The article analyses the rights of children from internally displaced families that are vested both in the national and international legislation. In particular, the Geneva Declaration was considered as a document of the international level that reflects the legal protection of children. The next important document is the Declaration of the Rights of the Child, which contains the basic principles, providing the social protection regardless of language, faith, skin colour, age or gender, ensuring freedom and dignity, and also promotes conditions which would impose upon the full development of the human personality, namely the formation of its mental, spiritual, physical, moral spheres, as well as the protection against the abusive treatment and exploitation. At the same time, the following substantial document on the protection of the rights of the child is the Convention on the Rights of the Child, which is based on a number of principles, namely: taking into account and serving its interests, promoting full-fledged formation, engaging in public life, non-discrimination.The important document on the protection of children at the national level is the Law of Ukraine "On enforcement of the rights and freedoms of internally displaced persons". Its main task and goal are to ensure the realization of the rights and freedoms of internally displaced persons guaranteed by the Constitution, the creation of the appropriate conditions for social adaptation, temporary housing for them, continuation of education, etc. The guidelines on issues of internally displaced persons are aimed at the formulation, realization and guarantee of the rights of the determined categories of children and describe the duties of the states concerning them and regulate the phenomenon of forced migration within the country.The constitutional protection of children was also analysed, the guarantees were described that are provided by the status of an internally displaced child in armed conflict. ; У статті розглянуто права дітей із внутрішньо переміщених сімей, які закріплені як в національному, так і в міжнародному законодавстві, проаналізовано їх конституційний захист, описано гарантії, які надає статус внутрішньо переміщеної дитини в збройному конфлікті.
Distant families are families whose members are forced to live long distances for various reasons. Due to various adverse political, social and economic conditions, this type of family has expanded significantly in recent decades. Especially many distant families of migrant workers were formed due to the mass departure of the population to earn money abroad. The purpose of this article is to describe the results of a study of the impact of relationships in distant families of migrant workers on the type of upbringing of their children. Research methods used: analysis of scientific publications on the research problem, comparison and generalization of research results; observation, survey of parents, guardians, children and, conversations with children, parents, guardians, teachers; methods of mathematical statistics. The article describes the results of a survey of parents and guardians from distant families about the relationships that develop in their family in general and relationships with children in particular. It has been found that they are often conflicting, contradictory, parents and guardians anxiety, uncertainty, recognize that not cope with their responsibilities, as unruly children exhibit negative behaviors. Factors, that affect on the implementation of upbringing functions in distant families are similar to those, which present in divorce and incomplete families, but they are complemented by the cult of money in the family and the artificial replacement of affection and love to love of material goods and satisfaction of elementary needs. At the same time, mental needs are retreat to the background. A comparative analysis of the assessment of relationships between adults and children in distant families is shown, which illustrates differences in the assessment of relationships between adults and children. Analyzes which types of attitudes parents and guardians to educate children in distant families prevail and therefore that parenting style they have. ; Дистантні сім'ї це ‒ сім'ї, члени яких з різних причин змушені тривалий час проживати на відстані. У зв'язку з різноманітними несприятливими політичними, соціальними та економічними умовами в останні десятиліття цей тип сімей значно розширився за чисельністю. Особливо багато утворилося дистантних сімей трудових мігрантів через масовий виїзд населення на заробітки за кордон. Метою даної статті є опис результатів дослідження впливу стосунків у дистантних сім'ях трудових мігрантів на тип виховання дітей, що у них складається. Використані методи дослідження, зокрема такі: аналіз наукових публікацій з проблеми дослідження, порівняння та узагальнення результатів дослідження; спостереження, опитування батьків, опікунів, дітей та, бесіди з дітьми, батьками, опікунами, педагогами; методи математичної статистики. У статті описано результати опитування батьків та опікунів з дистантних сімей про стосунки, які складаються у їхній сім'ї загалом та стосунки з дітьми зокрема. Наводиться порівняльний аналіз оцінки дорослими і дітьми стосунків у дистантних сім'ях, що показує відмінності в оцінці стосунків дорослими і дітьми. Проаналізовано, які типи ставлень батьків та опікунів до виховання дітей переважають у дистантних сім'ях і відповідно, які стилі виховання у них побутують.
Distant families are families whose members are forced to live long distances for various reasons. Due to various adverse political, social and economic conditions, this type of family has expanded significantly in recent decades. Especially many distant families of migrant workers were formed due to the mass departure of the population to earn money abroad. The purpose of this article is to describe the results of a study of the impact of relationships in distant families of migrant workers on the type of upbringing of their children. Research methods used: analysis of scientific publications on the research problem, comparison and generalization of research results; observation, survey of parents, guardians, children and, conversations with children, parents, guardians, teachers; methods of mathematical statistics. The article describes the results of a survey of parents and guardians from distant families about the relationships that develop in their family in general and relationships with children in particular. It has been found that they are often conflicting, contradictory, parents and guardians anxiety, uncertainty, recognize that not cope with their responsibilities, as unruly children exhibit negative behaviors. Factors, that affect on the implementation of upbringing functions in distant families are similar to those, which present in divorce and incomplete families, but they are complemented by the cult of money in the family and the artificial replacement of affection and love to love of material goods and satisfaction of elementary needs. At the same time, mental needs are retreat to the background. A comparative analysis of the assessment of relationships between adults and children in distant families is shown, which illustrates differences in the assessment of relationships between adults and children. Analyzes which types of attitudes parents and guardians to educate children in distant families prevail and therefore that parenting style they have. ; Дистантні сім'ї це ‒ сім'ї, члени яких з різних причин змушені тривалий час проживати на відстані. У зв'язку з різноманітними несприятливими політичними, соціальними та економічними умовами в останні десятиліття цей тип сімей значно розширився за чисельністю. Особливо багато утворилося дистантних сімей трудових мігрантів через масовий виїзд населення на заробітки за кордон. Метою даної статті є опис результатів дослідження впливу стосунків у дистантних сім'ях трудових мігрантів на тип виховання дітей, що у них складається. Використані методи дослідження, зокрема такі: аналіз наукових публікацій з проблеми дослідження, порівняння та узагальнення результатів дослідження; спостереження, опитування батьків, опікунів, дітей та, бесіди з дітьми, батьками, опікунами, педагогами; методи математичної статистики. У статті описано результати опитування батьків та опікунів з дистантних сімей про стосунки, які складаються у їхній сім'ї загалом та стосунки з дітьми зокрема. Наводиться порівняльний аналіз оцінки дорослими і дітьми стосунків у дистантних сім'ях, що показує відмінності в оцінці стосунків дорослими і дітьми. Проаналізовано, які типи ставлень батьків та опікунів до виховання дітей переважають у дистантних сім'ях і відповідно, які стилі виховання у них побутують.
