Page 17 - IJSA, Vol. 1, No 1-2, 2018

Vol. 1, No. 1-2, 2018 IJSA

Table 1. Criteria, indicators and levels of readiness of future social pedagogues and social workers to prevent
maladjustment of pupils.
Readiness Readiness Readiness
components criteria indicators Readiness levels
1) insufficient (the future specialist does not have motivation and interest in the
prevention of maladjustment of pupils, has poorly developed professional outlook
(undeveloped professional ideals, values, lack of professional beliefs);
- Interest and need
for prevention of 2) primary (the future specialist has poorly developed motivation and there is only an
maladjustment of occasional interest in preventing maladjustment of pupils, poorly developed profes-
Motivations pupils; sional outlook (unclear professional ideals, values, unconscious professional beliefs);
3) professionally-qualificational (the future specialist has sufficiently developed
and values - Professional motivation and interest in the prevention of maladjustment of pupils, developed
outlook as the basis
for development of professional outlook (realized professional ideals and values);
professional culture. 4) professional-specialized (the future specialist is highly motivated and interested in
the implementation of activities and research on the prevention of maladjustment of
pupils, a fully developed professional worldview (available professional ideals, values
and professional beliefs).
1) insufficient (future specialist has no volitional qualities that result in the
manifestation of adequate professionally-required behavior in conditions of interaction
Personal
potential with vulnerable contingents, also has low indicators of stress resistance, empathy and
- The peculiarities other personality traits);
of temperament and 2) primary (future specialist has weakly developed volitional qualities that determine
will, which ensure the manifestation of adequate professional behavior in the context of interaction with
the successful vulnerable contingents, not fully developed stress resistance, empathy, ability to reflect
implementation of and facilitation);
Affective- the prevention of 3) professionally-qualificational (the future specialist has sufficiently developed
conative maladjustment of volitional qualities that determine the manifestation of adequate professional behavior
pupils; in the context of interaction with vulnerable contingents; fully developed humanity,
- Personal qualities benevolence, tolerance, stress resistance, empathy and ability to reflect, facilitation);
needed to work with 4) professional-specialized (the future specialist has high indicators of the
vulnerable development of volitional qualities that determine the manifestation of adequate
contingents professional behavior in the context of interaction with vulnerable contingents, fully
developed humanity, benevolence, tolerance, creativity, stress resistance, empathy,
ability to reflect and facilitation, the student demonstrates the ability to manage own
behavior and positively influence the behavior of others).
1) insufficient (future specialist has no general pedagogical potential and knowledge
on prevention of maladjustment of pupils and implementation of technologies and
- General methods of work in that direction, underdeveloped social intelligence (missing pro-
pedagogical social orientation of the individual, very low self-efficacy, absent emphatic interest
potential; and attitude of seeing value in others);
- Developed social 2) primary (future specialist has poorly developed general pedagogical potential and
intelligence; knowledge system for the prevention of maladjustment of pupils and technological
- Knowledge of the bases of work in the indicated direction, they are fragmented, there is poorly
organization of developed social intelligence (almost missing expressed pro-social orientation of the
socio-pedagogical individual, low self-efficacy, almost absent empathic interest and attitude of seeing
and social activities value in others);
Cognitive-
instrumental for the prevention of 3) professionally-qualificational (the future specialist has fully developed general
maladjustment of pedagogical potential and knowledge on the prevention of maladjustment of pupils in
pupils in various various social institutions and the application of technologies and methods of work in
social institutions; this direction in various social institutions, sufficiently developed social intelligence
- Knowledge of the (expressed pro-social orientation of personality, high self-efficacy, possesses empathic
technological basis interest and attitude of seeing value in others);
of implementation 4) professional-specialized (the future specialist has fully developed general-
of prevention of pedagogical potential and system of knowledge on the prevention of maladjustment of
maladjustment of pupils and application of technologies and methods of work in this direction in various
Professional pupils social institutions, he or she demonstrates knowledge of system-forming links between
potential them and interest to conduct analysis of research prevention of maladjustment of
pupils).
1) insufficient (the future specialist has poorly developed individual professional skills
in the prevention of maladjustment of pupils in different social institutions; there is no
experience of volunteer initiatives and practices for the prevention of maladjustment of
- Professional skills pupils in different social institutions);
and skills in the 2) primary (the future specialist has a poorly developed system of professional skills
prevention of for the prevention of maladjustment of pupils in various social institutions; there is a
maladjustment of
pupils (gnostic; fragmentary experience of preventing maladjustment of pupils in different social
predictive; institutions during educational practices);
Professional designing; 3) professionally-qualificational (the future specialist has a fully developed system of
professional skills for the prevention of maladjustment of pupils in various social
activity-based organizing institutions; possesses volunteer experience and experience in preventing
communicative; maladjustment of pupils in different social institutions during educational and hands-
evaluating);
- Experience in on practices);
4) professional-specialized (the future specialist has fully developed system of
social-pedagogical professional skills for preventing maladjustment of pupils in different social
and social institutions, there exists volunteering experience, successful completion of practical
prevention work.
work, as well as professional experience in preventing maladjustment of pupils in
different social institutions while working in a position of social pedagogue or social
worker).
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