PDF 142-151 (Українська)


social work
social worker
professional activities
inter-professional interaction
psychological support
motivational-emotive component

How to Cite



The article discusses future social workers’ professional training, namely, development of their abilities to inter-professional interaction. After all, social workers’ professional work is quite complex as for its content and areas and require the significant amount of both basic and specific functions. Inter-professional interactions are defined as a focused, socially-determined, dynamic process of direct or indirect simultaneous influence of its actors on each other during certain professional work, when one actor has appropriate theoretical knowledge and practical experience to perform guiding in order to perform own professional duties and to satisfy needs of the other actor.

The experimental base and the chosen diagnostic tools were substantiated, which included the standardized and the author’s empirical research methods as well as the integrative triangulation method to analyze the obtained experimental data.

The model of social worker’s training for inter-professional interactions, including the content-procedural block, was developed and helped us to determine the main components, criteria and indicators of social workers’ skills at inter-professional interactions. In particular, the following items were defined for the motivational-emotive component: subject-oriented and emotional-volitional criteria, indicators of professional motivation; a formed value system; an ability to accept an initiative and make decisions independently; creativity in professional work; professional mobility; self-control; emotional stability; ability to avoid conflicts.

The motivational-emotive characteristics of inter-professional interactions of future social workers and already working people were determined and analyzed. There are correlations between some parameters of readiness to inter-professional interactions and the motivational-emotive component for the group of already working specialists; there are significant correlations between the parameters of readiness to inter-professional interactions for the groups of students receiving “Bachelor” and  “Masters” qualifying levels.
PDF 142-151 (Українська)


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