This article is devoted to the problem of teachers' training in USA in the context of multicultural education. This country differs from average multicultural countries in a range of peculiarities, one of which is the fact that cultural interaction was not within an individual ethnos, but within immigrants – descendants of different countries, representatives of various cultures. On the territory of the country there live national minorities and as a result of constant mass immigration new ethno-cultural groups are formed. It is recognized that problem of immigrants is really urgent in USA. The most modern response to the cultural diversity at the end of the 20th century in the USA became the policy of multiculturalism and multicultural education. The aim of the study is to reveal the peculiarities of multicultural teachers' training for education of children-migrants in USA. Theoretical research methods have been used: analysis of scientific sources for the: systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem under consideration and possibilities for its solution. Multiculturalism is considered to be a democratic policy of solving the problem of cultural and social diversity in the society, which includes educational, linguistic, economic and social components and has specific mechanisms of embodiment. Educational component is represented by multicultural education. Multicultural education in the USA has a status of the state educational policy and it is set forth at the legislative level. Multicultural education is usually interpreted as that one, which facilitates the formation in a person of the readiness for activities in a modern socio-cultural environment, preservation of personal identity, aspiration for respect and understanding of other cultural communities, the ability to live in peace and harmony with representatives of various racial, ethnic, cultural, religious groups. Multicultural education provides the formation of intercultural competence and ability to intercultural communication. Multicultural education is an important part of teachers' training in USA. Only multicultural teacher is able to work successfully with children-migrants. The goals, objectives and principles of the multicultural education have been defined in the light of the training of specialists in the educational institutions of the United States. It is emphasized that the main tasks of multicultural education are the formation and development of specialists' understanding of the diversity of cultures in the world, the development of a positive attitude to cultural differences, the ability to use foreign languages as an instrument of integration into the culture of other people. The possibilities of using positive American scientific and practical experience in training specialists in the spirit of multiculturalism have been outlined. ; В статті розглядаються проблеми полікультурної підготовки вчителя для роботи з дітьми-мігрантами. Підкреслюється, що проблема навчання і виховання дітей-мігрантів сьогодні є дуже важливою для багатьох країн світу. Оскільки саме в США нагромаджено значний позитивний досвід роботи з дітьми-мігрантами і підготовки педагогічних кадрів для цієї роботи, метою дослідження є виявлення особливостей підготовки полікультурного вчителя в США, здатного забезпечити навчально-виховну роботу з дітьми-мігрантами. Використані переважно теоретичні методи дослідження: аналіз наукових джерел для здійснення систематизації і узагальнення інформації; визначення базових положень; уточнення сучасного стану дослідження проблеми, можливостей її вирішення. У процесі дослідження розкрито мету, завдання, функції полікультурної освіти педагогічних кадрів в США, проаналізовано окремі програми підготовки. Наголошується на важливості використання прогресивних ідей американського досвіду у вітчизняному освітньому просторі.
This article is devoted to the problem of teachers' training in USA in the context of multicultural education. This country differs from average multicultural countries in a range of peculiarities, one of which is the fact that cultural interaction was not within an individual ethnos, but within immigrants – descendants of different countries, representatives of various cultures. On the territory of the country there live national minorities and as a result of constant mass immigration new ethno-cultural groups are formed. It is recognized that problem of immigrants is really urgent in USA. The most modern response to the cultural diversity at the end of the 20th century in the USA became the policy of multiculturalism and multicultural education. The aim of the study is to reveal the peculiarities of multicultural teachers' training for education of children-migrants in USA. Theoretical research methods have been used: analysis of scientific sources for the: systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem under consideration and possibilities for its solution. Multiculturalism is considered to be a democratic policy of solving the problem of cultural and social diversity in the society, which includes educational, linguistic, economic and social components and has specific mechanisms of embodiment. Educational component is represented by multicultural education. Multicultural education in the USA has a status of the state educational policy and it is set forth at the legislative level. Multicultural education is usually interpreted as that one, which facilitates the formation in a person of the readiness for activities in a modern socio-cultural environment, preservation of personal identity, aspiration for respect and understanding of other cultural communities, the ability to live in peace and harmony with representatives of various racial, ethnic, cultural, religious groups. Multicultural education provides the formation of intercultural competence and ability to intercultural communication. Multicultural education is an important part of teachers' training in USA. Only multicultural teacher is able to work successfully with children-migrants. The goals, objectives and principles of the multicultural education have been defined in the light of the training of specialists in the educational institutions of the United States. It is emphasized that the main tasks of multicultural education are the formation and development of specialists' understanding of the diversity of cultures in the world, the development of a positive attitude to cultural differences, the ability to use foreign languages as an instrument of integration into the culture of other people. The possibilities of using positive American scientific and practical experience in training specialists in the spirit of multiculturalism have been outlined. ; В статті розглядаються проблеми полікультурної підготовки вчителя для роботи з дітьми-мігрантами. Підкреслюється, що проблема навчання і виховання дітей-мігрантів сьогодні є дуже важливою для багатьох країн світу. Оскільки саме в США нагромаджено значний позитивний досвід роботи з дітьми-мігрантами і підготовки педагогічних кадрів для цієї роботи, метою дослідження є виявлення особливостей підготовки полікультурного вчителя в США, здатного забезпечити навчально-виховну роботу з дітьми-мігрантами. Використані переважно теоретичні методи дослідження: аналіз наукових джерел для здійснення систематизації і узагальнення інформації; визначення базових положень; уточнення сучасного стану дослідження проблеми, можливостей її вирішення. У процесі дослідження розкрито мету, завдання, функції полікультурної освіти педагогічних кадрів в США, проаналізовано окремі програми підготовки. Наголошується на важливості використання прогресивних ідей американського досвіду у вітчизняному освітньому просторі.
