social pedagogue
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Social pathologies have been recognised to be very complex problems as they affect the individual's psychology as well as his/her body. As a result, they have been approached from a normativist way as well as a naturist way by considering society as an organic or normative entity. There is no consensus whether social pathologies are the result of social ills that affect the individual or the reverse. Whichever way one approaches them, they are there, and a social pedagogue is the key to alleviating or minimising the impact of such pathologies on the individual and society at large. His/her role in making such valuable contribution can not be disputed. Due to a great number of factors that give rise to such pathologies as they are context and content dependent, one size does not fit all. It is the social pedagogue that has to act in a prognostic, diagnostic, and therapeutic way and thus his/her role needs to be clearly defined.

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

Every field of study and/or subject has its history. Not knowing the historical development deprives whoever is studying that subject from knowing its strengths and weaknesses. That includes factors that contribute to its theory, such as the ideological perspectives, frames of reference, social significance, present status, and position in the system of science. That is why it is important that every social pedagogue, educator, social worker, and other experts who engage in education and educational work know the roots, the development, and today's state of social pedagogy as a science; it is important for anyone involved in research and practical work to improve its theory and practice and to enrich and improve it. This chapter discusses the historical development of social pedagogy. In focusing on its development, Natorpo's concept of social pedagogy is discussed, and the path of developing social pedagogy after World War II in other parts of the world, such as Croatia, is highlighted. After this focus, a conclusion is reached.

Admission to an educational institution implies changes the living conditions of first-year students, causes destruction of earlier skills, habits and values of former pupils. The article deals with the ways of first-year students’ adaptation taking into account the experience of the teaching staff of Ternopil pedagogical sports lyceum. The carried out theoretical analysis results in determination of social adaptation as a phenomenon that consists of process and result of developing by individual social experience due to purposeful influences of the educational environment of the sports lyceum on a personality. The peculiarities of first-year students' adaptation to study have been analyzed, as far ksas an adaptation period for every student is different, depending on their psychological characteristics, level of preparation for study. Possible reasons for lyceum students' maladaptation have been characterized: lack of parent's control, new conditions and requirements for study, internal personal conflicts. The factors that influence on the process of adaptation and the difficulties of first-year students' adaptation have been considered in the paper. Based on empirical research of students' social adaptation of pedagogical lyceum, there have been defined the innovative methods and techniques on maintenance of social adaptation that include trainings, video lectures, round tables, interactive activities with lyceum students, parents, teachers, educators and active work of the social pedagogue.

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

The article aimed to form a theoretical and practical basis for pedagogical support for families raising children with early developmental disabilities. The article included methods of analysis and synthesis to form the theoretical and methodological foundations of pedagogical support for parents and children. This article provides an analysis of the stages of stress and reactions that arise in parents at the birth of a child with developmental disabilities: 1. The expectation of the child. 2. Shock. Daze. The decline of strength. 3. Denial. 4. Feelings of anger, guilt. 5. Emotional adjustment or acceptance. Finding resources in overcoming. A study of successful experience in the field of early pedagogical support shows that comprehensive support for children and their families is effective when an interdisciplinary team including doctors and specialists in psychological and pedagogical support (a teacher-defectologist, a speech therapist, a special psychologist, a social pedagogue) works. These two groups of specialists perform different labor functions and must have different competencies. Teachers and parents need to use the basics of remedial education in the educational and pedagogical processes.

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

The attempt to expand the traditional academic ideas about diagnostics in social work has been made, in particular the selection of social diagnostic methods, the purposes of their application, professional situations and focus groups in which these methods can be applied.The research determines the opportunities of application social diagnostics in pedagogical practice, to identify the optimal methods of social diagnostics and the conditions in which it is advisable to apply this type of diagnostic by professional participants of the educational process.Other methods have been proposed in addition to the classic list of social diagnostic methods, such as interlocution, interviews and surveys of all types; they are unpopular in modern social and socio-pedagogical work, but due to their accessibility, validity, ease of processing and in formativeness can be used even by recent graduates. These include a genogram, a family sociogram, as well as an eco-map, the map of social environment and the map of social contacts.The viability of applying social diagnostic methods in a teacher’s daily practice for preventing, revealing and solving social problems has been determined.During the investigation, the author concludes that social diagnostic is the most significant technique among many universal ones that a social worker/social pedagogue can use in his/her work. The optimal location for diagnostic work is an educational institution. It provides quick access to the client base with the widest range, allows you to work with clients in the system of social relations, enables diagnostic work with less motivational pressure, covers relationships with parents/families and facilitates their involvement in preventive work

The introduction of socio-pedagogical ideas into the historical and literary heritage enriches the content of training, makes it possible to enrich their practical skills through familiarity with historical experience, on the one hand, on the other hand, it enriches the inner world of social teachers as specialists, connecting the feeling and consciousness, thereby creating conditions for successful effective activities. In human society, various types of contradictions have always appeared at any time, but at the same time , methods and ways to eliminate them have been invented. Unfortunately, we have recently become interested in foreign technologies of training and education, their ideas, and have lost sight of the rich experience of the past, which includes methods and methods of social education of children and youth. The problem is that it is necessary to identify them and use them in practice. The activity of a social pedagogue , in particular, is associated with rehabilitation, socialization and other types of work among children, youth and adults. The history of social pedagogy spiritually enriches future specialists on the one hand, and on the other, helps to accumulate the experience of the past in order to use them in solving modern problems. Literary and historical materials concerning the social side of the life of the Kazakh people in this regard is important and essential.

The article presents a theoretical analysis of the works of native, foreign, Russian scientists studying the concepts of social pedagogue, animation, animation activities, leisure, effective leisure organization, as well as ways of formation of readiness of social pedagogue to animation activities. The objects of work of a social teacher are not only students and parents, but also people of different ages, clubs, sections, groups and public associations. management of pedagogical systems, trainings, pedagogical and psychological diagnostics. Animation activity is a special organization-driven type of activity with the goal of socializing a human person. In this context, the educational potential of animation is predominant. Characteristic features, structure and content allow using it as a means of social education of students. Animation has potential as an instrument of social education.