The article proves that the socialization of adults and children with musculoskeletal disorders (MSDs) is closely related to development, education, rehabilitation and includes the following neuropsychological aspects: social adaptation, labour adaptation, assessment of prospects for one’s adult life and creation of a non-discriminatory environment in society. Besides, the article shows how the photography club implements such goals, as well as evaluates the effectiveness of its activities. The educational aim of the photography club was to familiarize persons with MSDs with the basic types of working with digital photography and basic computer programmes that enable processing of digital information; to develop their knowledge about the photography and design business, computer skills and independent work skills. The experimental group (EG) consists of 40 leavers (18 males and 22 females) from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs “Promin”, who were diagnosed with cerebral palsy and six leavers with mild mental disorders. The age requirement for EG is 14-19 years old. The control group (CG) consists of 40 persons diagnosed with CP and seven persons with mild mental disorders (23 males and 17 females). The respondents managed to study different types of shooting: portraits, landscapes, group and individual photography. The photography club used different methods: verbal methods (mini-lectures, stories, explanations, conversations); practical methods (computer exercises, independent work, role-playing games), as well as paid considerable attention to the psychological correction of persons with MSDs. Unfortunately, most options of the respondents for employment are rather passive. Therefore, it is necessary to prepare persons with MSDs for competition in the labour market through psychological training and counselling. It is also crucial to promptly inform them about the dynamics of the labour market. The international relevance of the article lies in an attempt to adjust available electronic and software technologies to labour adaptation of people with MSDs and consider neurophysiological patterns of such a process.
This article focuses on the organization and implementation of social projects, programs and their importance for future professionals such as teachers, social educators, social workers, psychologists and others. Based on the experiences of the NGO “Vinnytsia City Organization for Social Development of specific categories of vulnerable youth “Parostok”, authors presented a brief methodological overview to encourage students to social and educational activities. This allowed to partially characterize the areas of interaction between public authorities, civil society institutions and higher education institutions. Also, the authors presented practical examples of cooperation between social institutions; the training of specialists in the educational and social spheres to provide services to crisis categories of the population in terms of social benefits and educational management. The aforementioned allowed to reveal the purpose of authors’ research from the scientific and pedagogical perspective; reveal the social significance of project activities; explore the main factors of successful socio-pedagogical activities in various projects; explore issues related to educational management (goals, objectives). The experience gained in the implementation of social projects and their administration provided an opportunity to present the educational potential of interaction between social institutions and higher education faculty prepare for volunteer, planning, administrative, and socio-pedagogical activities of future professionals. Authors also stressed the importance of such work from the pedagogical management viewpoint, which is also evident in the article’s conclusions and identifies areas for the further scientific development. The presented results do not cover the whole range of organizational cooperation in preparing students for socio-pedagogical activities, development and implementation of social projects and programs. However, paper outlined a wide range of opportunities for further scientific research and development by various specialists in education and human resourcing. It can be used by a wide range of professionals who plan to join the project activities.
The Covid-19 pandemic has affected not only health systems worldwide, but also global civil society, it has posed a global threat to humanity with significant implications and indicated weak points of postmodern civil society such as the lack of global solidarity and global cooperation, the lack of global health equity, the increase in poverty, social insecurity and deep inequality, the lack of support for the liberal international order, the lack of coordination mechanism for responding to the pandemic. Three main crises of postmodern society are identified and analysed: relations of cooperation between nations and states, protests in different countries, the inadequacy of scientific and technological achievements of civilization. The analysis of these crises led to the conclusion that, along with the negative impact of the Covid-19 pandemic for humanity, it should be seen as a crucial moment for human civilization that identified gaps and directions for the development of global civil society. The transformation of society today must take place in terms of rethinking the consequences and results of globalization, and taking into account the processes of socio-political and socio-cultural transformation. Today, humanity needs to transform global society by reconsidering the role of WHO as a leading intergovernmental organization in the global health system, strengthening the role of global governance, creating a new paradigm of global health, developing global cooperation, solidarity and coordination towards global health equity.
This article presents the results of a research on the impact of the values system of personal attitudes and values of the individual to choose a profession, as well as subsequent impact of this choice on the social environment in general. For our work, we used the following methods: pedagogical experiment, test and other methods for determining values in the structure of the personality (Methodology M. Rokeach, Sack's Sentence Completion Test, projective test methods «Tree of values», «I-real / I-ideal»).During the experiment, we also turned to the method of interviewing students (last courses of bachelor's and master's degrees) and working professionals in the educational environment to determine the impact of personal values on professional competence.We were able to determine the features of professional activity understanding of the social development needs in the educational environment, its strengths and weaknesses for the formation of the social order of the state and the individual, as well as ways to improve the social environment on the basis of the proposed forms of work with the values of a future professional.
The article shows that a postcolonial society provides ample opportunities for realizing the rights of children with special needs. However, they are often uninformed and not even motivated to assert their rights, especially in post-Soviet republics. As part of the research, a specialized course “Human Rights” has been implemented in the educational process under the changed socio-educational conditions (rehabilitation centres). After its implementation, the authors of the article performed a relevant evaluation to verify the effectiveness of the specialized course and the specially created conditions in terms of improving legal knowledge and competencies in children with special needs, compared to those who are in normal circumstances. The course was designed for young people, aged between 14 and 19, from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs “Promin”, who were diagnosed with cerebral palsy (CP). The implementation of the course involved the use of business games, training sessions, visual aids (educational films, pictures, posters, photographs), art therapy, visual art therapy, music therapy. People with MSDs have managed to enhance their knowledge about human rights and relevant legal acts, as well as state-owned institutions protecting human rights, develop their ability to assert their rights and write complaint letters to appropriate institutions, improve their attitude towards honour and dignity of other people, as well as the duty of being conscious citizens in modern society and shape understanding about the prospects of their adulthood.
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