To minimize the impact of a dysfunctional family on children of primary school age, it is possible to implement a set of measures aimed at:

early identification and registration of a child from a disadvantaged family;

determining the causes of family dysfunction;

providing information assistance to the family;

organizing the prevention of educational disorders in “at-risk” families;

With cardinal and organizational assistance from a social teacher, based on an algorithm compiled for working with disadvantaged families in school settings, we proposed the program “Social and pedagogical assistance to children from dysfunctional families"Taking into account the fact that the basis for the emergence of social ill-being is a violation of interaction in the “family-child” system.

In practice modern school the number of dysfunctional families is increasing. These are families with a low social status, in one of the spheres of life or several at the same time, who cannot cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family education of a child proceeds with great difficulties, slowly, and with little results. That is why such families need active and long-term support from a social educator. Depending on the nature of the problems, the social teacher provides such families with educational, psychological, and mediation assistance within the framework of long-term forms of work.

educational, which is to prevent emerging family problems and form pedagogical culture parents, as well as assistance in education, which, first of all, is carried out with parents - through their consultation, and secondly, with the child through the creation of special educational situations to solve the problem of timely assistance to the family in order to strengthen it and make the most of its educational potential ;

psychological, including social and psychological support aimed at creating a favorable microclimate in the family during a short-term crisis and correction interpersonal relationships;

organizational, including the organization of family leisure;

informational, which consists of providing the family with information on social protection issues;

coordination, aimed at activating various departments and services to jointly resolve the problem of a particular family and the situation of a particular child.

Basic forms and methods of work.

Working methods:

• 1. diagnostic:
  • A) observation - general scientific method research involves purposeful, systematic recording of manifestations of the activity of an individual, a team, or a group of people. Observation can be continuous or selective; included and simple; uncontrolled and controlled (when recording observed events according to a previously worked out procedure); field (when observed in natural conditions) and laboratory (in experimental conditions);
  • B) a survey is a method of collecting information, conducted in the form of an interview, conversation according to a pre-drawn plan;
  • C) testing is one of the research methods consisting in diagnosing personality, mental state of functions, existing and newly acquired knowledge;
• 2. management - educational methods (active), situational - role-playing games, social - psychological training.

Forms of work: individual, group and frontal (examples of these works can be counseling, discussion dialogue, lecture, seminar, psychotherapy, educational and formative training, psychocorrection).

Consulting is the orientation of children and adolescents to foster a culture of family relationships, according to age and individual characteristics mental development for the purpose of psychocorrection and prevention of deviations from the norm in family well-being.

When working with a family, the most common counseling techniques can be used: emotional contagion, suggestion, persuasion, artistic analogies, mini-training, etc. while the counseling conversation can be filled with different content and perform different tasks - educational, psychological, psychological-pedagogical.

If the family does not initiate interaction with the social educator, counseling can be carried out in a veiled form. The ultimate goal of consulting work is to, through a specially organized communication process, update the family’s internal resources, increase its rehabilitation culture and activity, and adjust its attitude towards the child.

Along with individual advisory conversations, group methods of working with families can be used.

Educational and developmental training is the use of correctional and educational methods aimed at the development, formation of individual mental functions, abilities, skills and family competence of children and adolescents who are weakened due to the characteristics of their upbringing or social environment, but necessary for successful self-realization of the individual in various types of activities.

Group methods of work provide an opportunity for parents to share experiences with each other, ask questions and seek support and approval in the group. In addition, the opportunity to take a leadership role in the exchange of information develops parental activity and confidence.

Correction is the correction of deviations in mental development based on the creation of optimal opportunities and conditions for the development of the child’s personal and intellectual potential; prevention of unwanted, negative tendencies, personal and intellectual development.

The development of a plan for working with the family, aimed at adjusting the attitude towards the child, took into account the type of family upbringing.

Were organized:

parent meeting for group discussion actual problem, as a result of the conversation, parents share their life experience and listen to the advice of other parents;

trainings aimed at developing skills that help families learn to manage their microenvironment, lead to the choice of constructive life goals and constructive interaction. Among these skills it is necessary to highlight:

communication skills: the skill of “active listening”, which is a non-judgmental reaction that indicates that parents are interested in listening and understanding their child; practicing “I - messages”, expressing the parent’s personal concern about the possible consequences of the child’s actions, etc.;

psychohygienic techniques for overcoming stressful situations. Everyday self-regulation, providing psychotherapeutic influence on the child, etc.;

psychological and pedagogical techniques: techniques of early developmental education, child behavior modification, play therapy, etc.

• 3. a business game aimed at increasing and expanding parents’ knowledge in the field of family education.
• 4. For any type of education, individual consultation is necessary, as it brings the most productive results. Conversations on topics related to family education are possible: parenting styles, parenting mistakes and their consequences. But the most relevant topics are those that interest the parents themselves, so it is necessary to interest and encourage them to seek individual advice if questions and problems arise.
• 5. “Stand for parents”, which outlines the main provisions regarding the upbringing of children, provides information on possible assistance, as well as a description of the work of a social teacher in working with families: the main directions, forms and methods of his work and, of course, a work schedule.
• 6. Patronage is one of the forms of work of a social teacher, which is home visits for diagnostic, control and adaptation-rehabilitation purposes. Patronage is carried out for the following purposes:

Diagnostic: familiarization with living conditions, study of possible social risk factors, research of existing problem situations.

Control tests (assessment of the state of the family and the child, dynamics of problems, parents’ implementation of recommendations.

Adaptation and rehabilitation (providing specific educational, psychological and mediation assistance)

When developing a plan for working with children aimed at adjusting attitudes towards adults, the following activities can be organized:

class hour with the goal of finding out children’s opinions on a given topic, discussing it and determining possible forms of behavior in a given situation.

role-playing games aimed at identifying existing attitudes regarding the family, as well as the formation of new ones that are adequate to the family situation.

exercises to identify and develop children’s imagination, the ability to verbalize their fantasies

individual consultations for a more open and confidential conversation.

To monitor the implementation of the program, control visits at home can be organized, repeated diagnostic techniques, consultations with children and parents to determine the level and degree of elimination of signs of trouble.

If, when summing up the results of the program, the elimination of factors of trouble in the family is noticeable, then this provides grounds for deregistering the family. Most often, the effectiveness of the program is observed in the following parameters: children’s academic performance has improved, absenteeism has decreased, their emotional mood has risen and their general psychological state has approached normal.

Drawing of a family. Purpose: to study child-parent relationships; determine the leading behavior patterns of each family member; identify the level of intelligence development.

Progress of the study:

The children were asked to draw their family doing whatever they were doing, relaxing, going to the theater or cinema together, etc.

The children began to complete the task with great desire. While drawing, the children were asked

Provocative questions that encourage the child to openly discuss feelings (for example: “Who is the worst in the family?”);

“Sociometric” questions, answering which, the child makes a negative or positive choice (for example: “Father has planned a trip by car, but there is not enough room for everyone. Who will stay at home? They provoke the child to openly discuss feelings, which not everyone is inclined to do child.response. During the survey, we tried to find out the meaning of what the child drew: feelings for individual family members; why the child did not draw one of the family members (if this happened); what certain details of the drawing (birds, animals, etc.) mean to the child .) At the same time, whenever possible, we avoided direct questions and did not insist on an answer, since this can induce anxiety and defensive reactions. Projective questions turned out to be productive (for example: “If a person were drawn instead of a bird, then who would it be?” , “Who would win in a competition between your brother and you?”, “Who will mom invite to go with her?”, etc.).

After the survey, the child was asked to discuss 6 situations: three of them should reveal negative feelings towards family members, three - positive:

• 1. Imagine that you have two tickets to the circus. Who would you invite with you?
• 2. Imagine that your whole family is going to visit, but one of you is sick and must stay home. Who is he?
• 3. You are building a house from a construction set (cutting out a paper dress for a doll), and you are doing a bad job. Who will you call for help?
• 4. You have tickets (one less than family members) to an interesting film. Who will stay at home?
• 5. Imagine that you are on a desert island. Who would you like to live there with?
• 6. You received an interesting lotto as a gift. The whole family sat down to play, but there are one more of you than necessary. Who won't play?

From the very beginning of drawing, some children seemed quite withdrawn, did not answer some questions or answered casually, but in the process of work we managed to bring these subjects into contact. During the drawing and conversation, children who had problems in relationships in the family clearly emerged. Using this technique, we obtained the following results: children reduce the composition of the family, “forgetting” to draw those family members who are less emotionally attractive to them, with whom they have conflicting relationships. By not drawing them, the child seems to defuse the unacceptable emotional atmosphere in the family and avoid negative emotions associated with certain people. Most often, brothers or sisters are missing from the picture, which is due to the situations of competition observed in families. In this way, in a symbolic situation, the child “monopolizes” the love and attention of the parents. Answers to the question why this or that family member is not drawn are most often defensive: “I didn’t draw because there was no space left”; “He went for a walk,” etc.

50% of children experience a lack of communication in the family.

The child deliberately reduced family members or placed them at a distance from himself, chose the actions of the family alone and his others (Parents watch TV and the child sits at a distance)

7% of children feel rejected and unwanted

The child's drawing depicts only people not related to the family

• 10% do not have any family relationships; the child does not draw himself or, instead of the family, only draws himself. The person drawing does not include himself in the family, which indicates a lack of a sense of community. The absence of its author in the picture is more typical for children who feel rejected.
• 23% of families with frequent conflicts, children reduce the composition of the family, “forgetting” to draw those family members who are less emotionally attractive to them, with whom conflictual relationships have developed. By not drawing them, the child seems to defuse the unacceptable emotional atmosphere in the family and avoids negative emotions associated with certain people.
• 10% single out one family member, ignoring the rest

Family sociogram. Goal: to identify the subject’s position in the system of interpersonal relations; study the nature of communications in the family - direct or indirect.

Results of interpretation of the Family Sociogram:

Progress of the test “A circle is depicted on the sheet in front of the subjects. Draw yourself and your family members in it in the form of circles and sign them with their names.” Family members carry out this task without consulting each other.

Criteria by which the results of psychodiagnostics are assessed:

the number of family members within the circle area;

size of circles;

the location of the circles relative to each other;

distance between him:

Evaluating the result according to the first criterion, we compared the number of family members depicted by the subject with those that actually exist. In some drawings, a situation was observed that a relative with whom the subject is in a conflict relationship would not be included in the large circle, “forgotten.” At the same time, one of the strangers, animals, favorite objects is depicted as a family member.

Next, we paid attention to the size of the images. A larger “I” picture, compared to others, indicates sufficient self-esteem, a smaller one indicates low self-esteem. The size of the images of other family members indicates their importance in the eyes of the subject.

We paid attention to the location of the circles in the area of ​​the test field and in relation to each other (third criterion). The subject’s placement of his circle in the center of the circle may indicate an egocentric orientation of the personality, and placing himself at the bottom, away from other family members, may indicate an experience of emotional rejection.

The most significant family members were depicted by the subject in the form of large images in the center or at the top of the test field.

Finally, certain information can be obtained by analyzing the distances between images (fourth criterion). The distance of one circle from others may indicate conflicting relationships in the family, emotional rejection of the subject. A kind of “sticking together”, when the circles are layered one on top of the other, touching or located in each other, indicates an undifferentiated “I” among family members, the presence of symbiotic connections.

As a result of the analysis for each of the criteria, we obtained the following results

• 50% of children do not feel an emotional connection in the family
• 27% communicate with members indirectly, through their most pleasant family member
• 20% identified subsystems in their family: mother - father, brother - sister, mother - daughter, father - son, mother - son, etc.
• 3% of children have low self-esteem in the family and are accepted by the rest of the family.

Summarizing the results of these methods, it was found that 50% of children complaining of a lack of intrafamily communication and a lack of relationship between family members are from two-parent families, that is, living with mom and dad.

The data obtained allowed us to conclude that family well-being depends not on the structure of the family, but on the types of upbringing within the family. Therefore, the next stage of our research is to study the types of upbringing in these families using appropriate techniques.

After conducting the research and receiving the results, we selected a correctional program for psychological and pedagogical support for adolescents from disadvantaged families.

The purpose of the program: to provide adolescents with the opportunity to realize the importance of acquiring social skills; expanding the role repertoire of adolescents, ensuring improved communication and promoting the safety of the process of social experimentation characteristic of adolescence; updating the process of social self-determination; creating conditions for the formation of a positive self-attitude.

The program consisted of 4 lessons, each lasting 30 minutes. It included:

• - Development of adequate and effective communication skills
• - Formation of a conscious position, expanding the possibilities of choosing alternative models of behavior;
• - Prevention of addictive conditions;
• - Formation of the image of “I” and positive self-attitude.

Upon completion of the correctional work, the diagnostic “Self-assessment of mental states of the individual” by G. Eysenck was repeated with the subjects.

So, based on the results obtained, we can conclude that after corrective work, the results obtained after re-diagnosis using the “Self-Assessment of Personal Mental States” method by G. Eysenck improved, on average:

• - anxiety level by 15%;
• - level of frustration by 16%;
• - level of aggressiveness by 5%;
• - level of rigidity by 13%.

We see that aggression is least amenable to correction because... it is a reaction that develops negative feelings and negative evaluations of people and events. But still, based on our results, we can judge that correctional work influences the development of the personality of adolescents with psychological and pedagogical support.

Our research allows us to draw the following conclusions:

The results of our study showed that the predominant types of accentuations of temperament and character in adolescents from disadvantaged families are demonstrativeness, exaltation, emotiveness and hyperthymia, excitability, and anxiety.

The above types of accentuations are the psychological need of adolescents to be in the center of attention of others, to increase their self-esteem, self-esteem and respect of peers, to receive their recognition and to be accepted by them. They satisfy this need by violating social, ethical and moral norms of behavior. The presence of these types of accentuations in adolescents creates favorable conditions for the formation of behavior aimed at the above-mentioned goals.

The presence of emotiveness and exaltation in adolescents indicates to us that deep down in their souls, just like all people, they strive for mutual understanding, suffer from a lack of love and attention from loved ones and relatives, and experience an unsatisfied need for personal and intimate communication. Their behavior and the psychological qualities they have developed are a protective mask that hides sensitive, impressionable, feeling natures striving for love and mutual understanding. Deprivation, inability or inability to satisfy these feelings leads to the formation of defense mechanisms in adolescents that are implemented in deviant behavior.

In our study, we found that adolescents from disadvantaged families high level aggressiveness and it is aggressiveness that is difficult to correct (it increased by only 5%). This indicates an increased index of aggression, i.e. use of physical force against another person, readiness to display negative feelings, at the slightest excitement (temper, rudeness), expression of negative feelings both through form (screaming, screeching) and through the content of verbal responses (curses, threats).

Taking into account the research (diagnostic) data, we came to the conclusion that these children need social and pedagogical assistance in the form of correctional work. What we proposed to use, and was carried out in work with children: Ionov S., Kuznetsova N., Mironova V. Correctional program for personal growth teenager consists of four lessons. As a result of individual work, the children made contact better, with each lesson contact mutual understanding appeared, the level of aggressiveness towards the teacher decreased, the children felt love, mutual understanding, and self-worth. If you carry out individual correctional work with children from disadvantaged families, you can achieve a significant reduction in deviation in behavior.

Also, after conducting this study, we found that the adolescents tested had an increased level of frustration, hostility, i.e. resentment - envy and hatred of others for real and fictitious actions; and suspicion -- ranging from distrust and wariness of people to the belief that other people are planning and causing harm.

Introduction

Chapter 1. Family - the main object of social work

1 Family: concept, types, functions

2 Historical development social assistance to families

Chapter 2. Social work with dysfunctional families

1 Child in a dysfunctional family

2 Types of dysfunctional families

3 Legal basis for social work with families

4 Helping families and children solve difficult life situations

Conclusion

Bibliography

Introduction

The family is the oldest social institution and the most important element of the structure of modern society. It is characterized by certain social norms, patterns of behavior, rights and responsibilities that regulate relationships between children and parents, between wives and husbands.

At all times, the family has been a certain indicator of the state of the state. The well-being of a society is directly related to the well-being of the families living in it. And therefore, society must help maintain a prosperous atmosphere within the family, mitigate emerging problems and resolve issues.

One of the purposes of the family is the reproduction of a new generation and its upbringing. Small man in his family he learns the norms and rules of human behavior, and he is introduced to culture. The family raises a future personality, a future full participant in public relations, who will make the history of his country and the society in which he lives.

Crises that arise in society, first of all, hit the family and affect the family’s performance of its functions. And most often, families cease to cope with them; they fall into the group of so-called “social risk families”, acquire the status of disadvantaged families, becoming the main objects of social work.

The reluctance or inability of the family to perform its functions causes enormous damage to society. Crime, vagrancy, drug addiction and alcoholism among children and adolescents are increasing. As a result, the number of those in the “risk group” is constantly increasing. These problems are beginning to increasingly influence the usual course of processes in all spheres of life, situations are beginning to brew that ultimately lead to a crisis in the entire social structure of society.

Thus, the well-being of the family depends directly on the well-being of society, and the well-being of society, in turn, on the well-being of the family.

In modern society, in the era of progress and computerization, when time flies by at tremendous speed and people live quickly, when many values ​​have lost their meaning, the issue of family and marriage continues to remain relevant, as it was hundreds of years ago. Until today, for many people who are married or have not yet entered into a family relationship, the highest value is the family, and maintaining its well-being is one of the main tasks.

Therefore, many are accustomed to viewing family as a special place where they love you, believe in you, understand you and wait for you. But with a more detailed and in-depth examination of family relationships and their careful study from the point of view of psychology, sociology and social work, this is not always the case.

Dysfunctional families, families in which normal functioning and life are disrupted, are becoming increasingly common. Alcoholism of one or both parents, cruelty and violence towards children from parents or towards women from husbands, economic problems and unemployment affect not only the fragile psyche of the child and his future fate, but also leave an indelible imprint on the lives of adults family members.

