The article is devoted to the problem of psychosocial well-being of internally displaced persons. The situation of forced internal migration conceals a large number of destructive influences on the psychosocial well-being of the individual. The process of adaptation of forced migrants is accompanied by high levels of stress and requires a large amount of psychological and social resources. In this regard, the research of psychosocial well-being of internally displaced persons is relevant to the scientific substantiation of psychosocial practice of assistance IDP. The purpose of the article is to reveal the peculiarities of the psychosocial well-being of internally displaced persons, which are based on the results of empirical research. The article presents the results of a theoretical and methodological analysis of the concept of psychosocial well-being of internally displaced persons. This concept is interpreted by the author as a multifactorial construct, which encompasses the individual psychological characteristics of internally displaced persons, their subjective attitude to the actual life situation, the nature of social interaction with others and economic factors of life activity. The results of empirical research aimed at identifying the characteristics of psychosocial wellbeing of internally displaced persons point to a reduced level of psychosocial well-being of internally displaced persons, reflected in the manifestations of the tendency to disadaptation. Characteristic features of internally displaced persons are the inability to establish close social contacts with others and emotional detachment and lowered sense of their value to society. The general emotional background of the IDP is at a reduced level and is characterized by tendencies towards negativism.

Social work education in Ukraine has changed dramatically over the last decades. It has a strong connection with the evolution of social work education as a field of professional practice. Recent changes in Ukrainian social policy, in particular the implementation of professional education requirements, based on the competency-oriented approach, the implementation of professional standards for social workers, the distinction of social work in a separate field of science and the complexity of social practice require the creation of unified training curriculum that corresponds to social needs and practice requirements. Creating a meaningful learning environment and raising awareness of professional objectives would be achievable by applying an activity-oriented approach to the professional education of social workers. This means that knowledge could never be isolated from activity. Activity-oriented educational practices contain the core components of professional activities and concern different aspects of social work. Profession-oriented practice includes general (volunteer activities, research, social project design, organizational and management) and additional (communicative, play and game, teamwork) forms and technologies, which demand from students to accumulate their experience in obtaining the essential forms of professional activities. Professional practice encompasses a set of principles, based on the prioritization of the social work profession, individual activity, participation and reflection, which make possible the development of the student's personal maturity and independence.