Recently issues that are associated with the phenomenon of migration are increasingly raised in the world. In Ukraine migration processes have been known since its independence, and over the years, the migration of the population has become more and more massive. For the Ukrainian society, labor migration, which is caused by various socio-economic factors, is particularly widespread. In this regard, among scholars, discussions are often concerning to its impact: they distinguish both the positive and the negative aspects of the migration process of the population.In this article, the impact of labor migration is considered in the context of ensuring the right of the child to proper parenting in a situation where parents, working abroad, are forced to leave their child with other people. When solving the material problems of the family, parents can not properly pay attention to the education of their own children. As a result, an entire generation of abandoned children grows up.By examining the legal and regulatory aspects of the family upbringing, we see that the duty to raise a child incumbent, first of all, on parents. In this case, their behavior should be accompanied by the commission of appropriate actions aimed at the spiritual and physical development of the child, the formation of his/her personality, care, concern, etc.The analysis of the current legislation of Ukraine shows the existence of certain legal and organizational principles of state regulation of external labor migration. However, there are no legal provisions regarding the right of the child to be raised by parents working abroad. In view of this, the article proposes certain solutions, the adoption of which at the legislative level will help to resolve the situation concerned. ; Стаття присвячена питанню належного виховання дітей, батьки яких перебувають за кордоном із метою праці. Зокрема, з'ясовано, як впливає трудова міграція батьків на виховання дітей. Досліджено існуючу нормативно-правову базу України, спрямуванням якої є робота із цією категорією дітей. Виявлено основні недоліки чинного законодавства, які стосуються виховання дітей заробітчан. Запропоновано законодавчі зміни, внесення яких дасть змогу створити ефективний механізм забезпечення права дитини трудових мігрантів на належне виховання.
The article looks the need to build a system of assessment of the migrant integration into Ukrainian society. Existing and current tools for such assessment are considered. The indicator systems are used to evaluate the integration of migrants. This system (Zaragoza indicators) has been most actively developed and is currently being improved in the European Union, the origins of which date back to 1999. At the beginning, Zaragoza indicators included indicators that analyzed the migrant integration by four areas: employment, education, social inclusion and active citizenship. Then this system was expanded.Zaragoza indicators have become the basis for building other tools for analyzing migrant integration. The joint project of OECD-EU «Settling In» (2018) covers economic and social outcomes, both through quantitative and qualitative dimensions of integration, and provides a comparison of the integration outcomes for immigrants and their children. Another tool that has used Zaragoza indicators as a basis for analysis is the project Migrant Integration Policy Index (MIPEX), which is to carry out comparative analysis between countries, to evaluate the effectiveness of changes made. 167 indicators have been developed for monitoring. The article also examines the assessment of migrant integration in the project National Integration Assessment Mechanism (NIEM), based on more than 150 indicators, the existing EU integration standards developed and cover different areas and types of expertise. It is noted that in the practical field, there are certain problems in the sources and collection of statistics in assessing the integration of migrants by the indicator system and comparing achievements across European countries.The European experience of building the system for evaluating the migrant integration is described. The algorithm of building the system of indicators for monitoring the integration of migrants into the host society is determined. The approach to the concept of «indicator» is specified and the characteristics that it should contain are indicated. ; У статті зазначена необхідність побудови системи оцінки інтеграції мігрантів в українське суспільство. Розглянуто наявні та чинні інструменти такої оцінки. Для оцінки інтеграції мігрантів використовують системи індикаторів. Найбільш активнотака система (показники Сарагоси) розроблялась, а наразі вдосконалюється в Європейському Союзі, витоки якої сягають 1999 р. На початку показники Сарагоси включали індикатори, які аналізували інтеграцію мігрантів за чотирма сферами, якот: зайнятість, освіта, оціальне включення та активне громадянство. Згодом ця система розширилась.Показники Сарагоси стали основою для побудови інших інструментів аналізу інтеграції мігрантів. Спільний проект OЕСР-ЄС «Settling In» (2018 р.) охоплює економічні та соціальні результати як шляхом кількісних, так і якісних вимірювань інтеграції й надає порівняння результатів інтеграції іммігрантів і їхніх дітей. Іншим інструментом, який за основу аналізу використав показники Сарагоси, є проект Індекс політики інтеграції мігрантів (MIPEX), що дає змогу провести порівняльний аналіз між країнами, оцінити ефективність ужитих змін. Для моніторингу розроблено 167 показників. У статті розглянуто також оцінку інтеграції мігрантів за проектом «Національний механізм оцінювання інтеграції» (NIEM), що ґрунтується на понад 150 індикаторах, розроблених чинних стандартах інтеграції до ЄС й охоплює різні сфери та види експертизи.Зазначено, що в практичній площині для оцінки інтеграції мігрантів за системою індикаторів і порівняння досягнень за країнами Європи існують певні проблеми в джерелах та зборі статистичних даних. Описано європейський досвід побудови системи оцінки інтеграції мігрантів. Визначено алгоритм побудови системи індикаторів для моніторингу процесу інтеграції мігрантів у приймаюче суспільство. Указано підхід по поняття «показник» і характеристики, які він повинен містити.