There is an opinion that “sweeping dirty linen in public” is at least indecent, and all problems that arise must be resolved within the family. It is also not very good to interfere in someone else’s family life; all these are delicate matters, within the family. One difficult life situation gives rise to various problems. But the family very often cannot untangle the tangle of problems that have arisen on its own, without the help of specialists, and this tangle turns into a noose around the neck of family well-being, the family turns from a risk family into a dysfunctional one, thereby becoming an object of social work. But when families turn to social assistance centers, they sometimes do it too late, when it is very difficult to correct their situation, when preventive methods can no longer help them, and the problem, like a malignant tumor, requires surgical intervention. Specialist in social work in such matters must be especially careful, delicate and competent.

RelevanceThe theme of the course work is that ignoring or incorrectly using technologies of social work with families leads to numerous deviations in the behavior of children, their social maladjustment. All deviations in the behavior of minors: neglect, delinquency, use of psychoactive substances are based on one source - social maladjustment, the roots of which lie in family problems.

An objectresearch are disadvantaged families and children from families at risk.

SubjectThe research focuses on types of family dysfunction and methods of socio-pedagogical support for children from disadvantaged families.

TargetThis work consists of studying the theory of family dysfunction and the main methods of socio-pedagogical support for children from families at risk.

In accordance with the set goal, the following were decided tasks research:

.Theoretical study of typologies of family dysfunction.

.Studying the influence of a dysfunctional family on the deviant behavior of children.

.Identification of the main methods of social and pedagogical support for children from families at risk.

Chapter 1. Family - the main object of social work

.1 Family: concept, types, functions

There are many definitions of family. Economics, sociology, psychology, philosophy, cultural studies, and many others social Sciences give their definition for this concept, highlighting various aspects of the life of society as family-forming factors.

In the work “Sociology of the Family,” its authors note the most successful and accurate definition of the concept of family given by A.G. Kharchev, which takes into account, in their opinion, “criteria of population reproduction and socio-psychological integrity”, “as a historically specific system of relationships between spouses, between parents and children, as a small group, the members of which are connected by marriage or kinship relations, a common life and mutual moral responsibility and social necessity in which is determined by the need of society for the physical and spiritual reproduction of the population.”

Very often the concept of “family” is reduced to the concept of “marriage”. But this is wrong, since the concept of “family” is broader than “marriage”. “Marriage is the union of a man and a woman, giving rise to their rights and responsibilities towards each other, children and society.” The family includes not only spouses and their children, it contains vertical connections, that is, the ancestors of the husband and wife belong to the family, sometimes such vertical connections go back hundreds of years. In addition to vertical connections, there are also horizontal ones, these are relationships with brothers, sisters, sons-in-law, fathers-in-law, and so on.

A family, in the strict sense of the word, can be considered people connected by such relationships as marriage, parenthood and kinship; in the presence of only these three factors, the status of a family is simultaneously acquired. The term “family group” unites family formations that do not have a triune relationship: marriage - parenthood - kinship. Thus, it turns out that a family group is a group of people leading a household together, united only by kinship, either parenthood or marriage.

This group includes those who are parents but not married or those who are in a civil or legal marriage but without children. In Russia, the majority of cohabiting men and women are legally married.

Based on various criteria, different types of families can be distinguished. A.I. Antonov and V.M. Medkov in his book “Sociology of the Family” distinguishes the following:

Depending on the nature of the marriage, there are:

· Monogamous (marriage of one man and one woman);

· Polygamous (marriage of one man with several women or vice versa);

According to the criterion of power, they distinguish:

· Patriarchal family (the head of the family is the father);

· Egalitarian families (situational distribution of power between parents, equal influence of spouses with interchangeable roles);

By socio-demographic status:

· Homogamous (families in which spouses are of the same nationality, with the same level of education, there is no big difference in age, and so on);

· Heterogamous (spouses differ in socio-demographic status);

By number of generations:

· Nuclear - families consisting of one married couple with children who have never been married, that is, families consisting of two generations. This type is most common in modern society. The name is derived from “nucleon”, which is translated from Latin as “nucleus”. In such a family, just like in an extended family, its own subculture is created, closed to the integration of various cultural elements from outside.

· Extended (family with three or more generations, which includes parents, their already adult children with children and grandchildren);

Depending on the marriage, first or second, second families are distinguished. Such a family may include children from this marriage, as well as children from first marriages. Currently, the number of such families is increasing due to the fact that the number of divorces is inexorably growing. Previously, they appeared only in the event of the death of one of the spouses.

Depending on the number of parents in the family:

· Incomplete (a family in which children are raised by one parent, like repeated families, are most often formed as a result of divorce, less often as a result of the death of one of the spouses);

·Full

By number of children:

· Small families (with 1 - 2 children);

· Middle children (3 - 4 children);

· Large families (more than 4 children);

According to financial situation:

·Secured

· Low-income families (families whose income level does not exceed the consumer minimum);

Prosperous and dysfunctional families that do not fulfill their functions are exposed to negative factors in the social environment.

The functions of the family characterize it as a social institution of society. If the family, in a global sense, ceased to perform its prescribed functions, then culture would perish, socialization would cease, and this would lead to the death of world civilization. From this we can conclude that the family, in modern society, is the most important social institution with unique functions and regulations. Due to this uniqueness, functions are not divided into major and minor; they are all equally important.

To distinguish the family from other social institutions, functions are divided into specific and nonspecific. “The specific functions of the family arise from the essence of the family and reflect its characteristics as social phenomenon, while non-specific functions are those which the family has been forced or adapted to perform under certain historical circumstances.”

According to this, in the work “Sociology of the Family” its authors highlight following functions:

Specific:

· Reproductive, that is, the birth of children;

· Existential - their content;

· The function of socialization is raising children.

.Non-specific:

· Transfer of property and status;

· Organization of production and consumption, household, recreation and leisure

· Caring for the health and well-being of family members, and much more.

In the literature you can find other types of classification of family functions. For example, V.D. Alperovich identifies the following:

ü “The birth and maintenance of the biological existence of children;

ü Transfer to new generations of public and cultural heritage;

ü Stabilization of the social structure as a result of giving children a social position;

ü Preventing disintegration of the personality of family members by creating emotional comfort and security;

ü Social control of the behavior of its members;

ü Educational function.

With changes in the life of a particular family, with its passage through various life cycles, the hierarchy of functions changes, the degree of participation in the implementation of these functions of each family member changes.

1.2 Historical development of social assistance to families

social assistance family disadvantaged

Social assistance originated many centuries ago, back in the days of the primitive community. At the same time, assistance to families and children begins to emerge.

Mutual aid largely prevailed during this period.

The Southern Slavs, earlier than other Slavic tribes, formed the institution of adoption within the clan community. Elderly people accepted an orphan into the family when it was already difficult for them to cope with the household or when they did not have their own children. And even earlier, orphans were, in fact, slaves, that is, during clashes between tribes, men who were captured were killed, and women and children were part of one of the families of the winning tribe. In this way, their lives were preserved.

Another form of help was worldly help. For example, an orphan child was assigned “public parents” who took him in for food.

In the later stages of the development of Rus', shortly before the adoption of Christianity, the institution of widows began to take shape. Previously, widows, after the death of their husband, were obliged to follow him. Now they stood out as special subjects. They washed and clothed the dead, and received the deceased's belongings as a gift, and the community provided them with land.

“An equally ancient custom is going for “bulk”. It consisted of helping a needy family with food, usually in the fall, after harvesting.”

In the 10th - 12th centuries, after Russia adopted Christianity, new types of support for needy families and children were formed. Princely guardianship and church-monastic charity appeared. Monasteries acted as control bodies in family relationships. They considered divorce, bride kidnapping, conflicts between husband and wife, and acted as a punishment for women who were sent there for infidelity.

In the 15th century, church charters appeared, which stated that widows whose husbands died in public service were entitled to payment of cash and grain dues and cultivation of arable land.

In the 14th - 17th centuries, a system of state support for families was formed. In 1606, a decree was issued that allowed the release peasant families for food The state took upon itself the care of families whose breadwinners died in public service; they were given free land.

During the reign of Peter I, the system of helping those in need undergoes a number of transformations. Only in 1706 did they begin to provide for the children and widows of employees, but social policy in relation to this category was carried out on a residual basis. They are starting to build in the provinces orphanages . Schools were organized at churches for children, including the poor, where they taught arithmetic, writing, and reading. A decree is issued banning the killing of illegitimate children.

Charity begins to develop. In 1796, Empress Maria Feodorovna took over leadership of charitable societies that also helped orphans and children of poor parents.

In public practice, state approaches to the problems of disability, motherhood and childhood, as well as social pathology are emerging: professional beggary, alcoholism, child neglect.

Social assistance to families began to develop more dynamically in late XIX- beginning of the 20th century. In 1913, the All-Russian Trusteeship for the Protection of Motherhood and Childhood, headed by the Central Institute, was added to the special institutions, designed to provide care for infants and combat infant mortality. In the same year, the Romanov Committee was established for the purpose of caring for rural orphans. 2 Were organized free lullabies , shelters, nurseries for children whose parents of various worries leave them alone. For the first time, children whose parents died in wars began to receive care.

After the revolution of 1917, the formation of the foundations of the social security system began. The People's Commissariat of State Charity is created, the abolition of existing aid bodies begins, which are replaced by departments dealing with a particular problem. So in January 1918, the department for the protection of motherhood and childhood was opened.

Rations are provided for families whose breadwinners have gone to the front. The legislation established the main types of social security: benefits were paid to pregnant women and women in labor, families of those drafted into the navy and army, and families of those killed in the war.

In the 90s of the twentieth century, an unfavorable socio-economic situation developed in Russia, which greatly influenced the institution of family and marriage. The number of divorces, the number of children born out of wedlock and children abandoned by their mothers in maternity hospitals are constantly growing. A number of measures were taken to strengthen family and marriage, and laws were passed. For example, On additional measures for the protection of motherhood and childhood , On increasing the amount of social benefits and compensation payments and many others.

Currently, a new family social security system is being formed in a market economy.

Chapter 2. Social work with dysfunctional families

2.1 Child in a dysfunctional family

Child psychologist M.I. Buyanov in his book “A Child from a Dysfunctional Family” says that “only the system of relationships “family - child” has the right to be considered as prosperous or dysfunctional.” From this we can conclude that a dysfunctional family is a family in which normal functioning is disrupted, and therefore uncomfortable conditions are created for the life of the children within it.

According to the website #"justify">In this regard, children from such families are more likely than others to be at risk. “Children at risk are a category of children who, due to certain circumstances of their lives, are more susceptible than other categories to negative external influences from society and its criminal elements, which cause maladaptation of minors.”

There are many reasons why a child may be at risk. Oliferenko L.Ya. in their work “Social and pedagogical support for children at risk” they highlight the following:

Ø Antisocial behavior of parents, drunkenness;

Ø Setting up dens in the apartment by parents;

Ø Sexual corruption of one's own children;

Ø The murder of one of the parents by drinking buddies or the other parent in front of the child;

Ø One of the parents is in prison;

Ø Treatment of one parent for alcoholism, mental illness;

Ø Child abuse;

Ø Leaving young children alone without food and water;

Ø Lack of permanent residence;

Ø Running away from home, conflicts with peers and many other reasons.

Most often, the inability of a child to live in a family occurs not due to one reason, but due to a combination of them. Long-term exposure to such compounds leads to mental and physical disorders in the child. There is a violation of the socialization of the child’s personality.

The most powerful and difficult to heal mental wounds that a person receives in childhood are the wounds inflicted by his own parents. “These wounds do not heal throughout life, embodied in neuroses, depression, various psychosomatic diseases, deviant behavior, loss of self-worth, and inability to build one’s life.”

Most often, a dysfunctional family is the result of the fact that parents, as children, were raised in similar living conditions. Parental behavior is deposited in the child’s psyche, on an unconscious level, even in preschool age. In the future, a person reproduces the behavior of his parents in his family.

Due to the failure of parents to fulfill their responsibilities, homeless, neglected and runaway children appear.

“Street children are children deprived of supervision, attention, care, positive influence from their parents or persons replacing them. A neglected child lives under the same roof with his parents, maintains ties with the family, he still has an emotional attachment to any family member, but these ties are fragile and are in danger of atrophy and destruction.

Street children are children who do not have parental or government care, permanent residence, age-appropriate positive knowledge, necessary care, systematic training and developmental education.

Runaway children are children who ran away from home or an educational institution due to a break with their parents, a serious conflict with teachers, educators, peers, deformation of value orientations and other reasons that led to a crisis in relations.”

The behavior of children from disadvantaged families often contradicts social rules and norms. For these children, there are no authorities among adults or among their peers. As adults, they are more prone to crime than others.

2.2 Types of dysfunctional families

The criteria by which families are classified as at risk are very diverse. Different family researchers view adversity in different ways. Some classify a family as dysfunctional if only some unfavorable factor affects the entire family, others, when the factor affects individual members. Here, the criterion for identifying dysfunctional families is the situation of the child and the attitude of the parents towards him.

The most powerful factor that causes dysfunction in family relationships and prevents the family from fulfilling its functions, and also causes irreparable damage to the child’s psyche, is parental alcoholism.

Most alcoholic parents give birth to sick and mentally retarded children. Alcoholism of parents affects the child during conception, during pregnancy and throughout life. This unfavorable factor is an example for the child. At a time when a child is socializing and his personality is being formed, when he absorbs all the information around him like a sponge, his main reference point is his alcoholic parents. Because of this, the child learns these terrible examples, in most cases, there is a lack of any upbringing at all; ultimately, the child may be left without parents, become an orphan with living parents and end up in an orphanage. A child in such a family becomes like his parents because, due to his immaturity, he cannot resist such harmful examples. Parental drunkenness gives rise to such phenomena as social degradation, hooliganism, poor self-control, and these, in turn, cause mental disorders in children.

A teenager develops a system meaningful relationships to everything that surrounds him, this determines his further behavior. Unrest begins to arise due to relationships with the people around him. But the most important thing at this stage of a child’s development is his relationship with his parents. Desire having constant self-care on the part of parents remains for a long time with children from families of alcoholics.

If a child understands that he is growing up in a family that is very different from the families in which his peers are being raised, in a family in which parents abuse alcohol, in which the financial situation is difficult, where little attention is paid to children, this is the reason for the formation of a negative attitude to the family, which will never again become the highest value for this child. In addition, children whose parents are drunkards grow up much earlier than their peers from prosperous families; they are responsible for their younger brothers and sisters.

Another type of dysfunctional family is a pedagogically unsuccessful family. This status is given to families in which, at first glance, everything is fine, but when raising children, serious pedagogical errors occur.

In his book “A Child from a Dysfunctional Family,” M. Buyanov calls dysfunctional, first of all, a family in which there are obvious defects in upbringing, and describes the most common ones:

The child is raised “like Cinderella,” that is, when the child is openly or covertly emotionally rejected. In such a family, the child is not loved, and he knows this, because he is constantly reminded of this dislike. Children's reactions to such relationships can be different: often the child withdraws into himself, others try to attract the parents' attention to themselves, arouse their pity, or the child becomes bitter towards such parents.

Overprotection

Hidden

Explicit

In this case, they try to protect the child from all possible and impossible difficulties and dangers. modern life. A child from such a family, as a rule, is deprived of the opportunity to somehow demonstrate his independence; he most often grows up irresponsible, dependent and infantile. And then it is very difficult for him to live in the world. Alcoholics, drug addicts, chronic losers are often the result of such upbringing.

Hypocustody, that is, lack of parental care. No one takes care of the child, his interests in the family are always put in last place, although it cannot be said that he is not loved, the parents simply have no time for him - they have enough problems of their own. This happens in families where parents are concerned about their personal happiness, achieving success in their careers, etc. No one will ever ask the child about his affairs and problems, no one will listen to him or help him with advice. No one will ever sacrifice their time for him. Of course, on the one hand, the child grows up independent and independent, but often this attitude towards the child leads to the fact that he feels useless and abandoned by everyone. And this neglect often ends with children becoming addicted to alcohol, drugs, and committing illegal acts.

A family in which the child is treated too strictly. They are afraid of spoiling children, so they treat them with restraint and dryness. As a rule, children in such families are instilled with high moral standards and are instilled with increased moral responsibility. Children know well “what is good and what is bad,” and often try to do the right thing. But can such a child live well without parental affection? Is he happy?

Families in which there is no agreement in raising a child. These are families in which parents use one tactic in raising children, and grandparents use a completely different one. Because of this, the child may develop neurosis or another mental disorder.

The next type of dysfunctional families is criminal-immoral families, here the main factor that disrupts the family’s fulfillment of its responsibilities is criminal risk factors, and immoral-asocial families in which antisocial orientations predominate.

“The greatest danger in terms of their negative impact on children is represented by criminally immoral families. The lives of children in such families are often under threat due to harsh treatment, drunken brawls, promiscuity of parents, and lack of basic care for the maintenance of children. These are the so-called social orphans (orphans with living parents), whose upbringing should be entrusted to state and public care. Otherwise, the child will face early vagrancy, running away from home, and complete social vulnerability both from abuse in the family and from the criminal influence of criminal organizations.”

Asocial-immoral families, although they seem outwardly quite respectable, have an adverse effect on children due to their moral ideas and instill in them antisocial views. The external situation in the family is quite favorable, the standard of living is high, but spiritual values ​​have been replaced.

Conflict families can also be identified. “A conflict family in which, for various psychological reasons, the personal relationships of the spouses are built not on the principle of mutual respect and understanding, but on the principle of a conflict of alienation. Conflict families can be either noisy, scandalous, where raising the tone and irritability become the norm in the relationship between spouses, or “quiet”, where the relationship between spouses is characterized by complete alienation and the desire to avoid any interaction.”

In such cases, the family also negatively influences the development of the child’s personality and is the cause of antisocial manifestations on the part of the child.

