Non-formal education of children is a socio-cultural phenomenon, since personality development is first of all affected by the society and its culture. There are multiple factors that influence every individual in a society, including: human relations, society and global events, things and everyday occurrences, mass media, i.e. everything what an individual encounters in the social environment. These factors have a huge impact on the child and especially on the adolescent, i.e. during this period the preconditions are being developed for active involvement of the child not only into the family life, but also into the life of the class, school and wider society. Children involved in the activity of non-formal education learn to exchange the experience with the peers, participate in the community life and acquire socially beneficial behaviour norms. The aim of the Article is to reveal the discourse of non-formal education of children as a socio-cultural phenomenon. While planning the development trends, the Lithuanian education system takes into account the global changes and economic development of the European countries based on creative personalities having a broad cultural outlook and constantly upgrading their skills and knowledge. In view of this the education strategies should set forth the guidelines of the national education system with a view to ensuring the development of the national cultural identity, traditions and heritage, and to retaining the country‘s authenticity and originaity. For the child it is especially important to know the native country, its past, history, customs and traditions. In order to pursue the challenging tasks of the constantly changing education system, non-formal education of children is developed toward socio-cultural integration, creative society, self-education, self-expression and lifelong learning.

The article analyses the problem of bullying as the manifestation of destructive conflict and the possibility of application of art therapy in complex bullying prevention programs at school. In order to resolve the problem of bullying in Lithuanian schools and enable the social pedagogue to successfully implement prevention, an empirical research - i.e. an educational project based on successful application of principles of art therapy in the context of social education in one of the schools in Great Britain - has been carried out. The conclusion is that art therapy can be an effective tool in the complex curriculum of nonformal program of social education for creating healthy psycho-social environment in our schools, developing emotional self-confidence, forming positive conflict resolution skills and behavioural strategies in order to prevent bullying.

The article analyses the problem of bullying as the manifestation of destructive conflict and the possibility of applica-tion of art therapy in complex bullying prevention programs at school. In order to resolve the problem of bullying in Lithuanian schools and enable the social pedagogue to successfully implement prevention, an empirical research - i.e. an educational project based on successful application of principles of art therapy in the context of social education in one of the schools in Great Britain - has been carried out. The conclusion is that art therapy can be an effective tool in the complex curriculum of nonformal program of social education for creating healthy psycho-social environment in our schools, developing emotional self-confidence, forming positive conflict resolution skills and behavioural strategies in order to prevent bullying.

The article deals with the social educational problems during the reform period. Under conditions of economic crisis there is an aim to protect those who suffer most, i.e., the weak and vulnerable groups of society: children, youth, multi-children families, socially hindered families and socially hindered groups. Thus, this article makes analyses the experience of two decades of social policy in Lithuania comparing it with the search attempts in other countries of the world. An attempt is made to name the paradoxes of social policy since they are similar in Lithuania compared to other countries of the world. The empirical study shows a clear picture: regular TISSA professional discussion and documenting that the attitudes of the professionals are corresponding with the existing standards of legislation; a few exceptions even seem to prove the rule. Field work and observations confirm the impression and interviews seem to further confirm a strong mutual relationship and respect among co-citizens, social partners, and network and staff members. In this case social economy is growing.

The article is analyzed the problem of the socialization of a personality in poly-disciplinary character in the field of social sciences and the modern risk’s society, the resources of a personality, the formation a personality worldview, personality behavior strategies.

The article disputes the childcare system of two Eastern European countries – Lithuania and Hungary. The criterion of comparisons is the model of transition from institutional care to community-based development or de-institutionalization. This model is recommended by the United Nations documents and European Union expert groups. According to the guidelines of United Nations Children’s Rights and Disability Rights Conventions, and other human rights instruments, the institutionalization is increasingly recognized as a flawy policy and a violation of human rights, especially ones of a child. In the article historical (content analysis) and statistical data analysis methods are used. The historical context approves that Hungary has longer tradition of bringing up orphan children in families. But Soviet policies to educate citizens of collective identity at boarding schools draw similarities between these countries. The reorganisation of Child care systems started at 1997–1998 in both countries, but until now the child care system of Hungary is more advanced compared to Lithuanian. It allows a greater proportion of children without parental care to grow up in families and creates a family environment for children in institutions. The socio-economic regimes in the Visegrad countries differ from the Baltic States in some major aspects and the number of children in alternative care is one of the symptoms of low citizenship and responsiveness. Due to lower achievements in Lithuania, the education of adults and cultural activities are recommended in order to overcome communication gap.

Social Education – the ability to understand the processes taking place in society, make interactive relationship and the impact on themselves, community and the world. Poverty, consumerism, work, pollution, inequality, health, migration, social networking, voting, propaganda – these phenomena faced by each person. These topics include issues that may be discused like at personal, communities, society or global levels. Personally all of us searched for answers about a full life, cooperation, exclusion, welfare state, social partnership. Discusion about real the problems can be integrated in education curriculum, and especially in social education in first steps integrate civic education, ethical and economic issues. This problem was analize by questioner 271 teachers and qualitative survey of 4 experts and conducted 4 focus group discussions about socially conscious student’s education through the integrated social education lessons 9–10 – classes in economics, ethics, citizenship. Experts was selected from university lecturer from Finland (1), Vilnius (3), a teacher of Estonian high schools (2), 1 teacher from Vilnius Vytautas Magnus high schools (4). The paper used focus group discussions with school principals, teachers, counselors and teacher educators thoughts from Vilnius and Finland.