Purpose of the study: The purpose of the article is to substantiate the features of organizational and methodical directions of the programs' complex for creative development and social adaptation of modern adolescents in difficult situations. Methodology:The study is based on the analysis of somatic and psychological changes taking place in the process of becoming a teenager, which are reflected in the biological, mental and cognitive processes. The identified components determined the grounds for the development of the structure and mechanisms of childhood social risk management.Results: It is shown that the understanding of somatic and psychological changes occurring in the process of a teenager formation, which is reflected in the biological, mental, cognitive processes, is the basis for the development of the structure and mechanisms for childhood social risks' management in the course of an integrative program of any profile. Organizational aspects of preparation and carrying out of actions within such programs are defined. Provisions defining immanent social teaching and educational effects, including prevention of the deviant behavior, increase of educational results' level, growth of teenagers' cognitive interest to self-development and self-education, increase of teenagers' motivation to active and initiative inclusion in development of the program content are allocated. The scientific-methodical and pedagogical experience of the organization of exit integrative programs, the use of pedagogical strategies of which allows achieving positive dynamics of teenagers' creative development trajectory and social adaptation is briefly described. Applications of this study:Suggested by the author's program increases the growth of teenagers' cognitive interest to selfdevelopment and self-education, increases the teenagers' motivation and may be used by psychologists and teachers in educational system of all levels.Novelty/Originality of this study: It is proved that the understanding of somatic, cognitive, social changes in the process of a teenager's formation and compliance with certain organizational rules of activities that take into account the specifics of this age period, increase the motivation of adolescents, their involvement in the development of the program's content, stimulate the growth of cognitive interest of adolescents to self-development and self-education.

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The urgency of the study is determined by the need to train modern specialists in the field of social work, designated to solve serious social problems in various negative phenomena prevention in public life. The paper is aimed at developing a strategy for the pedagogical universities students training in the field of social work, which allows not only master modern technologies and techniques, but also overcome emotional burnout, professional deformation, and be professionally stable specialists. A special course structure and content "The social pedagogue activity in the modern conditions" is developed; a diagnostic toolkit is defined: pedagogical portrait of students professional growth, the competences map are revealed; the main conditions for this special course effective approbation and the directions for assessing its impact on increasing the students professional competence in the field of teachers social work are examined. The paper also presents the results of experimental work on the special course implementation "The activities of the social pedagogue in modern conditions", its features are shown and recommendations for its implementation in the framework of educational projects are given. The paper is intended for researchers, educators, Methodists dealing with the problems of social pedagogy.

The design of modern educational processes requires a balance of digital freedom and the preservation of the education basic value - a person. We are talking about creating a digital educational ecosystem, where human conformity is the main principle of organizing educational processes. While the pedagogical community was debating, gradually working out and introducing various digital technologies into teaching practice, the global COVID 19 pandemic has transformed our familiar world. Working as a catalyst, it accelerated all processes, leaving education the only possible way - quick decision-making, action and reflection. The purpose of the article is to substantiate and prove the effectiveness of communication strategies as a factor in the development of a digital educational ecosystem. The authors substantiated a number of communication strategies, disclosed their content and technological ways of implementation in the framework of online education. Their effectiveness was tested as part of the advanced training courses for teachers of social institutions implementation during a pandemic. The study of the opinions of listeners and course organizers makes it possible to speak with confidence about the adaptation of students to digital reality without significant losses in the social significance of learning when introducing communicative strategies of pedagogical interaction. The strategies proposed by the authors are stable and technological; they can be used in the framework of online education for all levels of education.