Belicheva S.A. in his work “Fundamentals of Preventive Psychology” he expresses and substantiates the idea that pedagogically unsuccessful and conflict families do not have a direct desocializing effect on children. As a result, the family as a social institution, which must primarily ensure the socialization of the child’s personality, fades into the background, and other institutions of socialization that have an adverse effect on the child come to the fore.

Thus, it turns out that family conflicts and domestic violence, emotional discord and mismatch of family roles, drunkenness and drug addiction, improper upbringing and parents’ isolation on their problems - all this physically and mentally cripples children.

.3 Legal basis for social work with families

Article 7 of the Constitution of the Russian Federation states that “the Russian Federation is welfare state, whose policy is aimed at creating conditions that ensure a decent life and free development of people. » It is fundamental and determines the attitude of the state towards the family, which is under its protection in the same way as motherhood, fatherhood, and childhood.

Another significant normative act regulating legal relations in working with families and children is the Federal Law “On the Fundamentals social services population in the Russian Federation." It establishes legal regulation in the field of social services for the population, families and children in particular. The law defines the basic concepts of social work, indicates the principles on which social assistance is provided, the law also indicates the basic rights of family members to social services, and provides a list of organizations working with families.

Also great importance Presidential decrees, which address specific issues of social assistance to families, play a role in social support for families.

For example, the Decree of the President of the Russian Federation “On priority measures to implement the World Declaration on ensuring the survival, protection and development of children in the 90s.” It recognizes the survival, protection and development of children as a priority.

Another such act is the Decree of the President of the Russian Federation “On the prevention of neglect and delinquency of minors, the protection of their rights.” It establishes that the prevention of neglect and delinquency of minors and the protection of their rights should be carried out by commissions on juvenile affairs, guardianship and trusteeship authorities, and special services of social protection authorities. It has formed a social policy for the prevention of neglect and social orphanhood.

There is also a federal target program “Social services for families and children for 1998 - 2000”. The purpose of which “was to create an optimal system of social service institutions for families and children, the necessary conditions for its effective functioning.”

Currently, the legal framework for social services for families and children is being developed. “An analysis of the state of the social service for helping families and children shows that in last years there is an understanding of the importance of their role in the life of the family. Its main objectives were to promote the improvement of moral educational potential, the formation of a healthy family lifestyle, solving problems of family self-sufficiency and family planning.”

One of the priorities is the creation and strengthening of specialized institutions that provide assistance to families, children, and adolescents.

.4 Helping families and children solve difficult life situations

First, you first need to define what a difficult life situation is. The Federal Law “On the Fundamentals of Social Services for the Population in the Russian Federation” dated December 10, 1995 states that a difficult life situation is a situation that objectively disrupts the life of an individual, which the individual cannot overcome on his own.

The reasons causing this situation are very diverse. For example,

V.D. Alperovich in the textbook “Social Work” identifies the following reasons:

.economic (occurs in most families: large families, families that include disabled people, families of the unemployed);

.asocial reasons (alcoholism, drug addiction, prostitution, illegal behavior);

.psychological reasons (cruelty, adultery, selfishness, conflict);

.medical (infectious, mental and sexually transmitted diseases);

.family incompleteness.

Therefore, to solve such problems, the intervention of specialists is necessary. The task of which is to strengthen the family, and in some cases revive it, by providing them with support in solving difficult life situations that arise. This type of assistance is called “social support.” “Social support is the formal and informal activities and relationships that provide for the needs of people while living in society.” The objects of such support are not all families, but only those who really need it, who cannot cope with the problems that have arisen on their own, or who cope, but with great difficulty.

The state provides social services to the family. R. Barker in his work “Dictionary of Social Work” defines social service as “the provision of specific social services to people to meet the needs necessary for their normal development to people who are dependent on others (who cannot take care of themselves).”

This activity in relation to the family and the child is carried out by a system that has many levels and complex system. It consists of governing bodies, state and municipal institutions, as well as from public, charitable, religious and other organizations.

Nowadays, social centers are becoming widespread in our country. psychological assistance family and children.

N.V. Kuznetsov in the textbook edited by E.I. Kholostova. “Social work: theory and practice” identifies the main types of social services provided in such centers:

.Social services, material and in-kind assistance:

.Providing urgent financial assistance;

.Assistance in employment and obtaining a profession;

.Organizing events to raise funds to provide targeted social assistance;

.Creation of clothing funds at institutions for those in need;

.Assistance in children attending cultural events;

.Assistance in organizing summer holidays, sanatorium and resort treatment for children;

.Assistance in organizing the life and nutrition of those in dire need.

Social and legal services:

1.assistance in writing and processing documents related to protecting the rights and interests of clients;

.assistance in providing social benefits;

.legal protection of personal interests of children;

.legal education.

Social rehabilitation services:

1.organization of psychological, medical and pedagogical examination;

.social patronage of minors who engage in antisocial behavior and antisocial acts;

.drawing up individual correction programs.

Psychological services:

1.psychodiagnostics and examination of the client’s personality;

.psychoprophylaxis and mental hygiene;

.psychological intervention in crisis situations;

.correction of attitudes and behavior;

.development of emotional self-regulation skills;

.organization of intermediary services.

Pedagogical services:

1.advisory assistance to parents and children;

.promoting cultural and leisure activities for children;

.teaching parents how to organize play and educational activities.

Social and medical services:

1.assistance in referring people in need, including children, to inpatient medical drug addiction treatment facilities;

.organizing consultations on family planning and promoting a healthy lifestyle.

A social worker must choose the right method of working with a dysfunctional family.

Social work with criminally immoral families, due to acute social disadvantage and criminality, is best entrusted to employees of juvenile affairs inspectorates, who must take on social patronage and social and legal protection of children from criminally immoral families.

To work with asocial and immoral families, other methods are required. In relation to such parents and children, correctional methods based on the principles of reverse socialization , when through maturing children, who quite clearly reflect the internal appearance of their parents, parents rethink their own positions.

When working with conflict families in which the spouses’ relationships are chronically complicated and are on the verge of collapse, a teacher, social worker, psychologist, social educator must perform psychotherapeutic functions. That is, in a conversation with parents, it is necessary to listen carefully to both sides, try, if possible, to extinguish the displeasure of the spouses with each other, show the reasons leading to the aggravation of relations, to consolidate the relationship of the spouses primarily based on the interests of the child.

Pedagogically unsuccessful families need, first of all, the help of a psychologist, who should help parents analyze the situation that has arisen and adjust the relationship between the parents and the child. But it is very difficult to correct the pedagogical mistakes of parents, since they are protracted. Psychological services help resolve conflict situation in the family, understand psychological characteristics child.

Algorithm of actions of the “case” curator

· Within three working days after appointment, the case manager takes immediate measures to implement the Child Safety Plan (if any).

· Collects information about the family, the child, and makes an entry in the case management log.

· Analyzes the resources of the family, external environment, social environment. Selecting specialists to implement the rehabilitation plan.

· Develops a rehabilitation plan for the family and child for a period of up to 6 months.

· No later than 30 days, sends the Rehabilitation Plan for consideration to the Guardianship Unit, then for approval by the Council.

· Organizes the implementation of the Rehabilitation Plan.

· Determines and coordinates the work of a team of specialists to work with the “case”.

· Monitors the implementation of the Rehabilitation Plan activities by implementing specialists.

· Takes part in the work of the group monitoring the condition and development of the child and the family rehabilitation process (at least once every three months).

Conclusion

Family conflicts and domestic violence, emotional discord and mismatch of family roles, drunkenness and drug addiction, improper upbringing and parental isolation on their problems - all these are the concerns of a social worker.

But we must remember that it is not the social worker who resolves the clients’ family problems, but the family, with the help of the social worker, realizes and tries to resolve their problems. If the majority of families think about their problems and seek the help of a social worker in special services, then in our society there will be fewer children deprived of childhood, forced to become adults too early. After all, children should live happily, constantly feel the love of their parents, they are not to blame for the mistakes of their parents. Why should they pay for them and do they pay? This is not fair to them.

The social worker must, to some extent, restore violated justice. This work is very important both for the children themselves and for society as a whole. After all, children are the future of the country, and if we leave them alone with their problems, what kind of future will we get?

It is important to promptly detect a socially disadvantaged family and work with it before it turns out to be too critical for the child living in it.

Bibliography

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480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Dissertation - 480 RUR, delivery 10 minutes, around the clock, seven days a week and holidays

Bondarovskaya, Larisa Vladimirovna. Social and pedagogical support for children from disadvantaged families in a rehabilitation center: dissertation... candidate of pedagogical sciences: 13.00.01 / Bondarovskaya Larisa Vladimirovna; [Place of protection: Ohm. state ped. University].- Omsk, 2010.- 178 p.: ill. RSL OD, 61 10-13/1744

Introduction

Chapter I. Theoretical approaches to understanding socio-pedagogical support 15

1.1. Social and pedagogical support as a special type of social and pedagogical activity 15

1.2. Dysfunctional family as a factor of direct desocializing influence on children 37

1.3. Organization of social and pedagogical support for children in difficult life situations in a social rehabilitation center 58

Conclusions to Chapter I 76

Chapter II. Technology of social and pedagogical support for children from disadvantaged families in a social rehabilitation center 78

2.1. Diagnostic study of problems causing social maladaptation of children from disadvantaged families who find themselves in a social rehabilitation center 79

2.2. Model of technology for social and pedagogical support 102

2.3. Implementation of technology for social and pedagogical support of adolescents in a social rehabilitation center 118

Conclusions to Chapter II 138

Conclusion 140

Bibliographic list of used literature 143

Applications 165

Introduction to the work

Relevance of the research topic. The reforms of the 90s of the 20th century led to a radical change in the social structure of society. This led to serious differences in the standard of living of Russian families, led to an increase in the number of families classified as socially disadvantaged, and caused a decrease in the educational potential of the family. Parental deprivation, inevitably associated with an increase in the number of children left without parental care and orphans, became the cause of a special social phenomenon at the end of the 20th century, namely social orphanhood or orphanhood with living parents. This indicates negative processes in which children are left without parental care, without a certain place of residence, without real friends, without help from society, without life prospects. In the 21st century, at a time of profound social, economic, and demographic changes, the tendency to increase the number of children left without parental care continues. That is why in today's Russia state policy is aimed at the formation and development of the system socio-pedagogical helping families and children who find themselves in difficult life situations.

In this regard, the need arose for the theoretical and practical development of technologies for social and pedagogical support for children from disadvantaged families in the conditions of a new type of specialized social and pedagogical institutions - social rehabilitation centers for minors.

Analysis of the processes and results of the social and pedagogical activities of the Center allows us to identify families with social problems and classified as socially disadvantaged, in which minor children live. Children raised in socially disadvantaged families, such as: single-parent families, families in which both parents are unemployed, where one or both parents have alcohol addiction, turn out to be socially maladjusted with distorted social skills, deviant and delinquent behavior, and communication disorders , low level of socialization.

Today, among the destructive factors of “difficult” childhood, neglect, homelessness, rootlessness, and depersonality dominate. The worse the life of the adults in the family, the more detrimental it affects the children. Where ignorance, cruelty, disrespect, lack of culture and drunkenness reign, it is difficult to grow up normal person. The hardships of adult life, invading childhood, destroy it, and the time comes when home and family cease to be a source of well-being and joy. Children and adolescents from such families cannot “fit” into the school and social life of the children’s group, they lose faith in their strengths and abilities, and are not ready to firmly grasp the norms and rules on which successful entry into adulthood is based. Finding themselves at the mercy of circumstances, misunderstanding, and distrust of the adult world, minors break the established norms of existence and look for other ways to grow up, often on the street in the society of their own kind, where they find safety and protection of the “street brotherhood.” They easily become dependent on unscrupulous people and become " nutrient medium"for the most dangerous social vices: theft, fraud, prostitution, drug addiction, alcoholism, where violence gradually turns into the norm of their life.

The physical, spiritual, and intellectual capabilities of children and adolescents are still too small to cope with the problems of “adult” life and therefore they need pedagogical help and support. For a teacher working with children from socially disadvantaged families, it is important to be fluent in methods of pedagogical support for the purpose of personal development of children and adolescents. The main purpose of a social educator is to help a growing person who finds himself in a difficult life situation.

The history of social and pedagogical activity is associated with a few historiographical works in this direction (Yu.A. Vasilkova, M.A. Galaguzova, E.A. Gorshkova, V.V. Morozov, R.V. Ovcharova, etc.), as well as with experience development and application of humanistic pedagogy of the 18th century, the era of “enlightenment and humanism” to the present (S.I. Gessen, V.P. Kashchenko, A.S. Makarenko, I.G. Pestalozzi, V.N. Soroka-Rosinsky, K D. Ushinsky and others).

Particularly relevant are works in which social and pedagogical support is studied as a process of interaction between a child and a teacher, based on trusting relationships (S.A. Belicheva, A.A. Vinogradova, Yu.V. Gerbeev, Yu.I. Zotov, N.S. Morozova, A.B. Chistov, L.M. Shipitsina, etc.).

The logic of overcoming developmental problems and finding a way out of a problematic situation by the teenager himself was determined by S.A. Raschetina and M.A. Zhdanova through the reduction of the latter’s internal semantic and emotional barriers and the formation of a state of security through the accumulation of positive social experience.

Linking the concepts of a social situation of development (L.S. Vygotsky, V.I. Slobodchikov) with the concept of pedagogical support, they consider this phenomenon as the creation of a new, more favorable social situation of development through the restoration of broken relationships in the environment. This approach necessitates specially organized, targeted, comprehensive, person-oriented pedagogical assistance and support for a child or adolescent who finds himself in a difficult life situation, based on his own capabilities. The help itself should be understood in this case not as solving life problems for a person (which can lead to the formation of dependency), but as returning faith in oneself, in one’s strengths and capabilities, as assistance in creating conditions for independently solving one’s problems.

In theoretical research and practice of social and pedagogical support for children from disadvantaged (socially disadvantaged) families in the conditions of a social rehabilitation center, a number of contradictions:

- between the growing number of children from socially disadvantaged families and the insufficient effectiveness of means to ensure the successful socialization of such children;

Between the need to implement an integrated approach to accompanying and supporting children from socially disadvantaged families in a social rehabilitation center and the lack of comprehensive technologies for such support;

Between the humanistic orientation of pedagogical science and the insufficient development of the practical foundations of social and pedagogical support.

The need to resolve these contradictions determined problem Research: how and in what directions to improve the technology of social and pedagogical support for children and adolescents from socially disadvantaged families in a social rehabilitation center?

The relevance, contradictions and problem determined the topic of the study: “Social and pedagogical support for children from disadvantaged families in a social rehabilitation center.”

An object: the process of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center.

Item: technology of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center.

Purpose of the study: theoretically substantiate the technology of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center and test its effectiveness experimentally.

Research hypothesis: social and pedagogical support for children from disadvantaged families in a social rehabilitation center will be effective if:

Structural differences between socio-pedagogical support and socio-pedagogical support will be identified;

A structural and functional model of social and pedagogical support for children from disadvantaged families will be constructed in a social rehabilitation center;

Within the framework of the structural-functional model, a technology for social and pedagogical support for children from disadvantaged families will be developed in a social rehabilitation center;

Criteria and indicators of the effectiveness of social and pedagogical support for children from disadvantaged families who are in difficult life situations will be determined.

The purpose, object, subject and hypothesis of the study determined the following tasks:

1. Based on theoretical analysis, study the degree to which the problem of socio-pedagogical support for children and adolescents from disadvantaged families has been developed in modern pedagogical theory and educational practice.

2. Determine the essence and structural differences of the concepts of “social-pedagogical support” and “social-pedagogical support” in relation to socially maladjusted children from disadvantaged families.

3. To construct a structural and functional model of social and pedagogical support for children from disadvantaged families in a social rehabilitation center.

4. Develop an algorithm for implementing technology for social and pedagogical support for children from disadvantaged families who are in a social rehabilitation center.

5. Determine criteria and indicators of the effectiveness of social and pedagogical support for children from disadvantaged families who are in difficult life situations.

Methodological basis studies are:

Humanistic approach (S.A. Amonoshvili, B.G. Ananyev, I. Kant, A. Maslow, C. Rogers, J-J. Rousseau, V.A. Sukhomlinsky, S.T. Shatsky), which allows you to create models and technologies of pedagogical activity, focused on the humanistic paradigm of personality-oriented upbringing and education;

Socially-oriented approach (V.P. Bederkhanova, M.A. Galaguzova, V.I. Zagvyazinsky, L.I. Kononova, I.A. Mavrina), within the framework of which it is possible to substantiate the factors of desocializing influence on children, one of which is a socially disadvantaged family.

Theoretical basis of this study are:

Theories of adaptation of a developing personality in society (A.G. Asmolov, S.A. Belicheva, A.B. Dobrovich, A.E. Lichko, A.V. Petrovsky, D.I. Feldshtein, L.M. Friedman);

Theories of education that reveal the features of the processes of formation of a child’s active life position (Z.I. Vasilyeva, A.V. Kiryanova, T.N. Malkova, K.D. Rodina, E.V. Titova);

Theories of the psychosocial nature of man, patterns of formation of needs, interests, value orientations (L.S. Vygotsky, S.L. Rubinstein);

Theories of pedagogical support for children (S.A. Boykova, E.V. Bondarevskaya, O.S. Gazman, A.V. Gordeeva, V.V. Morozov, etc.);

Social and pedagogical theories: theory of pedagogical support, theory of pedagogical support, theory of social development and theory of socialization (Yu.N. Galaguzova, A.V. Mudrik, N. Platunova, N.N. Surtaeva).

The following methods were used in the dissertation work:

Theoretical: analysis of scientific literature, modeling, design, generalization, systematization;

Empirical: pedagogical experiment, observation, conversation, interviewing, expert assessment methods, monitoring, analysis of pedagogical documentation; study and generalization of practical experience of the work of a social teacher in a social rehabilitation center.

