SUPERVISION METHOD IN WORKING WITH TEACHERS SUPPORTING CHILDREN IN HARD LIFE SITUATION

Abstract

Aim. Analysis of the features of the implementation of the supervision method in the process of training teachers whose professional activities include organizing pedagogical support for children in difficult life situations.Methodology. The article deals with the organization of professional support for teachers working with children in difficult situations in educational organizations of general and additional education. The main method of research is the method of supervision, based on Carl Rogers methodology of client-centered therapy.Results. The model of using the supervision method in working with teachers engaged in professional activities with children of vulnerable groups has been tested as part of the research work on creating conditions for professional support of teachers focused on working with children in difficult life situations. The use of the supervision method makes it possible to prevent emotional burnout in teachers, as well as to choose optimal ways to solve professional problems in the working conditions of the supervisory group, including the mode of remote interaction.Research implications. The results of the study contribute to the development of various formats of training teachers to work with children of vulnerable groups. The structure of the group supervision session based on Karl Rogers client-centered therapy methodology can be used for teachers and specialists of helping professions (social educators, practical psychologists), taking into account the specifics of their professional activities in providing pedagogical support to children in difficult life situations.

Keywords

• pedagogical support for children in difficult situations
• the method of supervision
• professional support for teachers
• prevention of emotional burnout in teachers