SOCIO-PEDAGOGICAL SUPPORT OF CHILDREN AND YOUNG IMMIGRANTS IN TERRITORIAL COMMUNITIES

Abstract

The article characterizes the main directions of support, analyzes various scientific approaches to understanding socialpedagogical support, defines the concept of "social-pedagogical support," and reveals the specifics of social-pedagogical support for displaced children and youth in a new territorial community. The purpose of the work is to review scientific research and analyze the implementation of social-pedagogical support for displaced children and youth in territorial communities in contemporary realities. The social-pedagogical support is analyzed as a cyclical process, with its main stages described. The article presents the primary methods of social-pedagogical work with displaced children and youth, including social-pedagogical assistance, support, prevention, selection of programs and action plans, and discussion of alternative solutions to problems. Different types of social services for working with displaced children and youth to restore their physical and psychological well-being and integrate them into society are highlighted. The role of social sector specialists, such as social workers and social pedagogues, who assist displaced persons in ensuring their adaptation and development in the new environment of the territorial community, is discussed. Modern mental health support programs are explored, including the National Program for Mental Health and Psychosocial Support, the Ukrainian Program for Mental Health “How Are You?” and others. The research methodology is based on scientific and scientifically-practical approaches, as well as research methods, particularly the systematization and generalization of information on current methods of social-pedagogical work during the social-pedagogical support of displaced children and youth in territorial communities. The scientific novelty lies in the study of the process of social-pedagogical support for displaced children and youth in territorial communities. Conclusions. It is determined that the purpose of social-pedagogical support for displaced children and youth is to create conditions for their successful adaptation, integration into peer groups, and other new social environments, particularly in territorial communities.