This article is devoted to the problem of teachers' training in USA in the context of multicultural education. This country differs from average multicultural countries in a range of peculiarities, one of which is the fact that cultural interaction was not within an individual ethnos, but within immigrants – descendants of different countries, representatives of various cultures. On the territory of the country there live national minorities and as a result of constant mass immigration new ethno-cultural groups are formed. It is recognized that problem of immigrants is really urgent in USA. The most modern response to the cultural diversity at the end of the 20th century in the USA became the policy of multiculturalism and multicultural education. The aim of the study is to reveal the peculiarities of multicultural teachers' training for education of children-migrants in USA. Theoretical research methods have been used: analysis of scientifi c sources for the: systematisation and generalisation of available data; defi ning of the essence of basic concepts; identifi cation of the current state of the problem under consideration and possibilities for its solution. Multiculturalism is considered to be a democratic policy of solving the problem of cultural and social diversity in the society, which includes educational, linguistic, economic and social components and has specifi c mechanisms of embodiment. Educational component is represented by multicultural education. Multicultural education in the USA has a status of the state educational policy and it is set forth at the legislative level. Multicultural education is usually interpreted as that one, which facilitates the formation in a person of the readiness for activities in a modern socio-cultural environment, preservation of personal identity, aspiration for respect and understanding of other cultural communities, the ability to live in peace and harmony with representatives of various racial, ethnic, cultural, religious groups. Multicultural education provides the formation of intercultural competence and ability to intercultural communication. Multicultural education is an important part of teachers' training in USA. Only multicultural teacher is able to work successfully with children-migrants. The goals, objectives and principles of the multicultural education have been defi ned in the light of the training of specialists in the educational institutions of the United States. It is emphasized that the main tasks of multicultural education are the formation and development of specialists' understanding of the diversity of cultures in the world, the development of a positive attitude to cultural differences, the ability to use foreign languages as an instrument of integration into the culture of other people. The possibilities of using positive American scientifi c and practical experience in training specialists in the spirit of multiculturalism have been outlined.
This article is devoted to the problem of teachers' training in USA in the context of multicultural education. This country differs from average multicultural countries in a range of peculiarities, one of which is the fact that cultural interaction was not within an individual ethnos, but within immigrants – descendants of different countries, representatives of various cultures. On the territory of the country there live national minorities and as a result of constant mass immigration new ethno-cultural groups are formed. It is recognized that problem of immigrants is really urgent in USA. The most modern response to the cultural diversity at the end of the 20th century in the USA became the policy of multiculturalism and multicultural education. The aim of the study is to reveal the peculiarities of multicultural teachers' training for education of children-migrants in USA. Theoretical research methods have been used: analysis of scientifi c sources for the: systematisation and generalisation of available data; defi ning of the essence of basic concepts; identifi cation of the current state of the problem under consideration and possibilities for its solution. Multiculturalism is considered to be a democratic policy of solving the problem of cultural and social diversity in the society, which includes educational, linguistic, economic and social components and has specifi c mechanisms of embodiment. Educational component is represented by multicultural education. Multicultural education in the USA has a status of the state educational policy and it is set forth at the legislative level. Multicultural education is usually interpreted as that one, which facilitates the formation in a person of the readiness for activities in a modern socio-cultural environment, preservation of personal identity, aspiration for respect and understanding of other cultural communities, the ability to live in peace and harmony with representatives of various racial, ethnic, cultural, religious groups. Multicultural education provides the formation of intercultural competence and ability to intercultural communication. Multicultural education is an important part of teachers' training in USA. Only multicultural teacher is able to work successfully with children-migrants. The goals, objectives and principles of the multicultural education have been defi ned in the light of the training of specialists in the educational institutions of the United States. It is emphasized that the main tasks of multicultural education are the formation and development of specialists' understanding of the diversity of cultures in the world, the development of a positive attitude to cultural differences, the ability to use foreign languages as an instrument of integration into the culture of other people. The possibilities of using positive American scientifi c and practical experience in training specialists in the spirit of multiculturalism have been outlined.
This article is devoted to the problem of teachers' training in USA in the context of multicultural education. This country differs from average multicultural countries in a range of peculiarities, one of which is the fact that cultural interaction was not within an individual ethnos, but within immigrants – descendants of different countries, representatives of various cultures. On the territory of the country there live national minorities and as a result of constant mass immigration new ethno-cultural groups are formed. It is recognized that problem of immigrants is really urgent in USA. The most modern response to the cultural diversity at the end of the 20th century in the USA became the policy of multiculturalism and multicultural education. The aim of the study is to reveal the peculiarities of multicultural teachers' training for education of children-migrants in USA. Theoretical research methods have been used: analysis of scientifi c sources for the: systematisation and generalisation of available data; defi ning of the essence of basic concepts; identifi cation of the current state of the problem under consideration and possibilities for its solution. Multiculturalism is considered to be a democratic policy of solving the problem of cultural and social diversity in the society, which includes educational, linguistic, economic and social components and has specifi c mechanisms of embodiment. Educational component is represented by multicultural education. Multicultural education in the USA has a status of the state educational policy and it is set forth at the legislative level. Multicultural education is usually interpreted as that one, which facilitates the formation in a person of the readiness for activities in a modern socio-cultural environment, preservation of personal identity, aspiration for respect and understanding of other cultural communities, the ability to live in peace and harmony with representatives of various racial, ethnic, cultural, religious groups. Multicultural education provides the formation of intercultural competence and ability to intercultural communication. Multicultural education is an important part of teachers' training in USA. Only multicultural teacher is able to work successfully with children-migrants. The goals, objectives and principles of the multicultural education have been defi ned in the light of the training of specialists in the educational institutions of the United States. It is emphasized that the main tasks of multicultural education are the formation and development of specialists' understanding of the diversity of cultures in the world, the development of a positive attitude to cultural differences, the ability to use foreign languages as an instrument of integration into the culture of other people. The possibilities of using positive American scientifi c and practical experience in training specialists in the spirit of multiculturalism have been outlined.