Logic and stages of research were based on the leading principles of the methodology of pedagogical research and research on social and pedagogical support for children from disadvantaged families: defining the goals and objectives of the study, developing an initial working hypothesis, analysis and interpretation of the main theoretical provisions characterizing the research problem, clarifying the conceptual apparatus, developing a research program, conducting the research , analysis of results. The organization of the study included the following stages:

1. Analytical and methodological stage(2005 – 2006) is associated with understanding the theoretical and methodological foundations of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center; with the definition of the scientific research apparatus; with the development of the content of the ascertaining experiment.

2. Search and experimental stage(2006 - 2007) included the development of a structural-functional model of technology for social and pedagogical support for children; identifying criteria and indicators of the effectiveness of using technology for social and pedagogical support for children from disadvantaged families in a social rehabilitation center; carrying out experimental work (EPW), during which the research hypothesis was clarified and corrected.

3. Generalization stage(2007 - 2009) included a formative experiment, during which a model of technology for socio-pedagogical support of children was tested and implemented, the results were analyzed and systematized. The results obtained and the conclusions of the study were formulated.

Experimental research base was the Bolsherechensky Social Rehabilitation Center for Minors (hereinafter referred to as the Center). Pupils of the Center took part in diagnostics to identify the causes of social maladaptation and an experiment; social teachers of the Center participating in the preparation and implementation of individual programs for pedagogical support of children from socially disadvantaged families.

The scientific novelty of the research lies in:

Development of a structural-functional model of social-pedagogical support for children from disadvantaged families in a social rehabilitation center, including: complex-objective, content-activity, methodological, organizational and managerial components;

creating a technology for social and pedagogical support for children from disadvantaged families in a social rehabilitation center, which consists of drawing up individual programs of social and pedagogical support that take into account the individual personal characteristics of children and their past social experience;

Determining criteria and performance indicators for social and pedagogical support for children from disadvantaged families in a social rehabilitation center.

Theoretical significance of the study consists of:

Expanding the theoretical field of the concept of “socialization of children from disadvantaged families” by identifying factors of the direct desocializing influence of the family on the child;

Identifying the specifics of the process of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center.

Practical significance of the study is:

Introduction into practice of the social rehabilitation center of a model of social and pedagogical support for children from disadvantaged families;

Development and testing of an algorithm for drawing up individual programs of social and pedagogical support for children from disadvantaged families, taking into account the specifics of the institution in which the children are located.

The results of the dissertation research can be used in the training of social educators in institutions vocational education, in the system of advanced training for social educators, psychologists and additional education teachers working in the Centers for social, socio-pedagogical and psychological rehabilitation of minors, as well as directly in the activities of Centers of a similar focus.

Provisions for defense:

1. Social and pedagogical support is specially organized assistance, which consists in identifying the child’s problems in order to realize and protect his rights to full development and education. The structural differences between socio-pedagogical support and socio-pedagogical support for a maladjusted child from a socially disadvantaged family are the following:

Social and pedagogical support consists of providing situational and life situation in which the child finds himself;

Social and pedagogical support is characterized by long-term, constant, joint actions of the teacher and the child, contributing to the formation of positive social needs.

2. The structural-functional model of social and pedagogical support for children from disadvantaged families in a social rehabilitation center includes complex-objective, content-activity, methodological, organizational and managerial components.

3. The technology of social and pedagogical support for children from disadvantaged families in a social rehabilitation center consists of drawing up individual programs of social and pedagogical support that take into account the individual and personal characteristics of children and their past social experience and is implemented in four stages: targeted, contractual, activity-based and reflective. The algorithm for implementing this technology provides for: drawing up a social passport for families and children in difficult life situations; creation of a legal framework for working with socially disadvantaged families (including, if the situation requires it, the procedure for removing a child from the family); diagnostics of the level of social maladjustment of a child who finds himself in a difficult life situation and the level of social disadvantage of the family in which the child lives; an algorithm for drawing up an individual program of social and pedagogical support for a child from a disadvantaged family in a rehabilitation center, based on the implementation of an agreement between the family and the Center.

4. The effectiveness of using technology for social and pedagogical support for children from disadvantaged families is understood as the positive dynamics of indicators reflecting the effectiveness of the work of social teachers at a social rehabilitation center. The criteria for implementing the model are the fact criterion and the activity criterion, implemented through a system of indicators. These indicators are: individual manifestation of the child’s maladjusted state;

implementation of the agreement between the family and the Social Rehabilitation Center; return of the child to the family.

Reliability and validity The obtained research results are provided by the methodological argumentation of the main provisions of the study, the logic of its construction, the use of a set of research methods that are adequate to the object, subject, purpose, objectives, the presence of a research base, the representativeness of the sample and the results themselves, which confirm the provisions and conclusions of the dissertation research.

Testing and implementation of results The research was carried out: through the publication of articles in pedagogical periodicals, including in two publications reviewed by the Higher Attestation Commission of the Russian Federation; at meetings and graduate seminars of the Department of Social Work and the Department of Social Pedagogy of Omsk State Pedagogical University, through participation in scientific and practical conferences in Tara (2003, 2005, 2010), Omsk (2007, 2008), Moscow (2010).

Structure of the dissertation. The work consists of an introduction, two chapters, main generalizations and conclusions of the dissertation research, a conclusion, a bibliographic list of references (270 sources), and five appendices. The total volume of the dissertation is 178 pages, the text of the dissertation contains 20 tables and 2 figures.

Dysfunctional family as a factor of direct desocializing influence on children

As noted in section 1.1., the concept of “children at risk” has spread quite widely in pedagogical theory and practice and is interpreted as a category of children who, due to certain circumstances in their lives, are subject to negative external influences from society and its criminal elements, which have become the cause of maladaptation minors.

To resolve issues of providing psychological and socio-pedagogical assistance and support to children and adolescents, it is necessary to clearly understand the contingent of such children and their psychological characteristics. The majority of students in social rehabilitation centers are teenagers aged 12-15 years. Among them are many who have completed “street universities.” Many researchers classify children and adolescents who find themselves in difficult life situations as follows: The first level includes adolescents who have been on the street for less than a month. They have not yet had time to adapt to this world and have not lost hope of returning to their families (especially younger teenagers). The second level includes teenagers who have been on the street for more than a month (sometimes up to a year). As a rule, they are exposed to additional risk cruel treatment and violence after escaping from home. Such adolescents have already acquired experience in the use of alcohol, toxic and narcotic drugs, and often sexual relations. Their range of antisocial behavior is significantly expanded compared to children of the first level. The third level includes adolescents who left home more than a year ago. Such teenagers, as a rule, have already acquired criminal experience and are often involved in their activities various kinds criminals. The transition of a teenager to this group increases the risk of his socio-psychological deformation and reduces his chances of ending up in a social rehabilitation institution. At this age stage, socio-psychological maladjustment of children admitted to a rehabilitation center is expressed in a wide range of personal deformations. Their moral consciousness is distorted - the concept of good and evil, the range of needs is limited, their interests are primitive. Street teenagers are characterized by a low degree of social normativity. They live not according to the norms that are considered moral in society, but according to the laws of the pack. People value physical strength, resourcefulness, anger, power over others, the ability to find a way out of any situation, adapt to any conditions, and keep their mouth shut. Having accepted the full measure of cruelty from adults, teenagers themselves become bitter. Distortion value orientations reflected in the motives of adolescent behavior. Researchers note the presence of three groups of leading motives: 1) narrow consumer aspirations; 2) the desire to have fun, show strength, dexterity, courage, and establish oneself in the eyes of others; 3) the desire to obtain funds to purchase something. The concept of “adolescent maladjustment” appeared in psychological and pedagogical literature in the 80-90s of the 20th century. Before this, the most commonly used concepts were “difficult” child (teenager), “difficult to educate”, which in the 20s of the 20th century L.S. Vygotsky defined as “non-scientific”, “not representing any specific psychological or pedagogical content”, and "introduced due to practical convenience". Highlighting the problems of this group of adolescents, L.S. Vygotsky used the concept of “moral defectivity,” emphasizing the non-biological nature of this phenomenon. According to the author, “a morally defective child is a child not with a congenital organic defect, but knocked out of the social rut.” However, this concept did not take root in pedagogy and psychology, since supporters of this term defined moral deviations as a specific mental illness, which was clearly criticized by progressive teachers and psychologists of that time.

In the studies of M.A. Alemaskin, M.I. Buyanov; L. Mizyubin, A. D. Koshelev, D. I. Feldshtein and other scientists reveal the basic principles, patterns, conditions, methods and forms of the process of raising children and adolescents with behavioral disorders. The works of V.G. Bazhenov, N.A. Koval, NіN. Savin, T.I. Shulga, Yu. ISHERichka and other scientists describe the classification and specifics of educational technologies used in special institutions working with children and adolescents with deviant ( deviant) behavior.

The works of B.N. Almazov, A.S. Belkin, G.M. Potanin and other scientists note that adolescent maladaptation is a mismatch, inconsistency, and non-acceptance by a teenager environment and living conditions. Disadaptation is expressed in the internal psychological discomfort of the individual and in behavior deviating from the norm.

Organization of social and pedagogical support for children in difficult life situations in a social rehabilitation center

N.N. Mikhailova believes that the social and pedagogical problems of a child act as a model of a unique life situation and represent certain barriers in the processes of upbringing, training and socialization of a student, but potentially this model can become a stimulus for personal development. When a child is faced with problems around him, his natural inner urge is the desire to get rid of them; the teacher uses this state, understandable to the child, to help him translate each problem into a situational task (project); which can be solved using adequate and cultural means.

Also interesting for our research are the conclusions of N.L. Gundareva, who notes that the following principles can serve as principles for providing pedagogical support: the child’s consent to help and support; reliance on personal strengths and potential capabilities of the individual; belief in these possibilities; focus on the child’s ability to independently overcome obstacles; jointness, cooperation, assistance; confidentiality (anonymity); benevolence and non-judgment; safety, protection of health, rights, human dignity; implementation of the principle “Do no harm”, etc. According to the author, pedagogical support is an activity aimed at helping a child overcome life problems and difficulties due to the individual’s individual capabilities and abilities.

The stages of pedagogical support are: - diagnostic - recording the fact, designing conditions for diagnosing the alleged problem, establishing contact with the child, joint assessment of the problem in terms of its significance for the child; - search - organizing a search for the causes of problems and difficulties, looking at the situation from the outside; - contractual - designing the actions of the teacher and the student (division of functions and responsibilities for solving problems), establishing contractual relations and concluding an agreement in any form; - activity-based - a) the child himself acts, and the teacher approves his actions, stimulates him, pays attention to the success of his independent steps, encourages initiatives; b) the teacher himself acts, coordinating the actions of specialists in and outside of school, providing direct, immediate assistance to the student, putting himself in the child’s place; - reflective, - joint discussion of the successes and failures of the previous stages of activity, a statement of the fact of the solvability of the problem, comprehension by the teacher and the child of new life experiences. Pedagogical support can be effective if a number of conditions are available and met, namely: when teachers have 8 attitudes. the need to provide support to a child or adolescent; when teachers are at a certain level of psychological and pedagogical training; when does it work out in real practice? a style of relationship in which support becomes possible; when personal, differentiated, age-specific and individual approaches are used in educational work.

According to Yu.S. Yusfin, the complexity of the trajectory built by a support activity teacher lies in the fact that he must be able, without breaking the supportive relationship with the child, to gradually reduce the share of his immediate, direct influence in solving his problems. Thus, distancing himself from responsibility for the decisions made by the child, the teacher gradually teaches the student to independently solve his own problems. Direct intervention by an adult in the life of a student is advisable only in cases where the problem requires an immediate, active solution on the part of the teacher. Pedagogical support is aimed at developing independence in the child, but at the same time protects the individual from a situation of “chronic, persistent” lack of self-confidence and in his ability to be successful. Success is an emotional state that strengthens a child’s self-confidence. It is worth noting that if a teacher, solving his problems for a child, creates a situation of success for him, then the child not only experiences the joy of getting rid of problems, but also learns this method of getting rid of it - “someone else acts instead of me.” At the same time, he develops confidence not in his own abilities, but in the fact that someone else is obliged to create a situation of success for him and overcome difficulties instead of him. In this case, the individual’s consciousness is formed as ambitious and absolutely dependent on the position of the adult. Thus; the good intentions of the teacher can gradually form certain consumer attitudes in the minds of the pupil, which can be a “nutrient medium” for infantilism.

The model of social and pedagogical support for adolescents from disadvantaged families in a social rehabilitation center is based on the basic principles of the concept of pedagogical support by O.S. Gazman and his followers. He developed a number of general schemes, which indicate the place of pedagogical support among educational processes (training and upbringing) and the semantic poles that they “serve.” Thus, education and training are the pole of socialization, and pedagogical support is the pole of individualization. This arrangement involuntarily contrasts pedagogical support with education and training.

Diagnostic study of problems causing social maladaptation of children from disadvantaged families who find themselves in a social rehabilitation center

The second chapter presents the theoretical justification, development and implementation of technology for socio-pedagogical support for children from disadvantaged families in a social rehabilitation center, the results of experimental work through which the structural-functional model of socio-pedagogical support for such children and adolescents was implemented.

One of the subjects and at the same time the object of social and pedagogical support are children from socially disadvantaged families who do not have sufficient social experience; having difficulties in communication, problems in educational activities.. To implement/model such support, it is necessary to develop" technology aimed at helping in solving problems, represented by a clear, unambiguously understood "sequence of operations, actions, taking into account the real conditions of the social rehabilitation process, allowing achieve the goals and desired results in social and pedagogical support.

This chapter solves a number of the following tasks: 1. Theoretically substantiate and develop a technology for social and pedagogical support for children from disadvantaged families in a social rehabilitation center. 2. Conduct a diagnosis of the level of social maturity of children from disadvantaged families living in a social rehabilitation center. 3; To implement a structural-functional model of technology for social and pedagogical support in the practice of the Social Rehabilitation Center. 4. To evaluate experimentally the effectiveness of the technology of social and pedagogical support for children from disadvantaged families in a social rehabilitation center. The program of experimental work included the following stages: ascertaining, formative and evaluation-control, which allows you to record and analyze the results, as well as predict the prospects for future activities. All stages of the experiment were carried out taking into account the starting points, which are reflected in the theoretical analysis of the problem under study in the first chapter of the dissertation research.

The pedagogical experiment was carried out on the basis of the Social Rehabilitation Center for Minors in the village of Bolsherechye, Omsk Region. The beginning of the experimental work (hereinafter referred to as EER) was September 2005, the end was August 2009.

The center was created under the Department of Social Protection of the Population of the Omsk Region in the Bolynerechensky District in 1999. Every year, the Center rehabilitates up to 120 children and adolescents who find themselves in difficult life situations, aged from 3 to 18 years. The staff includes... The center employs 2 psychologists, 4 social educators, a speech pathologist, an occupational and physical education instructor, 17 educators, 60% of whom have first and second qualification categories. During the ERA process, the author of the dissertation served as the deputy head of the Center for Social Rehabilitation Work. The experiment involved Center students aged 10 to 14 years, a total of 77 participants, a group of schoolchildren with similar problems, as well as teachers and specialists from the Center.

Analysis over five years (2005 - 2009) of statistical data on pupils entering the Center provided the basis for classifying the categories of children entering the Center and the families from which the entering children came (Table 5).

From the above statistics it follows that the main reason for placing minors in the Center is a dysfunctional situation in the family (mostly alcohol addiction of one or both parents) - 82%. Of the total number of families, 44% of families are single-parent (in 3% of families the child (children) is raised by one father), 16% of families are large.

At the first stage of the pedagogical experiment, a research study was carried out, the purpose of which was to identify the specific features of the socialization of adolescents from disadvantaged families, as well as their needs for social and pedagogical support. The normative criteria for the socialization of a teenager, described in the first chapter, were used as a theoretical model for the ascertaining experiment.

Pedagogical diagnostics, as a system of methods and means for studying the development of personally and socially significant values, creates the basis for identifying difficulties, promotes awareness and search for optimal ways to overcome them: At the same time, it allows you to determine the moral values ​​already accepted by the pupil; outline specific ways - and specific methods - of their development in activity and individual consciousness. Therefore, we first became familiar with the existing approaches to the problem of pedagogical diagnostics (Yu: K. Babansky, V.P. Bespalko, V.I. Zverev, Yu.K. Konarzhevsky, N.V. Kuzmina, N.S. Suntsov, A.I.S.Markova, N.FLalyzina, A.IScherbakov, V.A.Yakunin and others). It can be concluded that pedagogical diagnostics is recognized to answer the following questions: what and why to study; by what criteria and indicators it is. to do, what methods to use.

Implementation of technology for social and pedagogical support of adolescents in a social rehabilitation center

Here we have an assessment of the importance of the components of family life by adolescents. They believe that a happy family these are: love - 54% of respondents; mutual understanding - 25%; respect - 10%, followed by welfare (6%), children (3%), trust (1%) and friendship (1%).

