pedagogical practice improving through the development of ideas and techniques of creative pedagogy. Against the background of the growing need for qualified social and pedagogical assistance and the expansion of the school social work problems, there is a lack of creative technologies in the arsenal of school social workers, and conversely their high effectiveness in specialized services with different contingents of minors. In the theoretical aspect, we give the definition of creative technologies, reveal their functions in solving social and pedagogical problems (developing, communicative, compensatory, rehabilitation, hedonistic, recreational). There is an interpretation of the creativity phenomenon as the goal and means of socio-pedagogical activity. The author gives the typology of creative socio-pedagogical technologies: audio-visual, musical-dramatic, visual, training, game, socio-cultural design. There is an indication on the expediency of including creative modules in the training program for bachelors of psychological and pedagogical direction. We are emphasizing foreign and Russian experience in the instrumental training of social workers based on art-pedagogical and art-therapeutic techniques. In practical terms, author analyzes her own experience in teaching the discipline “Creative techniques in work with minors”. There is an example of the creative product developed by students - an integrative artistic and creative methodology “Family Theater” for work with the minor’s family. Thus, we’ve made a conclusion about the need of mastering the creative tools and ideas of creative pedagogy for further technologization and humanization of social and pedagogical activities.

Keywords: social worker, school, creative pedagogy, creative techniques, professional training