Social and pedagogical work with maladapted older adolescents (foreign experience)

- Глушко, Н.В. (orcid.org/0000-0002-9905-3983), Супрун, Д. М. (orcid.org/0000-0003-4725-094X) and Супрун, М.О. (orcid.org/0000-0002-4198-9527) (2020) Social and pedagogical work with maladapted older adolescents (foreign experience) Освіта осіб з особливими потребами: шляхи розбудови (16). pp. 76-91. ISSN 2313-4011 (print)

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Abstract

As a result of the conducted research, the content, forms and methods of social work with maladapted adolescents in foreign countries were considered. The scientific and methodical reserve of foreign and domestic scientists in the field of social pedagogy and psychology was studied. The experience of providing assistance at the individual, family, neighbourhood and institutional levels has been characterized: special services and schools (Germany, the United States, the United Kingdom, the Netherlands, etc.); introduction of preventive programmes (France, the Netherlands, France, etc.); organization of special schools for adolescents not wishing to attend regular schools (Japan, the Netherlands); organization of centres for assisting parents (United Kingdom); and use of pedagogical animation, which has a preventive character. Attention is drawn to the conditions for providing psychological and social support to families in foreign countries and to the psychosocial nature of this support for problem children. The experience of the "City as a School" project is considered in detail. (Germany), the basis of which is to replace abstract education in the school's classrooms with practical experience of students in real life conditions, their implementation in their chosen areas of professional life, and the creation, in cooperation with teachers and practitioners, of an individual program for teaching problem adolescents. It has been confirmed that considerable theoretical and practical experience of social work with disfigured teenagers has been accumulated in foreign countries, elements of which can be used in our country. The mentioned ways of using the foreign social pedagogical experience in the practice of rehabilitation activity in professional lyceums for work with the disadapted teenagers. At the same time, the author notes that there are no technologies in foreign practice that could serve as a model for their non-critical implementation in Ukraine. Mastering of foreign experience is necessary first of all for development of own approaches to solving social problems taking into account historical, economic and cultural peculiarities and possibilities of our country.

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