Considering the aspect of happiness, we could not help but touch upon the issue of the happiness of parents in the respondents’ families. 62% of respondents believe that their parents are happy, 25% answered negatively and only 13% found it difficult to answer. The overwhelming majority of teenagers surveyed - 82% consider themselves happy, 13% do not consider themselves happy, the answer “not quite happy” was given by 5% of respondents. In the eyes of teenagers; One of the reasons for complications in relationships with parents lies in the incorrect relationships between adults, which inevitably affects the child’s behavior. A.S. Makarenko believed that honoring the integrity and unity of the family is the key to good upbringing of children. He called on parents to think most of all about their children when relations between them become aggravated, during quarrels and disagreements. Q144]. In the conditions of a socially disadvantaged family, ideas about the bright ideals of love and friendship, which children learn from the example of the closest people - father and mother, will be overshadowed or completely lost. Thus, almost 80% of parents quarreled in front of their children, and 46% of teenagers believe that divorce is possible in their parents’ families. All conditions for family well-being can certainly be divided into two groups: external and internal. External conditions include: housing conditions, monetary income, traditions and national culture, compliance with legal norms (prohibition of divorce). Internal sources: a feeling of love and respect for each other, compatibility, duty and responsibility, moral attitudes and personal characteristics of spouses, a climate of trust and sympathy. Teenagers were asked to guess which possible reasons for divorce they considered most important. The respondents put forward the following as the most important reasons for divorce: infidelity - almost 76%; alcoholism 62%, misunderstanding between spouses 52% and different characters 43%, new wife (husband) 27%. According to the functions of a modern family (according to T.M. Vasilyeva), it should provide the following: satisfaction of sexual needs, their ordering; taking care of household consumption (organizing meals; restoring strength, protecting the health of all members); stabilization of personality, provides familiar communication, moral and material support; care about birth and education? children, meeting the needs of spouses for fatherhood and motherhood, i.e. population reproduction; takes care of organizing leisure and entertainment. . For teenagers, the hierarchy of the main functions of the family was distributed as follows: to the question “Why does a person need a family? "The following answers were received: for "support so as not to be lonely, to be. necessary for someone. Also teenagers” believe that. a person needs a family because love reigns there. The child's attitude towards his mother largely determines his future position in life. This was followed by the question: “Why does a person need a mother?”, to which the following answers were received: to educate (42%), to take care and protect (77%), however, 10% of teenagers found it difficult to answer why exactly, but believe that a mother is necessary for support and help. 64% of teenagers surveyed consider their mothers to be their only close person, friend. Students were also asked to try to describe their parents. Here are some generalized characteristics given by teenagers. Positive characteristics: MOTHER is kind; smart, caring, understanding. She is always attentive, strict and beautiful, sympathetic, loving and hardworking. DADDY is smart, kind, strict, hardworking, attentive. Negative characteristics. MOMS are naive, scandalous and irritable, domineering and pedantic, they are not interested in the education of their children. They also cannot keep their secrets, they are too realistic, unsentimental and unromantic. Mothers do not consider friendship to be the most important thing; they are stubborn and meticulous, do not understand children and grumble over trifles. They are calculating, not interested in the lives of their children; They give money so that the children will get rid of them. PALA is stubborn and hot-tempered, in the answers of some students - nervously unstable. He is naive and explosive; He is often arrogant, weak-willed and “stupid”, proud and passive. does not always understand children; usually very lazy, dads hear only themselves, are always busy, promising and tough. They are very domineering and phlegmatic. This opinion is shared by only 5% of the teenagers surveyed.

Kibirev, Andrey Alexandrovich

We carry out all types of student work

Diploma

Rehabilitation can also be considered as a result of the impact on the individual, his individual mental and physical functions Rogov, E. I. Desk book practical psychologist in education. M.: VLADOS-PRESS, 2014. P. 164. In the process of rehabilitation, the compensatory mechanism is used to overcome the existing defect, and in the process of adaptation - adaptation to it. Therefore, rehabilitation is...

Social support for children from disadvantaged families in educational institutions using the example of MBOU "Secondary School No. 32" in Khabarovsk (essay, coursework, diploma, test)

Federal State Budgetary Educational Institution of Higher Professional Education

"Russian Academy National economy And civil service under the President of the Russian Federation"

Far Eastern Institute of MANAGEMENT Faculty of State and Municipal Administration Direction of training 03/39/02 “Social work”

Specialization "Pension provision"

Department of Social Work and Sociology BACHELOR THESIS on the topic:

“Social support for children from disadvantaged families in educational institutions (using the example of secondary education school No. 32 in Khabarovsk) Author of the work:

4th year student correspondence form training Kaligorskaya Irina Aleksandrovna Head of work:

Candidate of Historical Sciences, Associate Professor Kupriyanova Valentina Iosifovna Head of the graduate department:

Doctor of Science, Professor Lyudmila Aleksandrovna Krivonosova Khabarovsk 2015

1. Theoretical and legal foundations of social support for children from disadvantaged families

1.1 Theoretical approaches to justifying the targeted use of social support technology in working with children from disadvantaged families

1.2 Regulatory legal framework for social protection of minor children from disadvantaged families

1.3 Forms and methods of social support for minor children from disadvantaged families

2. Social support for minor children from disadvantaged families (using the example of a municipal budgetary educational institution, secondary comprehensive school№ 32)

2.1 general characteristics activities of MBOU Secondary School No. 32 as a subject of activities for social support of children from disadvantaged families

2.2 Activities of MBOU secondary school for social support of children from disadvantaged families

2.3 Project of a set of measures to optimize social support for children from disadvantaged families in MBOU Secondary School No. 32...

Conclusion Bibliography Appendices INTRODUCTION Relevance of the research topic. Family well-being cannot be accurately measured using any universal indicators. Its individual components: living conditions, income level, health status of family members can be compared with average statistical indicators. However, in general, the well-being of a family is determined by the self-perception of its members - the answer to the question: “Are they good in the family or bad?” And the well-being of the child is assessed according to the main criterion - whether he feels good in the family, whether he feels love and understanding, whether he is surrounded by care, whether he has conditions for full development and a sense of security Borisenko A. A. Technologies of social work. M.: INFRA-M, 2014. P. 55.

Obviously, every family has problems, often they accumulate and interfere with the smooth flow of life. Drunkenness of one of the family members, frequent quarrels with or without reason, lack of work and lack of money for basic needs - one or all of them together, poison the existence of many of our fellow citizens and, above all, children. There may well come a time when, for these reasons, the question: “Is life good in the family?” it will be impossible to give a positive answer. And here, in the terminology of social work, a “problem family” arises. A family, closed in its problems, gradually loses influence on the child and rejects him. He lacks understanding and care, he feels superfluous, and spends more and more time outside the home. If, as the socio-economic situation worsens, the psychological climate in the family changes so that the child feels better on the street than at home, this is a dysfunctional family.

By a dysfunctional family, we tend to understand a family in which the structure is disrupted, the boundaries are blurred, the main family functions are devalued or ignored, there are obvious or hidden defects in upbringing, as a result of which the psychological climate in it is disturbed, and “difficult children” appear. Eroshina A. N. Family psychology: learn to understand the child. M.: VLAD-PRESS, 2013. P. 153.

One of the most powerful dysfunctional factors that destroys not only the family, but also the mental balance of the child, is parental alcoholism and drug addiction. They can affect not only at the moment of conception and during pregnancy, but also throughout the child’s life. The life of children in such a family atmosphere becomes unbearable, turning them into social orphans with living parents. Living together with someone who is an alcoholic and/or under the influence of drugs leads to serious mental disorders in other family members, a complex of which is referred to by experts as codependency.

Currently, there is an urgent need for new effective methods on working with disadvantaged families and children, because in the conditions of social and pedagogical institutions the range of problems they solve is quite wide, and the experience is small. The legislative acts underlying the state's social policy regarding children are aimed at preserving the family for the child. This allows us today not only to intervene in dysfunctional situations in families at the early stages, but also to use all the resources available in the region within the framework of various departments, to remove families from a socially dangerous situation, and to determine their attitude towards children in need of state protection.

Analysis of studied sources and literature. The family as a social institution and its functions in society are considered in the works of N. E. Astafieva, A. A. Dubovitskaya, T. A. Kryukova, M. A. Nikisheva, V. N. Oborin.

The following researchers are studying dysfunctional families: A. N. Eroshina, M. A. Migunova, A. Yu. Neoprenko, E. Yu. Prigozhina.

The purpose of the bachelor's thesis is to analyze and evaluate the effectiveness of social support for children from disadvantaged families in an educational institution (using the example of Municipal Budgetary Educational Institution Secondary School No. 32), and to develop a project for optimizing this activity.

Based on the goal, the following tasks were solved:

— conduct a theoretical and legal analysis in order to identify the legal basis and specifics of social work with children from disadvantaged families;

— analyze the experience of social work with children from disadvantaged families using the example of MBOU Secondary School No. 32;

— to develop a project for a set of measures to optimize social support for children from disadvantaged families using the example of Municipal Budgetary Educational Institution “Secondary School No. 32”.

The object of the study is social support for minor children from disadvantaged families.

The subject of the study is the system of social support for children from disadvantaged families in an educational institution based on the Municipal Budgetary Educational Institution “Secondary School No. 32”.

Theoretical and methodological basis and the empirical basis was legislative and regulatory materials, the works of domestic specialists in the field of social work with dysfunctional families. The methodological basis of the study was such scientific research methods as analysis and synthesis, grouping, comparison, questioning, factor analysis.

Empirical basis of the study. The research used the results of the author's research, Internet resources, materials of scientific and practical conferences, publications in scientific and periodicals.

Practical significance. As part of the work, an analysis of the experience of working with disadvantaged families at Municipal Budgetary Educational Institution Secondary School No. 32 was carried out, and a project was developed to optimize social work with children from disadvantaged families, which can be implemented in the work of Municipal Budgetary Educational Institution Secondary School No. 32.

The chronological scope of the study is 2012-2015.

1. Theoretical and legal foundations of social SUPPORT FOR CHILDREN from disadvantaged families

1.1 Theoretical approaches to justifying the targeted use of social support technology in working with children from disadvantaged families Currently, there is no definition of the concept of “dysfunctional family” in Russian legislation, although it is found in a number of regulatory legal acts of constituent entities of the Russian Federation. It is also not included in legislative documents at the federal level, as are the criteria for being classified as such a family. However, in the Federal Law of June 24, 1999 No. 120-FZ (as amended and supplemented) “On the fundamentals of the system for the prevention of neglect and juvenile delinquency” there is a definition: “A family in a socially dangerous situation is a family with children in socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their responsibilities for their upbringing, training and (or) maintenance and (or) negatively influence their behavior, or treat them cruelly" On the basics of the neglect prevention system and juvenile delinquency: federal. Law of June 24, 1999 No. 120-FZ // Collection. legislation of the Russian Federation. 1999. No. 7. Art. 1254.

Sociologists classify only families of antisocial and immoral types as dysfunctional families. Psychologists consider families as such in which there are obvious defects in upbringing that traumatize the child’s psyche. Educators define them as families where the child is not developing, the parents have a low pedagogical culture, and there are social diseases (alcoholism, drug addiction, etc.). Psychiatrists classify as dysfunctional families those families in which deformation of the child’s psyche and personality occurs. Taking into account the above, one main sign of family dysfunction can be identified - dysfunction towards the child. For the child himself, his family is neither antisocial nor asocial. He cannot understand this, although he intuitively feels that something is wrong at home. At the same time, for different children, the same family can either be suitable or act as a strong irritant, causing painful experiences and emotional breakdowns. Modern researchers insist on the need to distinguish between concepts such as “dysfunctional family for a child” and “antisocial or asocial family.” This requirement is based on the fact that there are many families about which, from a formal point of view, nothing bad can be said, but nevertheless they are dysfunctional for the children living in them. Thus, dysfunctional families can be divided into two groups:

1. Families with a clear (open) form of disadvantage - conflict-ridden, problematic, asocial, immoral-criminal, families with a lack of educational resources (single-parent families).

2. Families with a hidden form of disadvantage (internally dysfunctional) - outwardly these are respectable families, but in them the value systems and behavior of parents diverge from universal moral requirements, which affects the upbringing of children. Trouble in the family almost always leads to disturbances in the mental development of the child, and not even so much in an intellectual sense, but from the point of view of disharmony in the maturation of the emotional-volitional sphere Nuriev, A. V. Family in the 21st century. M.: INFR-M, 2013. P. 64.

Currently, there have been several approaches to the typology of dysfunctional families. N.M. Platonova divides such families into three types: conflicting, pedagogically insolvent, immoral. L. S. Alekseeva distinguishes four types of dysfunctional families: conflict, immoral, pedagogically incompetent, asocial. N.V. Vostroknutov - three types: conflict (dysfunctional), antisocial with drug problems and unlawful behavior of family members, disintegrated. Studies by domestic and Western psychologists provide a comparative description of children raised in dysfunctional families. I. V. Dubrovina, E. A. Minkova, M. K. Bardyshevskaya and other researchers have shown that the general physical and mental development of such children differs from the development of peers growing up in prosperous families. They have a slowdown in mental development and a number of negative features: a low intellectual level, a poor emotional sphere and poor imagination, a delay in the formation of self-regulation skills and correct behavior. The influence of dysfunctional families on the development of children The greatest danger in terms of their negative impact on children is represented by criminally immoral families. The lives of children in such families are often under threat due to abuse, drunken brawls, sexual promiscuity of parents, and lack of basic care.

These children are so-called social orphans (orphans with living parents), their upbringing should be entrusted to state and public care. Otherwise, the child will face early vagrancy, running away from home, complete social insecurity both from abuse in the family and from the criminalizing influence of criminal organizations Eroshina A. N. Family psychology: learn to understand the child. M.: VLAD-PRESS, 2013. P. 112.

Living together with someone with alcoholism leads to serious mental disorders in other family members, in other words, to codependency. It occurs in response to prolonged stressful situation in the family and leads to suffering for all its members. Children are especially vulnerable in this regard due to their fragile psyche and lack of necessary life experience.

The disharmony reigning in the home, quarrels and scandals, unpredictability and lack of security, as well as the alienated behavior of parents deeply traumatize the child’s soul, and this moral and psychological trauma often leaves a deep imprint on the rest of their lives.

The most important features of the growing up process of children from “alcoholic” families are that: children grow up with the conviction that the world is an unsafe place and people cannot be trusted; children are forced to hide their true feelings and experiences in order to be accepted by adults; they are not aware of their feelings, they do not understand what their reason is and what to do about it, but it is in accordance with them that they build their lives, relationships with other people, with alcohol and drugs; children carry their emotional wounds and experiences into adulthood, often becoming chemically dependent, and they again have the same problems that they had in the home of their drinking parents; children feel emotional rejection from adults when they inadvertently make mistakes, do not meet their parents’ expectations, openly express their feelings and express their needs; children, especially the eldest in the family, are forced to take responsibility for the behavior of their parents; parents may not perceive the child as a separate being with their own value, believing that the child should feel, look and do the same as they do; a child’s self-esteem may depend on his parents; they often treat him as an equal, not giving him the opportunity to be a child.

Families with disrupted parent-child relationships pose no less of a danger. In them, the influence on children is manifested not directly - through patterns of immoral behavior of parents, as happens in “alcoholic” families, but indirectly - as a result of unhealthy relationships between spouses, which are characterized by a lack of mutual understanding and respect, chronic emotional alienation and the predominance of conflict interaction Selivanova, N L. Development of a schoolchild’s personality in the educational space: problems. M.: Pedagogical Society of Russia, 2014. P. 68.

Regardless of whether a conflict family is noisy, scandalous, in which raised tones and irritation become the norm in adult communication, or quiet, where marital relations are characterized by complete alienation and the desire to avoid any interaction, it negatively affects the child’s developing personality and can cause various antisocial manifestations in the form of deviant behavior. In conflict families there is often a lack of moral and psychological support. Another characteristic feature of conflict families is a breakdown in communication between its members. As a rule, behind a protracted, unresolved conflict or quarrel lies an inability to talk to each other. Conflict families are more “silent” than conflict-free ones, in them spouses exchange information less often, avoid unnecessary conversations, in such a family they will have a row, let off steam, get emotional release for a while, and then again everyone is on their own. Here, “we” is almost never heard; they prefer to say only “I,” which indicates the psychological isolation of marriage partners, their emotional disconnection.

And finally, communication with each other is built in monologue mode, reminiscent of the conversation of the deaf: everyone says his own, most important, painful thing, but no one hears him - the same monologue sounds in response. Children who witness numerous quarrels between their parents receive unfavorable experiences in life.

Negative images of childhood are harmful; they determine thinking, feelings and actions in adulthood. Therefore, parents who do not know how to find mutual understanding with each other must remember that children should not be drawn into family conflicts. You should think about your child’s problems at least as much as you think about your own. A unique indicator of family well-being is the child’s behavior.

The consequence of family upbringing in a dysfunctional family quite often becomes pronounced selfishness, arrogance, intolerance, and difficulties communicating with peers and adults. As noted above, in a child from a dysfunctional family, the emotional-volitional sphere suffers the most.

At the same time, he tries in every possible way to resist, “adapt,” and somehow survive. A common form of psychological defense in younger schoolchildren is denial. It operates at the level of regulation of perception mechanisms, which must ensure adequate perception of information about external events and the individual’s participation in them. Activation of denial distorts incoming information by selectively blocking unnecessary or dangerous information that threatens the child’s psychological well-being. Outwardly, such a child gives the impression of being extremely absent-minded and inattentive when communicating with parents and teachers when they demand explanations from him about his offenses.

Children from dysfunctional families, as a rule, develop the following personal and behavioral characteristics: fear of adults, constant tense anticipation of a blow, insults; low mood, which in children is manifested by a sad facial expression, anxiety, and indifference to the environment; older children experience depression, sleep disturbances, and loss of appetite; restlessness, inability to concentrate on something interesting; self-doubt, inadequate self-esteem; aggressiveness, cruelty towards other children or animals; excessive compliance, servility and ingratiation; poor academic performance, difficulties in learning school curriculum Nuriev, A.V. Family in the XXI century. M.: INFR-M, 2013. P. 112.

Psychological characteristics junior schoolchildren from disadvantaged families:

1. High level of aggression in all respects. Such children are characterized by a desire to exaggerate the aggressiveness of their peers and, accordingly, respond to apparent hostility with aggressive actions. Those with high levels of reactive aggression easily become angry and retaliate when children are teased or threatened. They almost always claim that others are to blame for a quarrel or fight. When a peer accidentally hurts a child (for example, by bumping into him), he assumes that the peer did it intentionally, and therefore reacts excessively angrily, starting a fight.

Children with high levels of aggression threaten or intimidate others in order to achieve their goals. Direct aggression is often used. For their aggressive actions they choose one constant victim - a weaker peer who is not able to respond in kind.

2. High level of school anxiety. Children experience social stress, frustration of the need to achieve success, they have a fear of self-expression, fear of knowledge testing situations, fear of not meeting expectations, problems and fears in relationships with teachers.

