Theoretical generalization is made and an important scientific task concerning the issue of forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine is solved in the thesis.
Theoretical fundamentals of the process of forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine are highlighted in the first section. In particular, social and communicative competence as a subject of research is characterized. Historical and pedagogical as well as comparative principles of penitentiary staff professional training are revealed. The essence, structure and contents of social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine are highlighted.
Scientific and methodological principles of the process of forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine are presented in the second section. Its criteria, indicators and levels are defined. State of this professionally important property formation is clarified. Pedagogical conditions of its forming are substantiated.
The contents and methods of implementing pedagogical conditions for forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine, the results of the formative stage of the experiment, as well as guidelines for academic staff on forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine are presented in the third section.
It was found out that penitentiary officer’s social and communicative competence was an integrative personality trait, covering personal characteristics and motives of professional activity, special knowledge and skills necessary for establishing social and communicative interaction between various categories of persons, including colleagues, prisoners, their relatives and the public.
In the structure of penitentiary officer’s social and communicative competence, personal-communicative, information-cognitive and activity-productive components are distinguished.
Taking into account the structure of social and communicative competence of the officers of the State Criminal and Executive Service of Ukraine in order to diagnose its level of forming, three criteria are proposed. They are personal, cognitive and active ones.
The results of pedagogical experiment on forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine are presented.
Scientific novelty of the obtained results is that for the first time: pedagogical conditions of forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine in the process of their professional training were substantiated; diagnostic apparatus in order to determine the state of forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine by using criteria (personal, cognitive and activity), corresponding indicators and level characteristics (initial, sufficient and optimal); the essence of the concept of “social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine” were improved; scientific ideas about the essence and structure of social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine (as a unity of personal-communicative, information-cognitive and activity-productive components) and peculiarities of its forming by modeling this process and creating appropriate structural functional model were further developed.
Practical significance of the obtained results is that the guidelinens for academic staff concerning forming social and communicative competence of future officers of the State Criminal and Executive Service of Ukraine in the process of professional training have been developed. It is offered to use communicative practices and non-power tools to influence convicts as well as training methods of nonviolent communication in penal institutions. Teaching materials for such academic disciplines as: “Ukrainian Language for Professional Purposes”, “Penitentiary Pedagogics”, “Penitentiary Psychology”, “Professional Ethics”, “Rhetoric”, “Foreign Language for Professional Purposes” were prepared and implemented in the system of professional training taking into account the peculiarities of professional activity and communication in the penitentiary service. The system of modeled typical professional situations on problems basis and interactive and dialogical-discussion learning technologies is proposed for cadets to gain experience of social and communicative interaction with different categories of persons (convicts, their relatives, members of the public).
