FEATURES OF THE USE OF TRAINING TECHNOLOGIES IN SOCIAL WORK

Abstract

Training technologies have become an increasingly important component of contemporary social work practice, particularly in societies experiencing prolonged social crises, armed conflict, forced displacement, and systemic transformations. In Ukraine, the full-scale war has significantly intensified social challenges, creating new demands for effective, flexible, and practice-oriented methods of professional intervention. This article provides a theoretical overview of training technologies in social work, focusing on their conceptual foundations, classification, and relevance to the current needs of Ukrainian society.

The paper examines training technologies as a distinct form of professional activity in social work, differentiating them from psychoeducational and therapeutic interventions. Particular attention is given to experiential learning as a methodological basis for training approaches, emphasizing active participation, reflection, and skills acquisition. The article proposes a structured classification of training technologies, including skills-based, psychoeducational, resilience-oriented and mental health and psychosocial support (MHPSS) trainings, as well as community-based and participatory formats.

Special consideration is given to the application of training technologies in the context of war-related challenges, including work with veterans, internally displaced persons, local communities, and social service professionals facing high levels of stress and burnout. The advantages and limitations of training technologies in social work are analyzed, highlighting their preventive potential, adaptability, and resource-efficiency, alongside methodological and ethical constraints. The article concludes that training technologies represent a crucial tool for strengthening professional competence, community resilience, and psychosocial well-being in contemporary Ukrainian social work practice.