In: Karkach, A., Semigina, T. (2023). Digital competence of older people: specifics, proficiency criteria and development programme [Tsyfrova kompetentnistʹ lyudey pokhyloho viku: spetsyfika, kryteriyi sformovanosti ta prohrama rozvytku]. Vvichlyvist. Humanitas, 2, 50–56, doi: https://doi.org/10.32782
Based on the family-centered approach and a consumer perspective this research examines the overall level of satisfaction with educational and social services of the families raising children with autism or autism spectrum disorders (ASD) in Lviv (Ukraine) and the challenges in interactions of such families with services. The survey (90 parents who are social work clients) and individual semi-structured interviews (30 parents) were used.
The findings indicate the respondents' evaluation of the services they receive and inclusive education could not be qualified as favorable. Key challenges identified within the study are: problems of staff preparedness and lack of information about services; personal feelings of emotional burnout; unrealistic expectations from services; social stigma related to autism and social isolation of parents raising a child with ASD.
It is important for social workers to consider the need to collaboratively create the so-called social routers for families raising children with developmental disabilities during the early stages of family work. Verified information may reduce the parents' stress and consolidate their efforts, help to avoid dubious treatments that are detrimental to the child's health and are a significant financial burden to the family.
In: Yaroshenko A., & Semigina T. (2022). Exploring Gender Stereotypes among Prospective Foster Families. Socialinė Teorija, Empirija, Politika Ir Praktika, 25, 62-79. https://doi.org/10.15388/STEPP.2022.48
In: Semigina, T. & Kokoiachuk, Y. (2022). Floods in Ukrainian Carpathians: Lessons for Social Work Practice and Education. In: Madhanagopal, D. & Nikku, B.R., ed. Climate Justice and Social Work: International Perspectives. London and New York: Routledge (pp.89-108)
In: In: Baikady, R., Sajid, S., Przeperski, J., Nadesan, V., Islam, M.R., Gao, J. (eds) The Palgrave Handbook of Global Social Problems. Palgrave Macmillan, Cham, 2022. https://doi.org/10.1007/978-3-030-68127-2_297
In: Stoliaryk, O. & Semigina, T. (2022). Social work with families raising children with autism: A strengths-based intervention. Tallinn: Teadmus. https://teadmus.org/main-publications/sm-23
In: Yaroshenko, A. & Semigina, T. (2022). Gender Competence in Social Work: How to Invest Feminist Views in Gender Transformational Practice, Dallas: Primedia e-Launch LLC. https://doi.org/10.36074/gkusryaifpugtp-monograph.2022 [in Ukrainian]
In: Semigina, T., Stoliaryk, O. (2022). Vykorystannya tekhnik mayndfulnes u sotsialʹniy roboti: refleksiya dosvidu [The use of mindfulness techniques in social work: reflection of experience]. Vvichlyvist. Humanitas, 5, 67–75, doi: https://doi.org/10.32782/humanitas/2022.5.9
In: Karkach, A. & Semigina, T. (2022). Using the Moodle platform to teach digital technologies to learners of the university of the third age. Social Work and Education, 9(4), 451-464. https://doi.org/10.25128/2520-6230.22.4.1
In: Stoliaryk, O. & Semigina, T. (2022). "Does Change Last?": Evaluating the Strengths-Based Intervention for Families Raising Children with Autism. The New Educational Review, 69, 209-220. DOI: 10.15804/tner.2022.69.3.16
In: Semigina, T.,Stoliaryk, O.(2022). Asymmetry of demand and supply on the labor market in the field of social work [Asymetriya popytu ta propozytsiyi na rynku pratsi u sferi sotsialʹnoyi roboty]. Vvichlyvist. Humanitas,6, 50–59, doi: https://doi.org/10.32782/humanitas/2022.6.7
In: Semigina, T. & Karagodina, O. (2021). Global modalities for social workers: will Ukrainian education use the momentum to change? Social Work and Education, 8(2), 275-289. http://journals.uran.ua/swe/article/view/236613
The purpose of the study is to determine the level of readiness of social workers to teach digital technologies to the elderly in universities of the third age, which operate based on territorial centres of social services. The study was conducted in the Poltava region from June 2020 - October 2020. The sample was social workers who provide educational services to students of the University of the Third Age. The total number of respondents was 73 people.The digital literacy analysis of social workers providing geronto-education services was conducted according to five main parameters: information literacy, computer literacy, communication and media literacy, and technology literacy.The results of the digital literacy assessment show that two-thirds of social worker-teachers have enough knowledge, skills and follow the right attitudes. At the same time, digital skills received an average of 3.2 points (3.4 urban and 3.0 rural) out of 5 possible. The majority of social workers (66 people, 90%) have been actively using digital technologies in the geronto-educational process of the Third Age University for less than ten years.The study found out that 96% of social workers-gerorogists desire to move to online learning in the current situation, of which 78% expressed a desire to undergo professional retraining in online learning.As the main obstacles to mastering and developing gerorogical technologies-innovations, social workers named: insufficient awareness of digital innovations, lack of scientific and methodological literature on social technologies for teaching elderly people; lack of logistics for the application of gerorogical digital innovations; lack of material incentives.The results of the study indicate the need to develop social workers-gerorogists: knowledge in the field of modern computer technology and software, as well as the principles of their work; skills of using modern technologies (gadgets and applications); installations in the field of verification of information from the Internet and mass media; attitudes about the benefits of modern gadgets for the daily life of a professional.