This article is devoted to the problem of teachers' training in USA in the context of multicultural education. This country differs from average multicultural countries in a range of peculiarities, one of which is the fact that cultural interaction was not within an individual ethnos, but within immigrants – descendants of different countries, representatives of various cultures. On the territory of the country there live national minorities and as a result of constant mass immigration new ethno-cultural groups are formed. It is recognized that problem of immigrants is really urgent in USA. The most modern response to the cultural diversity at the end of the 20th century in the USA became the policy of multiculturalism and multicultural education. The aim of the study is to reveal the peculiarities of multicultural teachers' training for education of children-migrants in USA. Theoretical research methods have been used: analysis of scientifi c sources for the: systematisation and generalisation of available data; defi ning of the essence of basic concepts; identifi cation of the current state of the problem under consideration and possibilities for its solution. Multiculturalism is considered to be a democratic policy of solving the problem of cultural and social diversity in the society, which includes educational, linguistic, economic and social components and has specifi c mechanisms of embodiment. Educational component is represented by multicultural education. Multicultural education in the USA has a status of the state educational policy and it is set forth at the legislative level. Multicultural education is usually interpreted as that one, which facilitates the formation in a person of the readiness for activities in a modern socio-cultural environment, preservation of personal identity, aspiration for respect and understanding of other cultural communities, the ability to live in peace and harmony with representatives of various racial, ethnic, cultural, religious groups. Multicultural education provides the formation of intercultural competence and ability to intercultural communication. Multicultural education is an important part of teachers' training in USA. Only multicultural teacher is able to work successfully with children-migrants. The goals, objectives and principles of the multicultural education have been defi ned in the light of the training of specialists in the educational institutions of the United States. It is emphasized that the main tasks of multicultural education are the formation and development of specialists' understanding of the diversity of cultures in the world, the development of a positive attitude to cultural differences, the ability to use foreign languages as an instrument of integration into the culture of other people. The possibilities of using positive American scientifi c and practical experience in training specialists in the spirit of multiculturalism have been outlined.
The aim of the study was the assessment of physical and mental health of school-age children from the war zone in the Eastern Ukraine. Materials and methods. Clinical and instrumental examination was performed in 286 children aged 7–18 years, of which 209 were from the zone of the antiterrorist operation, and 77 — children of migrants from the Donetsk and Luhansk regions. The comparison group consisted of 672 children of the same age of the Kharkiv region and Kharkiv. To determine the characteristics of violations of children's mental health, there was conducted a clinical and psychological examination by filling a special form. Results. It was found that most of the children from the war zone in the Eastern Ukraine and migrants had somatic and psychosomatic complaints. The data were obtained on polymorphism of clinical symptoms regarding psychopathological disorders in this cohort, with predominance in the clinical structure of fatigue, emotional instability, stress, and increased physical fatigue, recurrent headaches, dizziness. Conclusions. It was found that in terms of the incidence of most clinical entities with respect to somatic and psychiatric pathologies, the differences between the study group and population controls are absent. One of the priorities of maintaining and strengthening the health of children during the military conflict in the East of Ukraine is the need to develop and put into practice active psychoprophylactic activities regarding adaptation disorders. ; Цель: оценка состояния соматического и психического здоровья детей школьного возраста из зоны военных действий на востоке Украины. Материалы и методы. Проведено клинико-инструментальное обследование 286 детей в возрасте 7–18 лет, из них 209 — из зоны антитеррористической операции и 77 детей-переселенцев из Донецкой и Луганской областей. Группу сравнения составили 672 ребенка того же возраста из Харьковской области и г. Харькова. Для определения особенностей нарушения психического здоровья детей проводилось клинико-психологическое обследование с заполнением специальной анкеты. Результаты. Установлено, что большинство детей из зоны военных действий на востоке Украины и переселенцы имели соматические и психосоматические жалобы. Выявлены данные о полиморфизме клинических симптомов относительно психопатологических нарушений у данного контингента с преобладанием в клинической структуре астении, эмоциональной лабильности, напряжения, повышенной умственной и физической утомляемости, периодической головной боли, головокружений. Выводы. Установлено, что по частоте большинства нозологических форм относительно соматической и психиатрической патологии различия между исследуемой группой и популяционным контролем отсутствуют. Одним из приоритетных направлений сохранения и укрепления здоровья детей во время военно-конфликтных ситуаций на востоке Украины является необходимость разработки и активного внедрения в практику психопрофилактических мероприятий относительно нарушений адаптации. ; Мета: оцінка стану соматичного та психічного здоров'я дітей шкільного віку із зони військових дій на сході України. Матеріали та методи. Проведено клініко-інструментальне обстеження 286 дітей віком 7–18 років, із них 209 — із зони антитерористичної операції та 77 дітей-переселенців із Донецької та Луганської областей. Групу порівняння становили 672 дитини того ж віку з Харківської області та м. Харкова. Для визначення особливостей порушень щодо психічного здоров'я у дітей проводилося клініко-психопатологічне дослідження з заповненням спеціальної анкети. Результати. Виявлено, що більшість дітей із зони військових дій на сході України і переселенців мали соматичні та психосоматичні скарги. Отримано дані щодо поліморфізму клінічних симптомів стосовно психопатологічних розладів у даного контингенту із переважанням у клінічній структурі астенії, емоційної лабільності, напруження, підвищеної розумової та фізичної втомлюваності, періодичного головного болю, запаморочень. Висновки. Визначено, що за частотою щодо більшості нозологічних форм стосовно соматичної та психіатричної патології відмінності між досліджуваною групою та популяційним контролем відсутні. Одним із пріоритетних напрямків збереження й укріплення здоров'я дітей за наявності воєнно-конфліктних ситуацій на сході України є необхідність розробки та активного впровадження в практику психопрофілактичних заходів щодо розладів адаптації.
