Висвітлено теоретичні та практичні засади соціально-педагогічної діяльності. Охарактеризовано технології роботи соціального педагога з сім'єю, дитячими та юнацькими організаціями, обдарованими дітьми, а також технології проектування, телефонного консультування, профорієнтаційної роботи, профілактики адиктивної поведінки. Увагу приділено методам соціально-педагогічної роботи з дезадаптованими підлітками, технологіям профілактики вживання психоактивних речовин і розвитку наркотичної залежності серед неповнолітніх, формам соціально-педагогічної роботи з допризовною молоддю та військовослужбовцями. Запроповано шляхи подолання професійної деформації соціальних педагогів.

Висвітлено актуальні проблеми освіти дорослих як соціального інституту, фактора розвитку дорослої людини й її соціальної адаптації, і соціального захисту, а також особливості андрагогічної підготовки фахівців соціально-педагогічної сфери.

Освещены актуальные проблемы образования взрослых как социального института, фактора развития взрослого человека и его социальной адаптации, и социальной защиты, а также особенности андрагогический подготовки специалистов социально-педагогической сферы.

Розкрито можливості засобів медіаосвіти як фактора соціалізації, здійснено науково-педагогічний аналіз існуючих концепцій медіаосвіти та визначено основні соціалізуючі функції медіаосвіти дорослих. Окреслено основні напрями використання засобів медіаосвіти щодо покращання процесу соціалізації дорослих.

Розкрито зміст аспектів соціально-педагогічної роботи з людьми похилого віку в контексті сучасних соціальних проблем.

Представлено алгоритм, засоби, способи формування валеологічної грамотності майбутніх соціальних педагогів, які використовуються у процесі їх професійної підготовки.

Розглянуто проблему професійної деформації соціального педагога. Запропоновано шляхи запобігання та мінімізації ознак професійного вигорання соціального педагога.

An integral component of future social workers' professional training is self-education. Namely self-education is determined by many researchers as a way and result of a specialist's qualitative personal growth. Modern teachers of higher educational establishments as well as practitioners in the field of social sphere turn to scientists with questions about: search of methods, techniques, technologies of an individual's involvement to self-education; increase of motivation to self-education activities; reaching a high self-education level and so on. However, the lack of practical skills, inability to choose and use modern and efficient methods of self-education complicate this process and negatively affect its results. These issues require scientific-and-theoretical understanding, practical testing and grounding. The urgent need for future social workers' professional training at higher educational establishments is to create new ways of self-education; transfer of knowledge and forming skills that would provide an opportunity for students during their studies at a higher educational establishment to acquire independently modern information necessary for solving customers' urgent problems, to use it for self-development and self-improvement. The topicality of the chosen theme is due to existing contradictions between: the need for continuous improvement of the process of students' self-education and the lack of validity of methodological approaches to future social workers' self-education; current requirements to a social worker's professional activities and insufficient awareness of the role and place of self-education in future social workers professional training; the need of technologization of students' self-education and traditional approach to its organization at higher educational establishments. By means of observations (direct and indirect), discussions, study of educational and methodical documentation, comparative analysis, which were carried out in the process of teaching and learning by students of subjects professionally oriented discipline training in practical departments; conducting educational and social work was singled out. The purpose of this article is to analyze the existing works on issues of future social workers' self-education technology and development and justification of stages of the technology. Self-education is a social process that is based, on the one hand, on demands of a society to a certain profession, and, on the other hand, it depends on the attitude of a professional to the requirements imposed by society to the profession. The process of self-education is a technology represented by several interrelated stages aimed at obtaining a guaranteed positive result. It is necessary to mention that the developed by us structure and content of the technology of future social workers' self-education has three stages: initial, basic, final. The initial stage of the technology involves studying students' needs as for self-education, identification of existing motives as for self-education (cognitive, activity, training, professional).

The article considers the problem of social workers' professional burnout. The main theoretical approaches to the definition of the concept "professional burnout" are found. The author summarizes that professional burnout is the state of emotional, mental and psychophysical exhaustion determined by the conditions of professional activity, excessive working load and emotional interpersonal communication. Long exposure of stressful situations may cause a specialist professional burnout. A number of research works have shown that social workers and similar professionals are at considerable risk of experiencing burnout. Professional deformation gradually develops and often causes negative and even aggressive attitude to the clients, it forces occurrence of one-sided communication by means of criticism, evaluation, pressure which makes both parties, social workers and clients, suffer. The phenomenon of professional burnout has destructive character and influences negatively not only the activity of a social worker, but his personality as well. Diagnostic tests revealed that a third of respondents feel uncertainty in their professional knowledge, skills, frustration chosen profession. The main factors, which can cause professional burnout: the person's individual peculiar features, working conditions, stressful situations at the working place; necessity to perform actions that are not functional responsibilities of the social worker; congestion of documentation and preparation of various reports; performance of unexpected and unplanned tasks that need urgent attention and a lot of energy; lack of encouragement, support from the head. The symptoms of mental and physical exhaustion and as a result professional burnout symptoms have been classified in the present paper (emotional, mental, behavioral, and physiological). The author defines the possible ways and strategic directions of preventing the social workers' professional burnout (personal and professional) and the main preventive methods in each direction.

The methodological foundations of the process of future social workers' training as one of the types of training from the standpoint of student's activity, competence-based approach, situational, akmeology, technological approaches is analyzed in the article. The principles, a set of methods, techniques, forms, means the process of such specialists preparation is suggested. Relevant and timely issues of future social workers' professional technological training are analyzed, aimed at overcoming its ineffectiveness, setbacks and determining more effective ways to implement the methodological problems of the future social teachers' technological training as one of the types of training from the standpoint of the main theoretical approaches (personal and activity, system, competence, akmeological, technological). The features are analyzed, principles are defined, a set of forms, methods, techniques, tools of such specialists' technological training are singled out. The author identifies the principle of future social workers' technological training: humanism, integrity and context, professionalism, problem, dialogic, prioritizing self-learning, self-development and self-education, creativity, and optimal operating technology and describes their contents. Future social workers' technological training is characterized as a set of theoretical and practical components, their contents are defined, the levels of formation of theoretical knowledge are highlighted; algorithm technological skills formation is covered. The author also dwells on detailed analysis of the main aspects of the training process: spiritual and value (the prerogative of spirituality in social and educational activities, the formation of the students' spiritual qualities in the process of training); methodology (to create conditions for methodological knowledge and skills formation).The article emphasizes that the technological approach to the technological training of students provides a clear, step by step teaching actions using a variety of methods, technology. The need for systematic technological training on such stages is identified: the formation of propaedeutic knowledge and skills, the formation of emotionally-valuable relation to the training process, mastery of technological knowledge, the formation of technological knowledge, skills, mastering technological expertise, creativity development, implementation process in independent professional activity training.In conclusion the necessity for further study of technological training as akmeological and communicative approaches is emphasizes.

Analyzes the technological aspects of training future social pedagogues to professional activity. Analyzed the principles, proposed set of forms, methods, techniques and tools of technological training following professionals in higher education. The need for systematic technological training on such stages is identified: the formation of knowledge and skills, the formation of emotionally-valuable relation to the training process, mastery of technological knowledge, the formation of technological knowledge, skills, mastering technological expertise, creativity development, implementation process in independent professional activity training.