Дисертація присвячена проблемі соціально-педагогічної підтримки
життєдіяльності осіб похилого віку в умовах територіального центру соціального
обслуговування. У роботі розкрито наукові засади соціально-педагогічної підтримки
життєдіяльності осіб похилого віку в сучасних умовах розвитку системи соціальної
роботи; розроблено критерії, показники та виявлено рівні якості життєдіяльності
осіб похилого віку в умовах територіального центру соціального обслуговування;
розроблено та експериментально перевірено структурно-функціональну модель та
зміст соціально-педагогічної підтримки якості життєдіяльності осіб похилого віку,
обґрунтовано соціально-педагогічні умови, за яких реалізуються адекватні форми і
методи соціально-педагогічної підтримки якості життєдіяльності осіб похилого віку
в умовах територіального центру соціального обслуговування.
Диссертация посвящена проблеме социально-педагогической поддержки
жизнедеятельности пожилых людей в условиях территориального центра
социального обслуживания. В работе раскрыто научные основы социально-
педагогической поддержки жизнедеятельности пожилых людей в современных
условиях развития системы социальной работы; разработаны критерии, показатели
и выявлены уровни жизнедеятельности пожилых людей в условиях
территориального центра социального обслуживания. Разработана и
экспериментально проверена структурно-функциональная модель и содержание
социально-педагогической поддержки жизнедеятельности пожилых людей,
обоснованно социально-педагогические условия, при которых реализуются
адекватные формы и методы социально-педагогической поддержки
жизнедеятельности пожилых людей в условиях территориального центра
социального обслуживания.
In the scientific research the social-pedagogical support is substantiated as a special
kind of the social-pedagogical activity, a complex of actions, measures aimed at
preserving and strengthening the social and physical health of the elderly, facilitating the
implementation of their life plans, self-development, self-knowledge, self-improvement,
preserving vital activity and, as a result, the quality of life improvement. The research of
the essential characteristics of social and pedagogical support is evidenced by its close
relationship with the notions of "socio-pedagogical activity", "pedagogical support". All
these concepts reflect the idea of various types of assistance, social and educational
services provision, as well as individual problems of a person solving.
The real state of the elderly vital activity analysis made it possible to evidence the
lack of educational and methodological support for the social-pedagogical services organization; outdated, and, therefore, ineffective forms and methods of work; difficulties
in engaging and training of volunteers for socio-pedagogical support organization; lack of
interaction between the territorial center and other social partners (state and public
organizations, volunteer organizations engaged in social and pedagogical support).
The research defines the content structure of the elderly life, which is represented by
components and their indicators: motivational (self-esteem, availability of sensoryforming
motives of life, life satisfaction, aspiration for self-improvement and selfdevelopment);
socially oriented (desire for social interaction, willingness to help others
(volunteer activity), ability to communicate and establish social contacts easily);
physiological (level of awareness of the elderly in the field of health (understanding of the
role in preserving the activity and life expectancy, knowledge on risk factors), the degree
of behavior compliance (actions and actions) to the requirements of a healthy lifestyle, the
degree of formation of motivation to strengthen and maintain health ); activity-practical -
social activity, ability to cooperate, ability to organize socially useful activity, availability
of initiative, autonomy, social mobility.
According to the results of the observation experiment, the levels of life of the elderly
(low, middle and high) are determined, testifying the extent of the indicators development.
It is found that in the majority of the elderly the average (40.02% – 76 persons of the
experimental group, 39%, 84 (74 persons) – of the control group) and low (50.13% (94
persons) – of the experimental group, 50, 14% (94 persons) – of the control group) living
standards prevail.
The structural and functional model of the elderly socio-pedagogical life support
organization in the territorial center of social service conditions is developed and
implemented, including: purpose, tasks, principles, functions, socio-pedagogical
conditions, resource support, program of social and pedagogical support, types of support
as well as the criteria of the indicators and their level of formation. In accordance with the
aim and tasks of elderly life socio-pedagogical support in the territorial center of social
service conditions, its functions (developing, integrative, corrective, and meaningful) are
defined.
During the research, the proposed methods and forms of work with specialists and
volunteers were substantiated and experimentally verified, namely: demonstrative
(watching films, television programs on issues of aging and old age); discussion
(deliberation, brainstorming); interactive (training programs, social events); informational
(open group in the social network “VKontakte”); mini course of eidetic. With the elderly –
role games, training sessions, discussions, mini lectures, master classes, classes using the
method of memoarotherapy, classes of eidetic, brainstorming, conversations.
Socio-pedagogical conditions of the system of social-pedagogical support of life of
elderly in territorial centers of social service functioning are revealed and implemented:
1) raising the level of competence of specialists of the territorial center of social services
for the development and implementation of programs providing socio-pedagogical
services (University of the 3rd age) in the conditions of the territorial social service center;
2) development and implementation of a comprehensive program of socio-pedagogical
support for the elderly in the conditions of the territorial center of social services;
3) ensuring the active participation of the elderly in the socio-pedagogical support of life in the conditions of the territorial centers of social services on the principle of “peer-topeer”;
4) resource support availability for the implementation of socio-pedagogical support
for the elderly in order to increase its level.