У статті розкриваються основні особливості професійної підготовки соціальних педагогів щодо діяльності в загальноосвітніх навчальних закладах у сучасних умовах, які характеризуються погіршенням долі сотні тисяч людей у зв'язку з анексією Криму та військовою агресією на Донбасі. Наслідком цих жахливих подій стали: велика кількість переселенців, зростання кількості дітей, що пережили втрату рідних, близьких, друзів, житла; нервові зриви, стреси, а, можливо, й інвалідність. Всі ці чинники актуалізували необхідність доповнення змісту професійної підготовки соціальних педагогів. Перед соціально-педагогічною наукою та практикою постає низка нових завдань: вивчити нові тенденції співробітництва в соціальній, соціально-педагогічній та волонтерській сферах; оперативно внести відповідні зміни у зміст теоретичної та практичної підготовки соціальних педагогів; надати перевагу практичній підготовці соціальних педагогів, впроваджуючи ті інноваційні технології, які зародилися за останній час у соціально-педагогічній діяльності та волонтерському русі у процесі вирішення нагальних потреб країни. ; Key aspects of social pedagogues' training for the comprehensive secondary school activity at the modern life stage, which are characterized by rapid decline of lives of hundreds of people resulting from annexation of Crimea and military aggression at Donbas, are considered at the article. Subsequent effect of these tremendous events are an increasing number of migrants, children who have lost their parents, relatives, friends, residential space; have suffered from nervous breakdowns, stresses and may be a disability. All these factors actualize the necessity of additional support for social pedagogues' training. There is a problem of training social pedagogues and making changes to its content in accordance with the life changes. There is an acute contradiction between the needs of society in social pedagogues, trained to solve professional problems in modern conditions of existence and the insufficient development of theoretical and practical aspects of the professional training in the social-pedagogical work in complex realities nowadays. There are a lot of new problem-solving tasks for social-pedagogical science: to know new tendencies of collaboration in social, social-pedagogical and volunteer spheres; to make alterations for the theoretical and practical preparation content for social pedagogues quickly and effectively; to give the advantage for practical preparation of social pedagogues, implementing the innovative technologies which were originated these days at the social-pedagogical activity and volunteer action in the decision process of country's immediate needs. It is concluded that events of the newest history of Ukraine require greater accountability for the quality of training of social pedagogues and operational changes in training programmes primarily to the practical part of it. Pedagogical science and practice must address a number of new tasks: to examine and summarize the new trends that have developed in cooperation of different subjects of social, socio-pedagogical and volunteer work; identify ways of cooperation of social workers with the volunteer movement and social services in the new environment.
The article is an attempt to summarize the experience of coping with urban problems caused by major human-made disasters. Based on the analysis of archival materials and other sources, the authors reproduce the situation in particular in Kyiv after the accident at the 4th Unit of the Chornobyl Nuclear Power Plant in 1986. It is proved that the official claim that radioactive emissions from the destroyed reactor bypassed the city was false. Data on the actual situation of radioactive contamination of the territory of Kyiv was published in Kyiv newspapers only in the beginning of 1991. However, both the central and local authorities have made some efforts to overcome the harmful effects of the accident. Among its main activities are work on the study of pollution of the hydrosphere, elaboration of methods of water purification and practical steps to ensure its population in the contaminated territories; organization of active radiation control of food, agricultural products, markets, dairies, meat-packing plants, as well as the territory of the city, motor transport, etc .; improvement and improvement of the sanitary condition of the urban space, resolving the issue of bio-waste disposal, decontamination of wildlife objects, residential, public and technical premises. The city authorities have taken many steps to protect the population of Kyiv from the possible effects of radiation contamination - for example, trying to regulate outdoor recreation. However, the authors claim, when the radiation background in Kyiv began to rise, no special measures for the protection of children were taken, and only in the second half of May, some children were sent away from the city. Already during independent development of Ukraine, work was being done to streamline the status of children affected by the Chernobyl disaster and, accordingly, to provide them with certain privileges defined by the legislation. It is noted that similar processes took place in 2011 and the Japanese city of Fukushima. Authors conclude, that the incompleteness of the process of dealing with the consequences of accidents at nuclear power plants in Ukraine and Japan, the likelihood of recurrence of such events, make the long experience of Kyiv significant for the residents of Fukushima and the human community as a whole. ; Стаття є спробою узагальнення досвіду вирішення проблем міста, що були породжені великими техногенними катастрофами. На основі аналізу архівних матеріалів та інших джерел, автори відтворюють ситуацію, що склалася зокрема в Києві після аварії на 4-му енергоблоці Чорнобильської атомної електростанції у 1986 році. Доведено, що офіційне твердження, що місто обійшли радіоактивні викиди із зруйнованого реактора, було неправдивим. Дані щодо реальної ситуації із радіоактивним забрудненням території Києва були оприлюднені у київських газетах тільки на початку 1991 року. Тим не менш, і центральна, і місцева влада докладали певних зусиль з подолання негативних наслідків аварії. Серед основних напрямків діяльності – робота з вивчення забрудненості гідросфери, виопрацювання методів очищення води та практичні дії з забезпечення нею населення на забруднених територіях; організація активного радіаційного контролю продуктів харчування, сільськогосподарської продукції, ринків, молокозаводів, м'ясокомбінатів, а також території міста, автотранспорту тощо; благоустрій та покращання санітарного стану міського простору, вирішення питання щодо утилізації біовідходів, дезактивація об'єктів живої природи, жилих, громадських та технічних приміщень. Міська влада здійснила низку кроків з метою захисту населення Києва від можливих наслідків радіаційного забруднення – наприклад, спробувала регламентувати відпочинок людей на відкритому повітрі. Але, як зазначають автори, коли розпочався підйом радіаційного фону у Києві ніяких спеціальних мір із захисту дітей не було вжито, і тільки з другої половини травня частина дітей була вивезена з міста. Вже в умовах незалежного розвитку України велася робота з впорядкування статусу дітей, які постраждали від катастрофи на ЧАЕС, й відповідно надання їм певних визначених законодавством пільг. Зазначено, що багато в чому схожі процеси відбувались в 2011 р. і в японському місті Фукусіма. Зроблено висновок, що незавершеність процесів боротьби з наслідками аварій на атомних електростанціях в Україні та Японії, можлива ймовірність повторення подібних подій, роблять багаторічний досвід Києва важливим і для мешканців Фукусіми і для людської спільноти в цілому.
