Klaipėdos universitetas

The article presents the results of continuing research performed at Vytautas Magnus University and Lithuanian University of Health Sciences which justifies the importance of collboration between social workers and other professionals working in the field of helping professions, creating a person’s supportive social environment, which the article perceives as a unity environment. There are analyzed theoretical and empirical aspects of cooperation between social workers, health professionals and educators, emphasizing the conceptual attitude of personal empowerment and its significance in an aging, transforming society. The interpretation of the research results revealed, the interdisciplinary cooperation in practice is discussed, the changes of professional training and continuing education are highlighted, emphasizing readiness to work in an interdisciplinary team. In the first part of the article there are discussed social tensions, their expression in social work and healthcare practice, revealing the challenges for a person – a professional and a client. The second part of the article highlights the interdisciplinary communication, leading to the creation of enabling environment of unity, and the importance of social tensions in the context of supportive cooperation discussed resolution it’s practice. In the third part there are analyzed cases for the conditions and possibilities of educational interdisciplinary cooperation: the results of the analysis of medical and social work study programs are reflected; introduced changes in the organization of study programs, discussed the expression of innovations in study programs and practice. There is emphasized counseling as a key factor in educational change in the implementation of a “learner center”, a lifelong learning strategy in the process of continuing education. In formal professional training, this can ensure the position of the tutor, empowering systematic studying; in practice, supervisor encouraging reflection on professional experience, thus developing competence.

The article aims to justify the relevance of communication competence in the process of professional development. There is taken into consideration the connection of concept “social” with trends and priorities of economy and policy, changes in social work practice, emphasizing the communication as possibility and source for professional action and experiential learning. On the basis of theoretical and empirical results of analysis there is discussed the helping process for the risk family and the possibility to develop the communication competence in the process of individual intervention or group intervention. At the first part of article the learning paradigm and social empowerment methodological guidelines, which emphasize the position of active and responsible character and the meaning of collaboration, which determine the success of professional activity. There is discussed the context of the social work, which impact interpersonal communication obstacles and arising problems, the necessity to develop communicative competence is emphasized. Analyzing theoretical assumptions for learning in practice construction with aim to develop empowering relationship with family, there is discussed experiential learning process, definition of its structure, reciprocal communication, construction of practice content, the creation of new knowledge. The results of qualitative research revealed the problems of communication between social worker and family as a client. Social worker with sufficient practical activity experience usually remains in the primary phase of help process – contact establishment. In one case family proactiveness is expected but it remains “invisible”. The research revealed the individual process of experiential process the necessity of practitioner-expert or supervisor coaching in the experiential learning process by self-assessing and combining practical knowledge which were gained by acting in practice placement, theoretical knowledge and created professional knowledge. Such coaching enables to systematize elements recurring in situations, develop their professionalism of social worker with the help of reflection.

Straipsnyje siekiama pagrįsti komunikacinės kompetencijos aktualumą socialinio darbo profesiniotapsmo procese. Atsižvelgiama į sąvokos socialinis sąsajas su ekonomikos, politikos kryptimis ir prioritetais, socialinio darbo pokyčiais praktikoje, pabrėžiant komunikaciją kaip veiklos bei patirtinio mokymosi galimybę ir šaltinį. Remiantis teorinės ir empirinės analizės rezultatais analizuojamas pagalbos šeimai procesas, akcentuojant galimybę plėtoti komunikacinę kompetenciją individualios intervencijos procese ar grupėje. Straipsnyje laikomasi mokymosi paradigmos ir socialinio įgalinimo metodologinių nuostatų, išryškinančių aktyvaus ir atsakingo veikėjo poziciją, bendradarbiavimo reikšmę, lemiančias profesinės veiklos sėkmę. Straipsnio pradžioje aptariamas dinamiškas ir nuolat kintantis socialinio darbo kontekstas, lemiantis tarpasmeninės komunikacijos trukdžius ir problemas, pagrindžiama komunikacinės kompetencijos plėtotės būtinybė. Analizuojant mokymosi konstruotiįgalinantį santykį su šeima teorines galimybes, aptariamas patirtinio mokymosi procesas, apibūdinama jo struktūra, dalyvių tarpusavio komunikacija, lemianti turinio konstravimą, naujų žinių kūrimą. Remiantis J. Eidukevičiūtės (2013) disertacinio tyrimo rezultatais, išryškinamos empirinės profesinioidentiteto formavimosi prielaidos, atskleidusios „pasilikimą“ pirminėje profesionalizacijos procesofazėje. Aktualizuojant komunikacinės kompetencijos plėtotę pagalbos šeimai procese, išryškinamiesminiai profesionalizacijos nuostatų realizavimo trukdžiai, nulemti socialinių darbuotojų ir šeimos, kaip kliento, komunikacijos problemų. Atskleidžiama eksperto praktiko arba supervizoriaus palydėjimo būtinybė patirtinio mokymosi procese, formuluojama įžvalga, kad toks palydėjimasįgalina praktiką pasitelkus refleksiją plėtoti savo, kaip socialinio darbuotojo, profesionalumą.

In this article the efforts of social workers to promote inclusive practices in children day care centres is analysed. Changes in education based on life-long learning culture require active and conscious participation of parents in child’s education process. However, this participation becomes overburden if family is socially excluded because of the deviant lifestyle or poverty. Indeed, practical observations together with results of the studies reveal that the collaboration between social professions, which aim to implement child welfare and parents is insufficient. In order to help these families children day care centres were established. The aim of the article is to reveal how social workers construct professional help with parents on the purpose to help overcoming child’s issues at school. The study is based on hermeneutical methodology. During Soviet period development of child’s skills belonged to the educational institutions outside the family. Research participants still struggles for the ownership of these developments, pushing neglectful parents aside. The research revealed that within transformation process social workers adapts the forms of professional posture, however, the content of their performance is inherited from the past experiences and historical development.