UDC 364.42/.44
Pedagogical support for children from disadvantaged families
E.V. ZAUTOROVA - Professor of the Department of Legal Psychology and Pedagogy of the VIPE Federal Penitentiary Service of Russia, Doctor of Pedagogical Sciences, Associate Professor;
A.V. MALTSEVA - Head of the Department of Medical and Social Assistance of the Vologda Regional Children's Clinical Hospital
In the article, the pedagogical support of a child from a dysfunctional family is considered as the most important component in the activities of a specialist, the concepts of “a dysfunctional family”, “pedagogical support” are analyzed, the characteristics of children from dysfunctional families are revealed and forms of work with them are described.
Key words: pedagogical support; characteristics of children from dysfunctional families; forms, methods and conditions of pedagogical work.
Pedagogical support for children from disadvantaged families
E.V. ZAUTOROVA - Professor of the Department of Juridical Psychology and Pedagogy of the Vologda Institute of Law and Economics of the Federal Penal Service of Russia, Dsc. in Pedagogy, Associate Professor;
A.V. MALTSEVA - Head of the Department of Health and Social Care of the Vologda children's clinical hospital
Pedagogical support of the child from a dysfunctional family is a critical component in the activities of a specialist in the implementation process which minors can be helped to overcome difficulties of socialization, identity crises and other difficult situations. The article analyzes the concept of "dysfunctional family", "pedagogical support"; considered particularly children from disadvantaged families and forms of work with them.
Key words: pedagogical support; particularly children from disadvantaged families; forms, methods and conditions of pedagogical work.
CURRENT ISSUES OF PSYCHOLOGY, PEDAGOGY AND SOCIAL WORK
The phenomenon of family trouble and the problems associated with it in modern reality are not something new. In the context of an unstable socio-economic situation, inflation, unemployment, a decline in the living standards of the population, a change in value orientations in modern Russia, the number of dysfunctional families remains significant. Despite the fact that the state has now changed its view on the provision of
various types of assistance to disadvantaged families, it is still impossible to say that we have a steady downward trend in their number. According to the Department of Education of the Vologda Oblast as of January 1, 2015, the number of families in a socially dangerous situation, that is, where family members lead an immoral lifestyle, there are pronounced financial difficulties and other pressing problems, increased1.
The concept of a "dysfunctional family" is widely used in the media, theoretical studies, legislative acts and includes families from a social risk group, asocial and destructive families, families in a socially dangerous situation, etc. The question of defining this or that family as dysfunctional is debatable. It is generally accepted that a normally functioning family is a family that performs its functions responsibly and consciously, where the needs of each of its members are satisfied to a greater extent, there is a holistic perception of goals and purpose.
The following terms are used in legislative practice:
- “a family in a difficult life situation” (guardian families with orphans or children left without parental care, orphans (parents died), children left without parental care (parents are deprived of parental rights); families with children - disabled people, children with physical disabilities, there are seriously ill people in the family; families in which parents are unemployed; families with many children (three or more children); single-parent families (single fathers and mothers));
- “a family in a socially dangerous position” (parents do not fulfill their obligations for maintenance, upbringing and education; abuse alcohol, drugs; negatively affect children, involve them in illegal actions; facts of ill-treatment against adults, children).
In the latest version of Federal Law No. 442-FZ of December 28, 2013 “On the Fundamentals of Social Services for Citizens in the Russian Federation”2, which entered into force on January 1, 2015, the concept of “citizen in a difficult life situation” was replaced by “citizen in need of social services”, as well as new grounds for recognizing a citizen as in need of such services (families with children experiencing difficulties in socialization, experiencing intra-family conflict; families where there are people with drug or alcohol addiction, addiction to gambling, suffering from mental disorders, prone to violence).
According to L.Ya. Oliferenko, “a dysfunctional family is a family in which
the child experiences discomfort, stressful situations, cruelty, violence, neglect, hunger, that is, trouble. Trouble is understood as its various manifestations: mental (threats, suppression of the personality, imposition of an asocial lifestyle, etc.), physical (cruel punishments, beatings, violence, coercion to earn money in various ways, lack of food), social (survival from home, taking away documents, blackmail, etc.)”3.
Problems of dysfunctional families were studied by T.A. Basilova, M.I. Buyano-va, A.Ya. Varga, M.A. Galaguzova, I.F. Dementieva, L.M. Shipitsyna, V.M. Tseluiko and others. According to most researchers in this field, the characteristic features of such a family at the present stage are: the low social status of its members; expressed material, housing problems; the presence in the family of members with alcohol (drug) addiction, prone to the manifestation of various types of violence; violation of parent-child and marital relations.