3. High level of personal anxiety. This causes a lack of confidence in one’s communication capabilities and creates conflictual relationships. Children interpret most situations in everyday life as threatening, dangerous, for no apparent reason.

4. Low self-esteem. Such children have a low level of aspirations, self-doubt and fear of failure - it’s easier for them not to do anything, not to take risks, so as not to experience failure later. Therefore, they often choose easy tasks, as if they are protecting their success, and because of this they are afraid of the educational activity itself. Tseluiko, V. M. Psychology of a dysfunctional family: a book for teachers and parents / V. M. Tseluiko. - M.: VLADOS-PRESS, 2013. - 315 p.

1.2 Regulatory legal framework for social support for minor children from disadvantaged families social support for disadvantaged minors B modern Russia significant signs were a significant increase in social orphanhood, the emergence of its new characteristics, determined by the continuing deterioration of the life of the Russian family, the decline of its moral foundations and, as a consequence, a change in attitude towards children up to the complete displacement of them from the family, the neglect of a huge number of children and adolescents in all regions of the country.

Increases annually total number children left without parental care. Most of them are social orphans.

Data from official statistics and sociological research allow us to draw a conclusion about the social, economic, and legal vulnerability of a significant part of adolescents and children. This manifests itself in the following:

— deterioration of the mental and physiological health of children and adolescents;

— the virtual absence of a national employment system for teenagers;

— graduates of correctional (special) schools and boarding schools for children with mental and physical disabilities physical capabilities are deprived of job security;

— stereotypes of behavior associated with avoidance of school and work, violence and cruelty spread almost unhindered among adolescents and children.

It is obvious that the above negative trends require urgent measures aimed at improving the social life of children and adolescents and their inner world.

In this regard, various laws, regulations, rules and regulations are being developed at the international, federal and regional levels to protect minor children from disadvantaged families.

One of the fundamental documents on the issue of protecting the rights of the child is the Convention on the Rights of the Child, adopted in 1959 by the UN General Assembly.

The main idea of ​​the document is that humanity is obliged to give the child the best. The declaration proclaims the principles of ensuring social protection and well-being of children at the national and international levels. Here are some of the main articles of this document:

Article 9. Children have the right to be raised in a family environment or to be in the care of those who will provide them with the best care.

Article 24. Children have the right to decent food and a decent amount of clean water, the right to use health care services and means of treating illnesses.

Article 26, 27. Children have the right to an acceptable standard of living.

Article 23. Disabled children have the right to special care and education.

Article 31. Children have the right to rest.

Article 28. Children have the right to free education.

Article 19. Children have the right to safe living conditions and the right not to be subjected to cruel or neglectful treatment.

Article 32 Children shall not be used as cheap labor.

Article 30. Children have the right to speak their own language native language, practice your religion, observe the rituals of your culture.

Article 12, 13, 15. Children have the right to express their opinions and gather together for the purpose of expressing their views Convention on the Rights of the Child / Guarantor. URL. http://base.garant.ru/2 540 422. .

The civil legal status of minors in Russian legislation is regulated by: international legal acts, as well as the Constitution of the Russian Federation, the Civil Code, the Family Code and a number of Federal Laws of the Russian Federation, which are complex in nature, in which the position of minors is determined to one degree or another.

The fundamentals of the legal status of the individual in general and the child in particular in the Russian Federation are enshrined in Chapter 2 of the Constitution of the Russian Federation; Law of the Russian Federation “On Citizenship of the Russian Federation” and other legislative acts of the Russian Federation and its constituent entities.

Article 64 of the Constitution of the Russian Federation establishes the legal status of the individual, based on the rights and freedoms approved in Chapter 2 of the Constitution of the Russian Federation. Constitution of the Russian Federation. M.: Iris press, 2015. P. 31.

Personal status expresses the individual existence of a person and a citizen in the specific legal relationships in which he is a member (family, labor, property, etc.).

Personal status changes during a person’s life (the status of a child, an able-bodied person, a disabled person, a pensioner).

The Civil Code of the Russian Federation, adopted on October 21, 1994, defines such provisions in relation to minors as legal capacity and legal capacity, and regulates the problems of emancipation.

The Civil Code of the Russian Federation determines the legal status of participants in civil transactions, the grounds for the emergence and procedure for the exercise of real and intellectual rights. In addition, it regulates contractual and other relations based on equality, autonomy of will and property independence of the participants. This act consists of 4 parts.

Unlike the previous Civil Code, the new Civil Code identifies a special group of citizens - minors from 14 to 18 years old.

This is due to the fact that in a market economy, minors are involved in property and other relations (engaged in business, involved in production, etc.)

Family Code of the Russian Federation, as amended. Federal laws dated November 15, 1997 N 140-FZ, dated June 27, 1998 N 94-FZ, dated January 2, 2000 N 32-FZ, dated August 22, 2004 N 122-FZ, dated December 28, 2004 N 185-FZ, dated June 3. 2006 N 71-FZ, dated December 18, 2006 N 231-FZ, dated December 29, 2006 N 258-FZ, dated July 21, 2007 N 194-FZ, dated April 24, 2008 N 49-FZ, dated June 30, 2008 N 106-FZ ) entered into force on March 1, 1996. The Family Code (FC) of the Russian Federation is a legal document regulating the sphere of family relations. The Family Code of the Russian Federation. M.: PRIOR, 2013. P. 115.

The Family Code of the Russian Federation with comments in the latest edition regulates any issues arising in the field of family relations and divorce proceedings, including establishing liability for violation of family law. With its content, which is based on the Constitution of the Russian Federation and other Federal legislative acts, the code complements many Russian laws, for example, the law on guardianship and trusteeship in Art. 1 establishes that the family, motherhood and childhood are under state protection.

A distinctive feature of the Code is that, for example, in comparison with the Code on Marriage and Family of 1969, it does not contain rules that are purely declarative nature, prescriptions of moral content are reduced to a minimum, and the excessive brevity of a number of articles, especially those dedicated to children, is eliminated.

This is confirmed by the content of Chapter. 11 of the Code “Rights of Minors”. So, in particular, Ch. 11 of the Code specifically highlights the property rights of the child (the right of ownership of the property belonging to him, the right to own, use and dispose of the property of the parents when living together).

An innovation is the rule on the child’s right to protection of his legal rights and interests, Art. 56 “The child’s right to protection” and, what is especially important, the right to independently apply to the guardianship and trusteeship authorities, and upon reaching the age of 14 years - to the court of the Family Code of the Russian Federation. M.: PRIOR, 2013. P. 123.

On modern stage In the development of the system for the prevention of neglect and juvenile delinquency, the leading role is played by the Federal Law of June 24, 1999 No. 120-FZ “On the fundamentals of the system for the prevention of neglect and juvenile delinquency.” With amendments and additions from January 13, 2001, July 7, 2003, June 29, August 22, December 1, 29, 2004, April 22, 2005, January 5, 2006, June 30, July 21, 24 , December 1, 2007, July 23, 2008, October 13, 2009, December 28, 2010, February 7, December 3, 2011, December 30, 2012

This Federal Law is in accordance with the Constitution of the Russian Federation and generally recognized norms international law establishes the basis for the legal regulation of relations arising in connection with activities to prevent neglect and delinquency of minors. The law defines the bodies and institutions of the system for the prevention of neglect and juvenile delinquency, the main directions of their activities in this area, and establishes the responsibility of federal ministries and departments, subjects of the Russian Federation in the field of organizing the prevention of child neglect and homelessness.

The Federal Law “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency” dated June 24, 1999 No. 120-FZ (as amended on December 17, 2009) establishes the basic guarantees of the rights and legitimate interests of the child provided for by the Constitution of the Russian Federation, in order to create legal, social economic conditions for the realization of the rights and legitimate interests of the child.

The state recognizes childhood important stage human life and is based on the principles of priority of preparing children for a full life in society, developing their socially significant and creative activity, instilling in them high moral qualities, patriotism and citizenship.

This law defines for the first time the most important concepts in the area of ​​legal relations under consideration. Such, for example, as:

1 child - a person under the age of 18 (the age of majority);

2 children in difficult life situations;

3 children left without parental care;

4 disabled children;

5 children with disabilities in mental and (or) physical development;

6 children are victims of armed and ethnic conflicts, environmental and man-made disasters, and natural disasters;

7 children from families of refugees and internally displaced persons;

8 children in extreme conditions;

9 children are victims of violence;

10 serving a sentence of imprisonment in educational colonies; children in special educational institutions; children living in low-income families;

11 children with behavioral problems;

12 children whose life activity is objectively disrupted as a result of current circumstances and who cannot overcome these circumstances on their own or with the help of their family On the basics of the system for the prevention of neglect and juvenile delinquency: federation. Law of June 24, 1999 No. 120-FZ // Collection. legislation of the Russian Federation. 1999. No. 7. Art. 1254.

Law of the Khabarovsk Territory of December 23, 2009 No. 298 “On measures to prevent harm to the health and development of children”; places have been identified where being in which can cause harm to the health of children, their physical, intellectual, mental, spiritual and moral development, as well as public places, in which persons under the age of 16 are not allowed to stay at night, unaccompanied by parents (persons replacing them) or persons carrying out activities with the participation of children.

In case of violation of this Law, administrative measures are applied to parents or persons replacing them when organizing events with the participation of children, as well as legal entities or citizens carrying out entrepreneurial activities without forming a legal entity in accordance with the Code of the Khabarovsk Territory on Administrative Offenses dated June 24. 2009 No. 256.

The law came into force on February 1, 2010. This document was amended on December 26, 2012 No. 255 and on November 23, 2011 No. 137.

Law of the Khabarovsk Territory No. 44 of July 31, 2006 “On the Ombudsman for Children’s Rights in the Khabarovsk Territory” as amended by No. 118 of April 25, 2007; dated September 30, 2009 No. 266; dated 24.02.2010 No. 303; dated November 23, 2011 No. 136; dated March 28, 2012 No. 179 O state program Khabarovsk Territory “Development of social protection of the population of the Khabarovsk Territory: Resolution of the Government of the Khabarovsk Territory dated May 16, 2012 No. 152-pr // Collection. legislation of the Russian Federation. 2013. No. 12. Art. 3142.

Which determines that the activities of the commissioner complement the existing means of ensuring and protecting the rights, legitimate interests, and freedoms of man and citizen. An official, when carrying out his activities, is independent and not accountable to state authorities and local government bodies.

The main tasks of the commissioner are: promoting the restoration of violated human and civil rights and freedoms; assistance in improving regional legislation regarding the observance of human and civil rights and freedoms; participation in the legal education of the population of the region on the protection of human and civil rights and freedoms, informing state authorities, local governments, as well as the population of the region about the situation in this area; assistance in improving the mechanism for ensuring and protecting human and civil rights and freedoms; promoting the activities of state authorities of the region and local governments in the field of ensuring and protecting the rights and freedoms of man and citizen in the region; participation in development international cooperation on issues of protection of human and civil rights and freedoms.

When carrying out his tasks, the commissioner interacts with state authorities of the region, local government bodies, the Commissioner for Human Rights in the Russian Federation, the Commissioner for Children's Rights under the President of the Russian Federation, the Commissioner for Children's Rights in the region, the Commissioners for Human Rights in the constituent entities of the Russian Federation, the authorized on children's rights in the constituent entities of the Russian Federation.

In order to improve the demographic situation in the Khabarovsk Territory, social support measures are provided to citizens in connection with the birth and upbringing of children.

Thus, on the basis of the Law of the Khabarovsk Territory of May 26, 2004 No. 183 “On social support for families at the birth of the second and each subsequent child in the Khabarovsk Territory,” families are provided with support in the form of a one-time benefit at the birth of the second and each subsequent child, the right to which is one of the parents or a person replacing him.

Law of the Khabarovsk Territory of July 27, 2011 No. 112 “On additional measures to support families with children in the Khabarovsk Territory” introduced regional maternal (family) capital, the right to which is available to women who have given birth (adopted) a third child and (or ) subsequent children starting from January 1, 2011.

The rule of law of this legislative act establishes that funds from regional maternal (family) capital can be used in the following areas: improving housing conditions; education of the child (children); for payment of medical services provided to the parent (parents) and (or) child (children).

Payment of regional maternal (family) capital has been carried out since January 1, 2013. In 2013, 2,172 families acquired the right to spend funds from the regional maternal (family) capital. In the regional budget for 2013, 220.5 million rubles are provided for this payment. On the state program of the Khabarovsk Territory “Development of social protection of the population of the Khabarovsk Territory: Resolution of the Government of the Khabarovsk Territory dated May 16, 2012 No. 152-pr // Collection. legislation of the Russian Federation. 2013. No. 12. Art. 3142.

State support system large families continues to develop in the region. The Law of the Khabarovsk Territory of June 27, 2012 No. 201 “On monthly cash payments in the event of the birth of a third child or subsequent children” was adopted, according to which families with an average per capita income below the average for the region (in 2013 below 23,766.20 rubles) if a third child or subsequent children are born after December 31, 2012, they will receive a monthly cash payment in the amount of the subsistence minimum for children (in 2013 in the amount of 8,838.00 rubles) until the child reaches the age of three years. The regional budget provides 143.3 million rubles for these purposes.

Law of the Khabarovsk Territory of December 24, 1999 No. 175 “On the fundamentals of youth policy in the Khabarovsk Territory”, as amended from December 29, 2003 No. 159, from 09.29.2010 No. 35, from 04.26.2006 No. 18, from 01.26.2011 No. 72, determined that youth policy in the Khabarovsk Territory is the activity of the state authorities of the region, aimed at creating and ensuring legal, socio-economic conditions and guarantees for the education, social formation, development and self-realization of youth in public life, to protect her rights and legitimate interests.

Regional youth policy is carried out by state authorities of the region, local governments through the development and implementation of measures for education, upbringing, youth development, protection of the rights of youth, youth and children public associations and by stimulating socially useful initiative activities of young people.

Young people participate in the formation and implementation of youth policy in the region through proactive actions, making proposals to the Legislative Duma, the Government of the region, and local government bodies.

The main directions of youth policy in the region are:

— ensuring economic rights and supporting youth entrepreneurship;

— promoting the realization of the right of young citizens to work;

— youth health protection and promotion healthy image lives of young citizens;

- patriotic education of youth, etc. Shishkovets, T. A. Handbook of social educators. M.: Sfera, 2013. P. 131.

In addition, measures are envisaged to support young families, including through the development of youth housing construction.

Thus, we can say that the provisions of federal and regional legislation aimed at protecting the rights and interests of children indicate that the main efforts of the state are currently aimed at overcoming the consequences of a serious crisis in family relations that arose in the early 90s due to a sharp change in the economic system and, as a consequence, social relations in society as a whole, creating favorable conditions for the life and development of children.

The creation of an effective organizational mechanism, one of the elements of which is a system of social services for working with minors, is important for the implementation of adopted regulatory legal acts in this area. It can be noted that the Russian Federation has clearly outlined a course aimed at consistently increasing the level and quality of life of children and strengthening their social protection.

Due to the division of powers between federal center, subjects of the Russian Federation and municipalities The regulatory framework has been brought into line with federal legislation, and a unified legal framework has been created for the implementation of state family and demographic policy.

Support for family, motherhood and childhood has always been one of the main directions of social policy in the Russian Federation.

Based on the above, we can conclude that family support is a priority for the state.

In this connection, work is being carried out to prevent family troubles and social orphanhood, as well as comprehensive social support for families and children.

As part of the presidential program “Children of Russia”, federal target programs are being implemented, such as “Disabled Children”, “Development of Social Services for Families and Children”, “Prevention of Neglect and Juvenile Delinquency” and others.

State support for families with children is mainly focused on solving the following issues:

— further expansion of forms of assistance to families with children;

— increasing the number of children with disabilities who have undergone rehabilitation in social service institutions;

— strengthening pre-crisis prevention of family social ill-being;

— improving forms of work to prevent neglect and juvenile delinquency;

introduction of new technologies to provide various types of assistance to minors;

— an increase in the number of orphans taken into families for upbringing;

- development of various family forms of raising children - orphans and children left without parental care Tseluiko, V. M. Psychology of a dysfunctional family: a book for teachers and parents. M.: VLADOS-PRESS, 2013. P. 88.

1.3 Forms and methods of social support for minor children from disadvantaged families social support for disadvantaged minors Social work with adolescents from disadvantaged families in relation to various subjects of activity includes various areas. First of all, this is preventive work, which is carried out in various forms.

The system for preventing deviant behavior of students in an educational institution includes the following priority measures:

— creation of comprehensive groups of specialists to provide social protection for children (social educators, psychologists, doctors, etc.);

- creation of an educational environment that allows harmonizing the relationship of children and adolescents with their immediate environment in the family, place of residence, work, study;

— creation of support groups from specialists in various fields who teach parents how to solve problems related to children and adolescents;

— organizing the training of specialists capable of providing professional social, psychological, pedagogical, medical care and engaged in educational and preventive work, primarily with children and adolescents at risk and their families;

— creation of public educational programs to increase awareness and attract attention to the problems of young people with deviant behavior (television programs, educational programs, etc.);

— organization of children's leisure. As research shows, children and adolescents with a deviant orientation have a lot of free time, which is not filled with anything. Therefore, organizing leisure time for children and adolescents is an important area of ​​educational and preventive work. The concept of “leisure” includes a wide space and time of a child’s life outside of educational activities Geren, K. A. History of social work. M.: Iskra, 2014. P. 216.

The leisure sphere of life of children and adolescents can perform the following functions: restoration of the physical and spiritual strength of children and adolescents, development of their abilities and interests, and free communication with people significant to the child. Today, additional education institutions can play a major role in organizing leisure time for children and adolescents. Prevention of deviations through the inclusion of a child in the activities of parole is supported by the possibility of creating situations of self-fulfillment, prone to realization, self-expression and self-affirmation for each individual child;

— information and educational work.

Social work with adolescents from disadvantaged families prone to deviant behavior also includes their social rehabilitation. Rehabilitation can be considered as a system of measures aimed at solving problems of a fairly wide range - from instilling basic skills to the full integration of a person in society.

