Genady E. Solovyov

The relevance of the study lies in the fact that it gives a general view of the problem of pedagogical relation as a key concept in pedagogy and an aspect of pedagogical activity and its role in the redemption of juvenile offenders in the works of A.S. Makarenko and H. Nohl. The purpose of the article is to analyze the current state of scientific knowledge in the field of studying the phenomenon of pedagogical relation as a fundamental concept of pedagogy and an aspect of pedagogical activity and its role in the upbringing and redemption of juvenile offenders in the concepts of A.S. Makarenko and H. Nohl. The present study is based on the provisions formulated in the works of the leading Russian historians of pedagogy, devoted to the characterization of methodology and theory of historical and pedagogical knowledge, as well as the interpretation of the pedagogical heritage of great educators by domestic and Western pedagogues. The essence of pedagogical relation and psychological and pedagogical conditions for its formation are revealed. The influence of the environment (political-economic, socio-cultural conditions, pedagogical ideas) on the formation and functioning of education and redemption of street children in the practical and theoretical works of A.S. Makarenko and H. Nohl is also noted. Both general similarities in the disclosure of pedagogical relation of the two teachers and differences in their views are highlighted and argued. The specific aspects of collective education of juvenile offenders are substantiated and the strategies of interaction between educator and pupils are considered. The theoretical significance of the results of the study lies in the generalization of ideas and concepts formulated in the works of the classics of domestic and foreign pedagogy of the XX century, which allow us to improve the conceptual foundations of educating children and adolescents. The theoretical provisions formulated in the study supplement and clarify the essence of pedagogical relation as a key concept in pedagogy, contribute to a fuller understanding of the problem of education and rehabilitation of young people in modern conditions. The practical significance of the study lies in the fact that the views and ideas of A.S. Makarenko and H. Nohl in the field of pedagogy can be used to improve the modern educational system and can be used in the educational process in various disciplines: social pedagogy, history of pedagogy, psychology, anthropology. The scientific novelty of the study lies in the fact that it provides a holistic view of the problem of pedagogical relation as a fundamental concept of pedagogy. An attempt to apply the approach to the study of pedagogical relation in the context of education and redemption of young pupils in the concept of A.S. Makarenko and H. Nohl has been made. The comparative analysis of theoretical tenets of the outstanding teachers of the last century on the key issues of upbringing is carried out for the first time.

The article reveals the phenomenon of bullying as one of the types of aggressive behavior. It is emphasized that bullying is a fairly common phenomenon in schools in many countries of the world. This situation poses a number of tasks for scientists and practitioners in terms of pedagogical prevention and countering bullying. Solving these problems is the key to a successful fight against this form of harassment in educational institutions. The purpose of this article is a systematic analysis of existing training programs that help reduce the manifestation of such a negative phenomenon as bullying in educational institutions. An analytical review of the main training programs that exist in foreign pedagogical theory and practice aimed at preventing bullying at school is presented. Particular attention is paid to the pedagogical prevention of bullying in the framework of the activities of a social teacher and a class teacher. It is emphasized that the effectiveness of training work on the prevention of bullying at school depends on the interaction of all subjects of the educational process (administration, teachers, parents, schoolchildren). The article describes three main groups of training programs against bullying at school, which focus on the cognitive, social aspects of the personality or take them into account together (multimodal programs). Cognitive programs emphasize the important role of perceptual processes in human life and their impact on behavior. Therefore, much attention is paid to the development of abilities for adequate perception of other people and self-perception, the study of non-verbal human behavior, the development of skills in interpreting body language and paralinguistic means of communication within the framework of cognitive training programs. In social training programs, significant attention is paid to the development of social (communicative) skills of the individual (the ability to actively listen, understand non-verbal signals, and the ability to resolve conflict situations). To do this, you need to be able to verbalize your own needs, values and goals and to be ready to compromise with other people. In addition, skills of constructive joint work to achieve common goals are formed. Multimodal training programs in bullying prevention in schools have become widespread because give a chance to model different content blocks and use appropriate methods. A characteristic feature of multimodal programs is their eclecticism, a combination of various techniques that ensure the successful solution of the tasks. These programs can be effectively used in individual and group work with schoolchildren.

The introduction of the competence-based paradigm in higher education implies a change in the learning model and the methods used. The increased need for the formation of universal competences and professionally significant qualities causes the expansion of the use of interactive teaching methods and the development of programs based on them. The increased interest in interactive teaching methods is justified, since their use in university teaching practice is most optimal in the formation of competences. Communicative tolerance is a key professionally significant quality in the structure of professional qualities of a social worker. This quality reflects the ability to build interpersonal interactions with clients of social work. A social worker with communicative tolerance is able to maintain emotional stability in difficult situations of interaction with people in difficult life situations. The purpose of the article is to substantiate, develop and test a communicative tolerance training program for students who major in "Social work", to conduct a test study to evaluate the effectiveness of the training program. The leading method of studying the problem is an experimennal study, which allows evaluating the effectiveness of the developed and tested program for training communicative tolerance. The results of the work show that the students who took part in the training based on interactive teaching methods increased the overall level of communicative tolerance. The number of students with the “Average level of acceptance of others” indicator increased by 16% at the end of the training. These results are significant and important in the context of the professional training of social workers and specifically for the formation of the universal competence UC-5 (Able to perceive the intercultural diversity of society in the socio-historical, ethical and philosophical contexts). Competence UC-5 is a key planned result of teaching students the discipline "Ethics and deontology of social work". The training program for the formation of communicative tolerance can be used in future when teaching students who major in "Social work" field within the framework of the "Ethics and deontology of social work" discipline. The training program for the formation of communicative tolerance, with the necessary adjustments, can be used in the training of specialists in other helping specialties: teachers, psychologists, lawyers, doctors, etc. Testing of the training and evaluation of its effectiveness led to the conclusion that the process of developing communicative tolerance should not be limited to the participation of students in one training program. This process should be permanent and include additional theoretical classes, as well as group classes on this topic at least once a year. This article can become a methodological basis for further study of the problem of communicative tolerance and the development of methodological tools both for students who major in "Social Work" field and other socionomic specialties.