Problem setting. The issues of preventing social orphanhood, developing new and reforming existing social services for children and families with children have become a major focus in academia and in various structures at all levels working with children. Improving the quality of life of children is not only a matter of time, but also its need. Progressive world processes for the protection of the rights of the child, declared by the UN Convention on the Rights of the Child, which stimulate major changes in legislation, policies and practices for supporting and protecting children. Such targeted actions are widespread in many countries of the world. Today, Ukraine is taking the first steps towards deinstitutionalization and creating its own model of social service formation, which will become the basis for preventing social orphanage among children. The article analyzes the existing model of managing the sphere of protection of children's rights in the context of preventing social orphanage and implementing the principles of DI reform (deinstitutionalization).Today, in the context of transformational changes, Ukraine has faced significant socio-economic problems that have led to a decrease in the standard of living of Ukrainian families, the emergence of such negative phenomena as social orphanhood, child homelessness and a number of other manifestations. The resolution of these issues has also recently become more complicated due to hostilities in the East of our country conducting by the Russian Federation. In this context, it is important to focus on the problems of providing social guarantees and social protection for children of vulnerable categories, creating conditions for their adaptation in a complex social environment. Exactly in the context of these aspects arises a need for a significant improvement in the public administration system, in particular in sphere of organizing effective social work with children, as well as increasing the effectiveness of the social function of the state in total.Recent research and publications analysis. Nowadays, such scientists as V. Sobchenko, V. Moskalenko, V. Skuratovsky, O. Paliy, E. Libanova are studying and researching the problems and modern approaches to the development of the sphere of social protection of the population. Studies of reforming and improving the system of social services in general, and services for children and families with children, in particular, are engaged such Ukrainian researchers as L. Volynets, N. Komarov, O. Antonova-Turchenko, I. Ivanova, I. Pesha, A. Kapska, I. Pinchuk, S. Tolstoukhova, M. Lukashevich, I. Mygovich. Issues of implementation of institutional care and childcare reform are engaged T. Veretenko, O. Denesyuk, T. Spirina.Highlighting previously unsettled parts of the general problem. However, it should be noted that the current state of scientific development of the problem of modernization the activities of public administration bodies in the field of social work with children of vulnerable categories and families with children in Ukraine is insufficient, since today this area is in the process of reforming. The sources of conducted scientific researches were mainly concerned certain aspects of the functioning of public administration and the social security system of the population, partly work with children, namely: the history of formation and development, directions and forms of social work. Today, the issue of preventing social orphanage in the context of the implementation of the DI-reform principles is little explored and not discovered.Paper main body. Despite the rather significant interest of scientists in the problems of managing the social sphere in Ukraine, there are still insufficiently developed approaches to the activities of government bodies and local self-government, as well as non-governmental organizations in the field of social work with children of vulnerable categories and deinstitutionalization processes, their practical implementation in terms of interagency cooperation , institutional and resource support, transformation of the network of social institutions and institutions involved in problems of vulnerable categories of children. Considering this, the topic is relevant and needs a deeper study.An analysis of the legislation on the protection of the rights and interests of children shows that the concept of social protection is often interpreted as a similar to the social security concept. The concept of social protection of children is much more widely interpreted in the Law of Ukraine "On bodies and services for children and special institutions for children": it is a complex of measures and means of socio-economic and legal character for ensuring children's rights to life, development, upbringing, education, medical care, financial support.A number of scientists accentuate on the concept of the so-called hidden social orphanhood, which is associated with the deterioration of the family's living conditions and the decline of its moral foundations, resulting in a growing neglect of a huge number of children and adolescents. Hidden social orphanhood is spreading in the form of institutionalization of children whose parents for various reasons are not able to provide them with proper care and upbringing at home. Consequently, hidden social orphanhood is hiding in outwardly normal families, which in reality are dysfunctional, and parents do not cope with their basic responsibilities for raising children.Thus, social orphanhood can be defined as a social phenomenon caused by the self-willed evasion of parents from fulfilling their parental duties responsibilities for the child, which is accompanied by the breaking and loss of family relations between parents and a child, the parental indifference to the child's needs and the future fate of the child.Practical experience and international experience show that only a small number of children need specialized hospital care and approaches to education. Such care should be provided in small individual institutions that are integrated into the life of the local community with the ability to apply inclusive education components. All other children should be excluded from social isolation and brought up in a family or close to family environment and attend educational institutions in the system of inclusive education.The process of reforming the current system of institutional care (deinstitutionalization) in the field of protection of children's rights should be a long-term, well-planned and structured process of reforming the child care system based on the principle of taking into account the best interests of the child, recognizing the priority of family education