General education educational institutions have certain opportunities for this.

Rehabilitation can also be considered as a result of the impact on the personality, its individual mental and physical functions Rogov, E.I. Handbook for a practical psychologist in education. M.: VLADOS-PRESS, 2014. P. 164.

In the process of rehabilitation, a compensatory mechanism is used to overcome the existing defect, and in the process of adaptation, adaptation to it. Consequently, rehabilitation is a system of measures aimed at returning the child to an active life in society and socially useful work. This process is continuous, although limited in time.

It is necessary to distinguish different kinds rehabilitation: medical, psychological, pedagogical, socio-economic, professional, household. Medical rehabilitation is aimed at full or partial restoration or compensation of one or another lost function of the child’s body or at the possible slowdown of a progressive disease. Psychological rehabilitation is aimed at the mental sphere of a teenager and has as its goal overcoming in the minds of a teenager with deviant behavior the idea of ​​his uselessness and worthlessness as an individual.

Vocational rehabilitation involves training or retraining a teenager in forms of work available to him, finding a workplace for him with easier working conditions and a shorter working day. Domestic rehabilitation means providing normal living conditions for a teenager. Social rehabilitation is the process of restoring a child’s ability to function in a social environment, as well as the social environment itself and the conditions of an individual’s life that were limited or disrupted for any reason.

Socio-pedagogical rehabilitation is a system of educational measures aimed at the formation of personal qualities that are significant for the child’s life, the child’s active life position, facilitating his integration into society; to master the necessary skills for self-service, positive social roles, and rules of behavior in society; to obtain the necessary education Kulikova, T. A. Family pedagogy and home education. M.: Publishing center "Academy", 2013. P. 96.

The role of the school in this direction can hardly be overestimated.

Social rehabilitation includes three main stages: diagnosis; creation and implementation of a rehabilitation program; post-rehabilitation protection of the child. All these stages are applicable in general educational institutions.

Diagnostics involves research aimed at determining the level of development of the emotional-cognitive sphere of a minor, the formation of personality traits, social roles, and professional interests. The rehabilitation program is created individually for each child and includes the main elements: goal, objectives, methods, forms, means, stages of activity.

The main goal of the rehabilitation program is the formation and correction of individual moral values, helping children acquire communication skills. Post-rehabilitation protection involves helping a child after leaving a rehabilitation center to restore harmonious relationships with family, friends, and school staff through regular patronage and correction of emerging conflicts.

Working with dysfunctional families requires special attention.

Currently, the following models of assistance to the family are actively used: Rogov, E.I. Handbook for a practical psychologist in education. M.: VLADOS-PRESS, 2014. P. 183.:

- pedagogical;

- social;

- psychological;

— diagnostic;

- medical.

The use of one or another model depends on the nature of the reasons causing the problem of parent-child relationships and on the conditions in which assistance is provided.

The pedagogical model is based on the assumption that parents have insufficient pedagogical competence. This model is relevant for work in general education institutions.

The subject of the complaint is the child. Using this model, the specialist focuses not so much on the individual capabilities of parents, but on methods of education that are universal from the point of view of pedagogy and psychology.

The social model is used in cases where family difficulties are the result of unfavorable life circumstances. Therefore, in addition to analyzing the life situation, the help of external forces (benefits, one-time payments, etc.) is necessary.

The psychological model is used when the causes of a child’s difficulties lie in the area of ​​communication or in the personal characteristics of family members. This model involves analysis of the family situation, psychodiagnostics of the individual, and diagnosis of family relationships. Practical assistance consists of overcoming barriers to communication and the causes of its violations.

The diagnostic model is based on the assumption that parents have a deficit of special knowledge about the child or their family. The object of diagnosis is the family, children and adolescents with communication disorders.

The medical model assumes that illness is at the root of family difficulties. Help consists of psychotherapy (treatment of the patient and adaptation of healthy family members to the patient’s problems).

As a rule, social work uses various models when working with parents, which is important for helping children from disadvantaged families.

The object of influence can be all adult family members, the child and the family itself as a whole, as a collective. Acting in the interests of the child, the social work specialist is called upon to provide necessary help and family support. His tasks include establishing contacts with the family, identifying family problems and difficulties, encouraging family members to participate in joint activities, providing mediation services in establishing connections with other specialists (psychologists, medical workers, representatives of law enforcement agencies and guardianship authorities, etc. ).

Experts (M.A. Galaguzova, E.Ya. Tishchenko, V.P. Dyakonov, etc.) believe that activities with the family should proceed in three directions: educational, psychological, mediation. Let's consider these areas of work Oborin, V.N. Family in the 21st century: challenges of the time. M.: Sfera, 2014. P. 313.

1. Educational direction. Includes assistance to parents in training and education. Assistance in learning is aimed at creating a pedagogical culture for parents and educating them. Assistance in education is carried out by creating special educational situations in order to strengthen the educational potential of the family. This direction is based on the use of a pedagogical model of family assistance. This direction is especially relevant for educational institutions.

2. Psychological direction. Includes socio-psychological support and correction and is based on psychological and diagnostic models. Such support is aimed at creating a favorable psychological atmosphere in the family. Providing support in conjunction with a psychologist becomes most effective. Correction of relationships is carried out when there are facts of psychological violence against a child in the family (insult, humiliation, neglect of his interests and needs). This direction is also being implemented in the activities of educational institutions.

3. Intermediary direction. This direction contains the following components: assistance in organization, coordination and information. Assistance in organizing consists of organizing family leisure (involving family members in organizing and holding holidays, fairs, exhibitions, etc.). Assistance in coordination is aimed at establishing and updating family connections with various departments, social services, social assistance and support centers. Information assistance is aimed at informing families about social protection issues. This direction is based on the use of medical and social models, it is relevant in terms of the subject of this study Kulikova, T. A. Family pedagogy and home education. M.: Publishing center "Academy", 2013. P. 96.

When working with a family, a specialist often resorts to social patronage or supervision. Social patronage is the form of the closest interaction with the family, when a social work specialist is at its disposal for a long time, is aware of everything that is happening, influencing the essence of events. The period of patronage is limited (4−9 months). At the same time, a social work specialist can patronize no more than two families, and at the same time, under his supervision there can be families that he previously patronized Ovseychuk, A.P. Economic foundations of social work. M.: Globus, 2014. P. 116.

The social work professional uses the following forms of supervision. Official supervision is supervision carried out on behalf of official bodies (guardianship and trusteeship authorities, education authorities, etc.), whose responsibilities directly include monitoring the activities of relevant social facilities. Informal control is the mutual control of participants in a process over each of them’s compliance with formally established obligations. Social supervision carried out does not imply active correctional and rehabilitation measures on the part of a specialist; This is how it differs from social patronage.

Family counseling is the provision of advice by a social teacher when problems or conflicts arise in relationships between adults and children.

The subject of consultation is:

- in the field of life support - employment, receiving benefits, subsidies, financial assistance, etc.;

- in the sphere of organizing everyday life - organizing a child’s corner in an apartment, instilling hygiene skills in a child, organizing free time, etc.;

- in the field of family health - diagnosis and prevention of morbidity, organization of recreation and health improvement for children, etc.;

- in the field of spiritual and moral health - traditions and foundations of the family, divergence in the value orientations of family members, etc.;

- in the field of raising children - solving problems of school maladaptation, diagnosing and correcting deviations in the development and behavior of children, pedagogical failure and lack of information among parents;

- in the sphere of internal and external communications of the family - restoration of new positive social connections, conflict resolution, harmonization of child-parent and marital relations Selivanova, N. L. Development of the student’s personality in the educational space: management problems. M.: Pedagogical Society of Russia, 2014. P. 300.

Thus, the forms and methods of social work with adolescents from disadvantaged families are aimed at putting deviant behavior under social control, which includes: firstly, replacement, crowding out the most dangerous forms deviant behavior socially useful or neutral; secondly, the direction of the child’s social activity in a socially approved or neutral direction; thirdly, refusal to persecute teenagers. The main models, forms and stages of social work with dysfunctional families contribute to the correction of child-parent relationships, improvement of the family microclimate, social adaptation and social rehabilitation of children and adolescents who find themselves in difficult life situations.

— organizational social and pedagogical technologies;

— social and pedagogical technologies of individual work.

1. Organizational socio-pedagogical technologies are aimed at identifying children at risk, diagnosing their problems, developing programs for individual and group work and providing conditions for their implementation.

At this stage of work the following occurs:

1 Formation of a data bank of children from disadvantaged families. It contains information about students and non-students from disadvantaged families. When collecting data, it is necessary to differentiate the problems of children and the situations in which they find themselves.

2 Diagnosis of problems of personal and social development of minor children from disadvantaged families. This is necessary to clarify the social and psychological-pedagogical characteristics of each child, information about whom is included in the data bank.

3 Development and approval of programs for social and pedagogical activities with a child, group, community. Based on the diagnostic results, the essence of the problem or a set of problems is determined, and adequate psychological, pedagogical, and social means are selected to effectively solve problems.

4 Providing conditions for the implementation of programs. At this stage, distribution takes place in accordance with the goals and objectives of the programs, participation and responsibility of all involved parties.

5 Consulting. Consultation is provided for persons interested in resolving the social and pedagogical problems of children in this category.

6 Interdepartmental interaction. The work is carried out in contact with other persons involved in this work Ovseychuk, A. P. Economic foundations of social work. M.: Globus, 2014. P. 131.

Social and pedagogical technologies of individual and group work with children from disadvantaged families, firstly, make it possible to specify the child’s special problems, while the dynamism and variability of the latter’s condition are taken as a basis and taken into account both at the time of initial diagnosis and throughout the work the end of the socio-pedagogical interaction between the specialist and the child.

Secondly, failure to complete the tasks of any stage in practice leads to the need to complete it or repeat it, but in conditions of deterioration of the socio-pedagogical situation.

Thirdly, the stage can be considered as a tool for stabilizing the child’s situation. The activities of specialists are determined by the presence of a specific problem, in this case these are children from disadvantaged families. Therefore, the presence of certain socio-pedagogical technologies can provide real assistance to a specialist in working with this category of children.

In addition, in his individual preventive work with a child from a dysfunctional family, a specialist must be guided by the general commandments:

Do no harm.

Don't judge.

Accept the person for who he is.

Maintain confidentiality.

Maintain a level of mutual disclosure with the client.

Do not deprive the client of the right to be responsible for his actions.

Minimum of special terms.

Observe the principle of voluntariness Ovcharova, A. Yu. Reference book of a social teacher. M.: Sfera, 2013. P. 213.

The family is designed to ensure the connection of the individual with social, economic and demographic institutions in society and potentially has unique opportunities for intensive communication between children and parents, transferring to children the social program of society - goals and values, the means by which these goals and values ​​are achieved and preserved. Social results The life activities of most families, which are found at the societal level, have generally significant consequences.

In dysfunctional families, where there are no certain norms and rules, minor children simply cannot build their relationships, first with their parents, and subsequently with peers, teachers and other people. All this leads to the fact that children become isolated in their problems. Their socialization process is disrupted and social ties are severed.

Thus, we see that children from dysfunctional families pose a problem for society, since society needs full-fledged members, and family dysfunction gives rise to people who are not ready to function normally in society.

2. SOCIAL SUPPORT for minor children from disadvantaged families (using the example of MBOU Secondary School No. 32)

2.1 General characteristics of the activities of MBOU Secondary School No. 32 as a subject of activities for social support of children from disadvantaged families. The founder of the School is the urban district “City of Khabarovsk”.

The functions and powers of the founder of the School on behalf of the urban district "City of Khabarovsk" are carried out by the administration of the city of Khabarovsk represented by the education department of the administration of the city of Khabarovsk, authorized to exercise control and regulation of the activities of the School based on the purposes of its creation, located at the address: Russian Federation, 680 021, city Khabarovsk, Vladivostokskaya street, 57.

The school carries out the educational process in accordance with the levels of general education programs at three levels general education in Russian.

In its structure the school has:

- general education classes,

- pre-profile classes,

- specialized classes.

The school carries out the educational process in accordance with the level of basic general education programs at three levels of education:

Stage I - primary education (training is conducted according to a 4-year education system according to the “School 2100” program), grades 1–4;

Stage II - basic general education (normative period of development is 5 years), grades 5-9;

III stage - secondary (complete) general education, (normative period of development is 2 years), 10-11 grade.

The school implements the national educational initiative of the President of the Russian Federation “Our New School”.

Since September 1, 2011, the school has been operating according to the new federal state educational standard for primary general education (2nd generation standard).

Charter of MBOU Secondary School No. 32 Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

1. General provisions The municipal government educational institution secondary school No. 32 is a non-profit organization created in accordance with the Civil Code of the Russian Federation, the Law of the Russian Federation of December 29, 2012 No. 273 “On Education”, the Federal Law of January 12, 1996 No. 7-FZ “On Non-Profit Organizations” ", Model regulations on a general education institution, approved by Decree of the Government of the Russian Federation of March 19, 2001 No. 196, in order to provide minor citizens with the opportunity to receive publicly available and free primary general, basic general, and secondary general education.

1.5. The school has an official seal of the established form, a stamp, forms with the appropriate name, may have an independent balance sheet and personal account, and has the right to open accounts with the territorial body of the Federal Treasury, the financial body of the municipality.

The school has the right, on its own behalf, to enter into contracts, acquire property rights and bear obligations, and be a plaintiff and defendant in courts of general jurisdiction, magistrates, arbitration and arbitration courts.

The school is liable for its obligations with the property it has under the right of operational management, with the exception of real estate and especially valuable movable property assigned to it by the Founder.

The school is guided in its activities by federal laws, decrees and orders of the President of the Russian Federation, decrees and orders of the Government of the Russian Federation and international law, the Law of the Russian Federation “On Non-Profit Organizations”, the Law of the Russian Federation “On Education”, Model Regulations on General Educational Institutions, and other regulations of local government bodies, the Founder, and this charter.

The school acquires the right to educational activities and benefits provided by the legislation of the Russian Federation from the moment it is issued a license for educational activities. Licensing of educational activities is carried out in accordance with the legislation of the Russian Federation on licensing individual species activities taking into account the features established by the Law of the Russian Federation “On Education”.

The School’s right to issue graduates with a state-issued document on the appropriate level of education and to use a seal with the image of the State Emblem of the Russian Federation arises from the moment of its state accreditation. State accreditation is carried out in accordance with the Regulations on state accreditation of educational institutions and scientific organizations Selivanova, N. L. Development of the student’s personality in the educational space: management problems. M.: Pedagogical Society of Russia, 2014. P. 121.

The school has the right to form educational associations (associations and unions), including with the participation of institutions, enterprises and public organizations (associations). These educational associations are created for the purpose of developing and improving education and act in accordance with their charters. The procedure for registration and activities of educational associations is regulated by law.

The school bears, in accordance with the procedure established by the legislation of the Russian Federation, responsibility for the quality of education and its compliance with state educational standards, for the adequacy of the forms, methods and means of organizing the educational process used to the age-related psychophysiological characteristics, inclinations, abilities, interests of students, and the requirements for protecting their life and health.

The school ensures openness and accessibility of the following documents:

1. The Charter of the School, including changes made to it;

2. Certificate of state registration of the School;

3. The Founder’s decision to create the School;

4.Decision of the Founder on the appointment of the School Director;

5. Regulations on branches and representative offices of the School;

6.Plan of financial and economic activities of the School;

7. Annual financial statements of the School;

8. Information about control measures carried out in relation to the School and their results;

9. Municipal assignment for the provision of services;

10. A report on the results of its activities and on the use of municipal property assigned to it, compiled and approved in the manner determined by the Founder, posted in the media determined by the Founder Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

The school ensures openness and accessibility of the following information:

1) information:

— date of creation and structure of the School;

— implemented basic and additional educational programs;

— the personal composition of teaching staff, indicating the level of education and qualifications;

— logistics and equipment of the educational process (including the availability of a library, dormitories, sports facilities, food conditions, medical care, access to information systems and information and telecommunication networks);

— about electronic educational resources, access to which is provided to students

— on the receipt and expenditure of financial and material resources at the end of the financial year

— a document confirming the presence of a license to carry out educational activities (with attachments) and a certificate of state accreditation (with attachments);

— a plan of financial and economic activity or a budget estimate of an educational institution approved in the prescribed manner;

Information must be posted on the School’s official website on the Internet and updated within thirty days from the date of the relevant changes.

The school is an interschool resource center for informatization (IRC) and operates on the basis of the Regulations on interschool resource centers for informatization Ovcharova, A. Yu. Reference book of a social teacher. M.: Sfera, 2013. P. 116.

This educational institution has a license for educational activities. Educational institution has the right to carry out its activities on the basis of the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273. This law was developed in order to improve the legislation of the Russian Federation in the field of education and is a fundamental regulatory legal act in the field of education.

The main goal of the activities of MKOU Secondary School No. 32 is to provide minors with the opportunity to receive public and free primary general, basic general, secondary (complete) general education. In addition, the school can implement programs for special (correctional) classes of the seventh and eighth types.

The school is responsible, in accordance with the procedure established by the legislation of the Russian Federation, for:

— failure to fulfill the functions defined by its Charter;

Implementation of educational programs not in full in accordance with the approved curricula;

The quality of implemented educational programs;

Correspondence of forms, methods and means of organizing the educational process to the age, interests and needs of children;

Life and health of children and employees of the institution during the educational process;

Violation of the rights and freedoms of students and employees of the institution;

As well as the responsibility established by other regulatory legal acts of the Russian Federation Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

Control pedagogical activity The school has a clearly defined organizational structure. This is understood as a set of individual and collective subjects, among whom powers and responsibilities for performing managerial functions are distributed and there are regularly reproduced connections and relationships. /20/

Management of the educational process is a mixed version of a linear-functional organizational structure with elements of a matrix structure. The matrix structure reflects a variety of groups of people - these are subjects of management that are created temporarily in a general education institution to solve one or another experimental problem. This model is typical for MBOU Secondary School No. 32, as an institution operating in development mode. There are four levels in the management structure.