over placement in the state guardianship institutions. During such reforms, the family should receive clear government standards for social services:– services and assistance that will contribute to its preservation for the purpose of full-fledged child development;– adoption or family forms of alternative care become a priority for the placement of children who have lost parental care due to orphancy, living in difficult life circumstances, violence or neglect from their parents side;– institutions are redeployed into specialist care centers (family and child support) or closed.The main problems of deinstitutionalization mechanism implementation today are:– developing a common vision and a holistic approach to reforming the current system of institutional care, education and upbringing of children, both at the national level and at the level of territorial communities;– the lack of an interdisciplinary algorithm of interaction, interdepartmental and intersectoral coordination of actions and cooperation, the lack of a training system for specialists, including heads of institutions of various departmental subordination, parental support programs, despite the fact that the basic mechanism is just beginning to be developed.Today, the development of a strategic deinstitutionalization program requires the involvement of partners from all possible areas: social, educational, healthcare, civil society institutions and the parent community. An additional advantage of attracting partners from different disciplines and industries is an increase in the availability of resources for the implementation of the deinstitutionalization program. A list of tasks should be the creation of conditions to ensure the realization of the right of every child to raise a family, to prevent the spread of social orphanhood.Achieving this goal requires resolving the following key tasks: – improving the activities of guardianship and care services for the prevention of social orphanhood, providing families with children with high-quality social services aimed at supporting the family's educational function;– involvement of enterprises, institutions, organizations, regardless of ownership and management, in the provision of social, rehabilitation services to children and families with children in difficult life circumstances, introduction of a social order mechanism in this field;– forming a tolerant attitude of society towards children and families with children who are in difficult circumstances, preventing various forms of discrimination against such children and families;– introduction of new social technologies aimed at early identification of families with children who are in difficult life circumstances, raising responsible paternity, and preventing cases of the taking of a child from parents without depriving them of their parental rights;– improving the quality of social services provided by social work entities to children and families with children who are in difficult life circumstances;– introduction of social services for parents, whose children are being brought up in boarding schools, in order to create conditions for the return of the child to parents;– introduction of social services for children to prepare them for return to the biological family after a long stay in a boarding school;– introduction of social services for families with children, in which the process of parents' divorce is ongoing, resolves the dispute between the mother and the father regarding the place of residence of the children, participation in their upbringing;– providing social support for parents who for certain reasons (due to long-term illness, disability, poverty, unemployment, etc.), are unable to properly maintain and care for the child, families with children with special needs family members, as well as social support for children whose parents are labor migrants;– providing social support for parents from whom children were taken away without depriving them of parental rights, as well as parents deprived of parental rights and intend to bring a lawsuit to renew parental rights (if their children are not adopted), in order to create conditions for restoring the educational function of the family and returning the child to parents;– provision of information to the population about the types of social services and benefits provided by the subjects of social work with families with children.Further long-term decisions for deinstitutionalization should include:– managed transitional stage with definition of clear terms for its duration;– approval of legislation requirements, services that should be provided at the local level;– approval in the legislation of the requirement on the personal responsibility of the community leader for the provision / non-provision of social services in the field of childhood protection;– redistribution of resources and introduction of an interdisciplinary approach to services at the local level;– helping families;– consultations with organizations representing the interests of persons with disabilities, children with disabilities, their parents and guardians.Conclusions of the research and prospects for further studies. Thus, Ukraine's course towards European integration and implementation of the UN Convention requires a revision of the priorities of state policy in the field of social protection of children and families with children, protection of childhood and the rights of children in general, the introduction of successful approaches from the world practice of protecting children based on ensuring the rights and best interests of the child are aimed at supporting the family, creating conditions for the upbringing and development of children in the family or environment as close as possible to the family will definitely contribute to the gradual disappearance of such phenomena as social orphanhood.Despite all efforts of the state, today in Ukraine the share of orphans and children deprived of parental care remains quite high, as well as the share of children-social orphans, which indicates the necessity of organizing measures in order to transform the child support system into a family form of education and changes in the nationwide trend of childcare. ; Розглянуто питання запобігання соціальному сирітству, розвиток нових та реформування існуючих соціальних послуг для дітей та сімей із дітьми, що стали привертати значну увагу в наукових колах та різноманітних структурах усіх рівнів, які працюють із дітьми. Зазначено, що підвищення якості життя дітей є не лише питанням часу, а його велінням. Проаналізовано прогресивні світові процеси стосовно захисту прав дітей, зумовлені Конвенцією ООН "Про права дитини", які стимулюють суттєві зміни в законах, політиці та практиці підтримки та захисту дитинства. Зауважено, що такі цілеспрямовані дії суттєво поширюються в багатьох державах світу. Доведено, що на сьогодні Україна робить перші кроки у напрямку деінституціалізації та створення власної моделі формування соціальних послуг, яка стане основою запобігання соціальному сирітству серед дітей. Проаналізовано існуючу модель управління сферою захисту прав дітей у контексті запобігання соціальному сирітству та впровадження принципів ДІ-реформи.