The first level of the educational process management structure is the level of the school director (in terms of content, the level of strategic management). To subjects management activities The first level includes the school council, the pedagogical council of a general education institution, the administrative council of a general education institution, and the labor collective council.

The functions of the first level are to organize the educational process at school: the development and approval of problematization, goal setting and a strategy for qualitative changes in the activities of MBOU Secondary School No. 32.

In addition, the first level subjects are responsible for resolving organizational and pedagogical issues, the effective use of human resources and the rational use of the material and technical base of a general education institution.

At this level of the management structure, a development program for the educational institution MBOU Secondary School No. 32 is being developed, an analytical report is being prepared on the results of the educational institution’s activities for the current academic year, changes are being made to the Charter of MBOU Secondary School No. 32, the development program of a general education institution, and the staffing schedule of MBOU Secondary School No. 32.

The second level of the management structure is the level of deputy school directors for educational work, educational work and additional education (this is the level of tactical management).

Deputy Directors of MBOU Secondary School No. 32 for educational and educational work and additional education children are provided with administrative support for the educational process, and supervise cross-cutting problems of the educational process at school.

Subjects of the second level include the methodological council of a general education institution, small pedagogical councils at educational levels, and a psychological and pedagogical council.

The main task of the second level in organizing the educational process at school: determining the tactics and implementation of the goals and objectives of the educational process. At this level what happens:

1. Development of legal, scientific, methodological and organizational and managerial support for educational activities in MBOU Secondary School No. 32;

2. Approval of the topics of methodological work at the level of professional associations of teachers;

3. A work plan is being developed for the general educational institution, a program for the management activities of the administration of MBOU Secondary School No. 32 for the implementation of the work plan, a methodological work plan for MBOU Secondary School No. 32, various provisions on competitions, reviews in the educational process of MBOU Secondary School No. 32;

4.Regulations on various associations and groups of teachers, services and structural divisions of the school are considered, schedules of classes, work of clubs, sections, school events are drawn up; plans for working with the teaching staff, analytical notes are being prepared on the results of the activities of the educational institution over the past years, changes are being made to the regulations on current control Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

The third level of the structure of management of the educational process is the level of heads of professional associations of teachers, functional services and structural divisions(operational level).

The third level includes: professional associations of subject teachers, temporary creative groups, the Council of Class Teachers, socio-psychological service, valeology service.

The functions of the third level of organization of the educational process at school are as follows:

1.Development of goals and objectives for the inclusion of professional associations of teachers, functional services and structural divisions of MBOU Secondary School No. 32 in the educational process;

2. Selection of problems of individual research of teachers in the context of the general methodological topic OU;

3. Social, psychological and pedagogical support of the educational and educational process in a general education institution.

At this level of management structures: the following are developed:

Plans for organizing the work of all services and structural divisions;

Plans for educational work with children;

Thematic plans for conducting classes, events, affairs;

Notes and scripts for classes, events, cases (29, "https://site").

At this level, the following are also compiled and maintained: diaries of observations of a teacher-psychologist, social teacher; portfolio of creative achievements of schoolchildren; class teacher folders. A bank of diagnostic methods for educational work is also being formed here; analytical reports are prepared on the results of educational work based on the results of various cases, events, for a quarter, half a year, and academic year.

The fourth level of management of the educational process is the level of the school’s student assets. In terms of content, this is also the level of operational management, but due to the special specificity of the subjects (at all previous levels, adults, and at this stage, children), this level is more often called the level of co-management or self-government.

The subjects of the fourth level include the council of high school students, the scientific society of students, and the council of the school museum.

The main function of the fourth level is to involve students at MBOU Secondary School No. 32 in activities to manage the educational process.

At each level, a structure of organs is developed horizontally, which are interconnected with the subjects of each level and with each other.

In the management of the educational process at school, various functions are visible, which reflect the content and expected results of managerial influence on the educational process and its subjects. They are as follows:

1. Determination of target and content priorities of the educational process;

2. Resource support for the educational process;

3. Training of teaching and management personnel for the implementation of the educational process;

4. Stimulating and coordinating the activities of teachers;

5.Control over the educational process;

6.Analysis of the results of the activities of a general education institution in the development mode Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

The goals of the educational process include:

Achievement by students of an educational level corresponding to the federal state educational standard;

Formation of a general culture of students’ personality;

Adaptation of students to life in society;

Laying the foundation for conscious choice and subsequent development of professional educational programs;

Fostering citizenship, hard work, respect for human rights and freedoms, love for the Motherland and family.

2.2 Activities of MBOU Secondary School No. 32 on social support for children from disadvantaged families Activities to work with minor children from disadvantaged families are carried out by a social teacher together with the teaching staff. The goal of a social teacher’s work is to create favorable conditions for the child’s personal development (physical, social, spiritual, moral, intellectual), provide him with comprehensive socio-psychological assistance, and establish connections and partnerships between family and school.

The work of the social teacher is carried out in accordance with the work plan, in the following areas: social diagnostics, social prevention, education, advisory activities, increasing professional competence. The work of a social teacher consists of performing the following functions:

1. Diagnostic and analytical - creates a data bank of “difficult” teenagers and students from disadvantaged and asocial families, takes into account the dynamics of student performance and attendance, analyzes employment outside of school hours;

2. Social and pedagogical assistance and support in the work of class teachers and subject teachers;

3. Corrective - individual work with “difficult” ones, in order to enhance the positive influences of the social environment;

4. Social - preventive - establishing trusting relationships with adolescents and parents, using the available arsenal of legal norms to protect the rights and interests of the individual;

5. Career guidance work among minors Ovcharova, A. Yu. Reference book of a social teacher. M.: Sfera, 2013. P. 213.

The main task in the work of a school social teacher is the social protection of children's rights, creating favorable conditions for the development of the child, establishing connections and partnerships between family and school.

The social teacher, together with the deputy director for educational work, developed a work plan to identify early family troubles. It includes five stages (getting to know the family, identifying and analyzing the causes of social ill-being, developing specific, individual goals and objectives for working with the family, summing up the results of the work, developing a further plan for working with the dysfunctional family.

An analysis of activities with minor children from disadvantaged families was carried out on the basis of the reports of a social teacher for the period from 2011 to 2014 academic year.

The following reports were processed: social passports of the school for three years, social passports of disadvantaged children, long-term plans for the work of a social teacher for each year under consideration.

Having studied the school student population in the following areas:

social composition of families:

family well-being;

material security, parents’ employment, family composition, the following results were obtained:

43% of families have low incomes, 28 single-parent families, 4% disadvantaged families, 12% of families where both parents do not work and 10% of unemployed parents in single-parent families. This determines one of the main directions of the school’s work to provide real assistance to students in difficult life situations Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

The main forms and methods of work used in the activities of a school social worker.

Working methods:

1. diagnostic:

— observation is a method of cognition and research that is used in studying the external manifestations of human behavior without interfering with the course of his activities. Observation is characterized by direct perception of phenomena and processes in their integrity and dynamics.

In this program, the method chosen for monitoring children was D. Stott’s observation card.

— A survey is a method of collecting information, conducted in the form of an interview or conversation according to a pre-drawn plan.

— Document analysis is one of the most frequently used methods in social and pedagogical work Ovcharova, A. Yu. Reference book of a social teacher. M.: Sfera, 2013. P. 88.

This method is economical. Allows you to quickly obtain factual data about an object, which in most cases is objective.

— Testing is one of the research methods that consists of diagnosing personality, mental state of functions, existing and newly acquired knowledge.

The following methods were chosen for testing parents: family anxiety analysis (FA), parental attitude questionnaire (A.Ya. Varga, V.V. Stolin); for testing children - the Hands test (HT), assessment of the level of anxiety (C. Spielberg test).

2. managerial and educational methods.

Forms of work: individual, group (consulting, conversations, trainings).

Consulting - professional help members of dysfunctional families in search of a solution to a problematic situation.

The purpose of psychological counseling is to provide psychological assistance, clarify the causes and consequences of life situations, realize the reality of one’s spiritual self, build a culturally productive personality who has a sense of perspective, acts consciously, is able to analyze the situation from different points of view and develop different behavioral strategies, i.e., the appearance of mature personality traits in the client. Working with a consultant should help a person solve his problems and improve his relationships with others.

It is important that the parent begins to think about his life, to understand that he himself is responsible for what happens to him. He must want to change and understand that it depends on him. He should be helped to take responsibility for changing himself and his life.

To achieve this, the following tasks are put forward:

— Listening to the patient;

— Relief of emotional state;

— Acceptance by the patient of responsibility for what is happening to him;

— Determining what can be changed in the situation;

— Sincere discussion of significant personal problems Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

The training is a combination of many techniques of individual and group work aimed at developing new psychological skills.

Objectives of the training sessions:

— mastery of skills and abilities interpersonal communication,

- replaying model situations,

— working in a group to solve problematic issues.

At the first stage of work, the social teacher familiarized himself with primary information about families (family social passport, characteristics of children, data on children’s academic performance, observation card (D. Stott), interview data on satisfaction with family relationships). During the analysis of primary information, the social teacher tried to answer the following questions:

1) What is the atmosphere inside the family?

2) What characteristics of the family inspire hope for the possibility of its qualitative changes for the better?

3) What vital qualities are missing in this family?

4) What qualities do they need to develop additionally during the program?

The social teacher also visited the students’ families at home. The social teacher, together with specialists from interested institutions (school psychologist, narcologist, social work specialist), identified the range of problems for families and made corrective changes to the program, involving specialists from interested structures, assisted in solving some external environmental problems, clarifying diagnostic methods and selecting training technologies.

— Questionnaire of parental attitudes (A.Ya. Varga, V.V. Stolin), analysis of family anxiety (AST), interview data (parents).

— Hand Test (HT), assessment of anxiety level (Ch. Spielberg test) (children).

The diagnostics made it possible to obtain more detailed information about the problems of interpersonal interaction in families, the psychological state, and to select training technologies capable of localizing the identified problems.

The results of the primary diagnostics allowed us to conclude that children from disadvantaged children have increased indicators on the scales of aggressiveness, fear, psychophysical activity, an increased assessment of anxiety, and a decreased indicator of communication; these data are confirmed by the indicator of D. Stott’s observation card.

Data from primary diagnostics of parents.

Testing on the Parental Attitude Questionnaire revealed that parents generally had an average level of acceptance/rejection of their children (14.67 points). For 16.6% it is high, which indicates that these parents have a pronounced positive attitude towards the child. The adult in this case accepts the child for who he is, respects and recognizes his individuality, approves of his interests, supports his plans, spends a lot of time with him and does not regret it. 41.8% have an average level; 41.6 have a high level of rejection, which indicates that these adults experience mainly only negative feelings towards the child: irritation, anger, annoyance, and even sometimes hatred. Such parents consider the child a failure, do not believe in his future, have a low opinion of his abilities and often bully the child with their attitude.

Testing revealed a generally low level of cooperation with the child among parents (2.75 points). 33.3% of parents have an average level of cooperation; 66.7% have low. Low scores on this scale indicate that adults cannot pretend to be good teachers Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

Overall, parents showed an average level of symbiosis with their children (3.25). For 16.6% of parents, this indicator is high, which allows us to conclude that this adult does not establish a psychological distance between himself and the child, he always tries to be closer to him, satisfy his basic reasonable needs, and protect him from troubles. For 25% this figure is average; For 58.4% it is low, which is a sign that the adult establishes a significant psychological distance between himself and the child and cares little about him.

The level of control among parents is generally average (3.42 points). Low control in 50% of subjects indicates that there is practically no control over the child’s actions on the part of an adult. This may not be good for teaching and raising children; 25% of parents have a high level of control, that is, these parents behave too authoritarian towards the child, demanding unconditional obedience from him and setting him strict disciplinary boundaries. They impose their will on the child in almost everything. 25% of parents have an average level of control.

The indicator on the scale of attitude to the child’s failures is generally above average (5.08). For 50% of parents, this indicator is high, which is a sign that the parents consider the child a little loser and treat him as an unintelligent creature. The interests, hobbies, thoughts and feelings of the child seem frivolous to them, and they ignore them. For 8.3% of parents, the low rate indicates that the adult considers the child’s failures to be accidental and believes in him. Such a parent can become a good teacher. 41.7% have an average indicator.

In general, the study revealed that parents had an average level of acceptance/rejection, a low level of cooperation, an average level of symbiosis, an average level of control, and a high score on the scale of attitude towards the child’s failures.

At the end of this test, respondents were asked the question: Rate your relationship with your children on a scale of 5 - point scale. Thus, each parent rated the relationship with their children. The average satisfaction score was 2.7 points, which speaks for itself.

When testing parents using the “Analysis of Family Anxiety” (AST) questionnaire, there were increased scores on the scales of guilt (6.4 points), anxiety (6.6 points), mental stress (6.3 points), family anxiety (16. 1 point) Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.

Thus, the primary diagnostic data confirmed that the microclimate in dysfunctional families is very tense, which negatively affects both children and parents.

At the initial stage, consultations with competent specialists (narcologist, lawyer, psychologist, social work specialist) were organized with parents. It is especially important to organize a consultation with a narcologist, since parental alcoholism in dysfunctional families is a dominant problem.

During the first stage, family members were provided with the following assistance:

G.'s family received assistance in finding employment.

K.'s family received financial assistance to purchase clothes and shoes for the children; the parents were sent to a narcologist for treatment to get rid of alcohol addiction.

R.'s family received financial assistance for apartment renovations and clothing for the children.

For K.’s family, assistance in preparing documents to receive child benefits and subsidies for utility bills.

For N.’s family — assistance in restoring documents and obtaining a survivor’s pension. Consultation with a narcologist.

For S.'s family, registration of documents for citizenship. The solution to the housing problem, the children were placed in the care of the day care department of the KGTSSON for the family of Sh. Material assistance for repairs (installation of a stove), in-kind assistance in the form of services from the day care department of the KGTSSON Thus, as a result of interdepartmental interaction and the involvement of disadvantaged families in solving the problems an environment of cooperation and mutual understanding has been created between the team conducting the social rehabilitation program and with family members of the experimental group.

At the second stage, socio-psychological training was conducted with members of dysfunctional families.

Behavioral training was carried out in a group form (groups of parents and children separately and joint training sessions).

The training for parents addressed two types of priority tasks:

- focused on the acquisition and development of special skills, for example, allowing interpersonal conflicts and etc.;

— aimed at deepening the experience of analyzing communication situations, for example, correction, formation and development of attitudes necessary for successful communication, developing the ability to adequately perceive oneself and other people, and analyze situations of group interaction.

During the training, the social teacher used the following methodological techniques:

The group discussion method increases the psychological and pedagogical literacy of parents, their general sensitivity to the child and his problems, and makes it possible to identify individual stereotypes of upbringing.

The game method helps to model and reproduce family situations under controlled conditions. An example is the games “Architect and Builder”, “Pleasant Memory”, “Unpleasant Memory”.

In the first game, a blindfolded “builder”, under the guidance of an “architect” who is prohibited from doing anything with his hands, must arrange the cubes in a certain order on a large map. In this case, the parent and child must play different roles.

In the second game, you need to remember and talk about something pleasant for the child and parent and show how it happened.

In the third game, you need to remember and replay the last quarrel between a parent and a child, and then talk about the feelings of the child and the parent.

The joint action method is based on the child and parent completing a common task.

A method of discussing and acting out situations “The ideal parent or child” through the eyes of a parent.

The method of the educational experiment consists in the parents completing a task: teaching the child some kind of action, game.

A method for analyzing the actions of children and parents, based on a classification into positive and negative, followed by a description of the behavior in the same situation of parents who accept and do not accept their child.

During the training, parents learned to correctly identify the behavior of their children, learned and used interaction strategies: play, praise, rewards for desired behavior, establishing clear rules, differentiated attention (ignoring), and the use of mild punishment.

Since children from disadvantaged families belong to different age groups, the social teacher and educational psychologist decided to conduct training for children 9-12 years old, aimed at reducing the level of general anxiety and aggressiveness in children; increased confidence and self-esteem; learning skills to respond constructively to negative emotions.

The training for children aged 13-16 was aimed at developing children’s ideas about the role of the family, family well-being, and the culture of relationships between people.

Also at the second stage, group conversations were held with disadvantaged families.

Conversations with parents were devoted to styles of family education, ways to resolve conflicts with children, acceptable methods of punishment and types of encouragement for children, and parents’ responsibility for the upbringing and health of children were also discussed.

For younger schoolchildren, the following were organized: a conversation on the topic “My Family”, a cycle cool hours on the topics “Parents and Me”, “Parents through the eyes of children”.

In the course of the work, the leading types of upbringing in the family were identified and our own attitude towards various types of intrafamily upbringing was formed.

For older schoolchildren, a series of conversations was organized on the topic “Anonymous stories of teenagers”, “Conflict-free communication in the family”, and the exercise “Continue the tale”. Based on the results of the work, the qualitative level of adolescents’ associations associated with family relationships was determined.

At the final stage of the program implementation, a secondary diagnosis was carried out in order to establish the effectiveness of the program developed by the social teacher. For secondary diagnosis, the same techniques were used as for primary diagnosis.

The results of secondary diagnostics showed that children showed positive changes in all diagnostic indicators:

— the level of aggressiveness and fear has decreased, the psychophysical level has normalized

— the level of anxiety has decreased (C. Spielberg test).

Data from the results of the parental attitude questionnaire showed that, compared with previous testing, the level of acceptance of the child increased by 2.83 points; the level of cooperation with children increased by 16.1 points; the level of symbiosis increased by 0.89 points; the average level of symbiosis is the most optimal; the level of control increased by 0.46 points; the indicator on the scale of attitude towards the child’s failures decreased by 1.68, that is, parents in general began to perceive children less as “little losers” Charter of MBOU Secondary School No. 32 / Official website. URL. http://school32.obr27.ru/.