In the psychological and pedagogical literature, various classifications of dysfunctional families are presented. So, L.S. Alekseeva identifies the following types:
Habitual conflict families, where, as a rule, there are no constructive ways of relationships between family members;
Pedagogically incompetent families that do not have sufficient knowledge about the development and upbringing of the child;
Immoral families in which the norms and rules accepted in society are not observed, immoral behavior is encouraged;
Asocial families, where, along with the dissatisfaction of the basic needs of the child, there are often unsatisfactory living conditions, parasitism, social isolation, intra-family conflicts4.
It is this classification that we will adhere to when speaking of dysfunctional families.
In order to study the characteristics of dysfunctional families, we developed a modified questionnaire for children aged 7 to 10 years and from 10 to 14 years, which includes a group of questions combined into subgroups of criteria (health-preserving, emotional-volitional and cognitive-activity). Analysis of the results showed that
the contingent of children from dysfunctional families is characterized by certain specifics: a high level of anxiety; manifestations of aggression, hostility, negativism and feelings of guilt; internal experiences, conflicts, learning difficulties, including those associated with trouble in the family; unfavorable heredity, etc.
Traumatic situations, violence from loved ones have a devastating effect on the child's psyche. In this situation, the child feels helpless and useless, cannot independently find a way out of this situation due to age or personality characteristics. To return to a full life, such children should be provided with comprehensive assistance from teachers, psychologists, doctors and other specialists in the field of child protection.
Educational and pedagogical work should be based on the age patterns of the neuropsychic development of children, take into account their characteristics (high pace and uneven development; low resistance of the children's body, the relationship between physical and neuropsychic development; the need for new impressions, physical activity, positive emotions, communication with adults, etc.). In the first years of a child's life, a certain type of social behavior is formed, reflecting the requirements of the microsocial environment in which he grows and develops. If there is a change in the environment, then behavior also changes, which at an early age is difficult task and often entails the development of the so-called "adaptation syndrome", which adversely affects the health of the child.
In this regard, pedagogical support for children from dysfunctional families is of particular relevance. Researchers offer various terms to denote the provision of support to people in a difficult life situation: “assistance” (K. Gurevich, I. Dubrovina)5, “co-existence” (V. Slobodchikov)6, “psychological or socio-psychological support” (M Bityanova, V.S. Mukhina, Yu.V. Slyusarev)7, social and pedagogical support (I.F. Dementieva, F.I. Kevlya, M.I. Rozhkov)8.
Under pedagogical support, based on the definition of O.S. Gazman, we understand the preventive and prompt assistance to children in solving their individual problems associated with physical and mental
mental health, social and economic status, successful advancement in learning, self-determination. At the same time, love and unconditional acceptance of the child as a person, the manifestation of empathy and mercy, responsiveness and patience are highlighted as the main characteristics of pedagogical support; subject-subject dialogue relationships; individual approach and respect for the dignity of the child; creation of a situation of success, assistance, rejection of subjective assessments; recognition of the child's right to expression of will, freedom and the right to choose; equality in relations with the child; capacity for introspection and self-control.
According to the scientist, the mechanism of pedagogical support consists of several stages: diagnostic (fixing and recognizing the existence of a problem, establishing primary contact with the child, joint assessment and verbalization of the essence of the request); search (search for the causes of the problem); contractual (establishment of contractual relationships and conclusion of an agreement); activity (actions of specialists, stimulation of initiative, coordination in the process of interaction); reflexive (summing up, discussing the resolution of the problem, adjusting and planning further steps)10.
Pedagogical support is a system of tools that provide assistance to children in independent individual choice - moral, civic, professional, existential self-determination, as well as in identifying obstacles (difficulties, problems) of self-realization in educational, communicative, labor and creative activities. The most effective M.I. Rozhkov considers the methods open (encouraging statements; well-deserved praise and approval; stimulation to activity through requests, advance payments, trust; lack of emphasis on mistakes; manifestation of emotional reactions; empathy; expectation of the best; involvement in activities of interest) and hidden pedagogical support (a reminder of mistakes without a transition to a person; appropriate indifference; switching attention from one type of activity to another; assistance in completing the most difficult tasks; unaddressed hint or assumption; variability of tasks assigned; analysis and reflection of life
situations; stimulation of competitive spirit)11.
In order to provide pedagogical support for children from disadvantaged families, we have developed a socio-pedagogical map of the child's personality, including: 1) information about the child: a) full name, age, home address, place of education or upbringing, date of admission to the hospital; b) information about health (health group, disability, existing deviations, diagnosis at admission, etc.); c) school performance; d) relationships with parents, peers, teachers; e) the needs of the child; f) difficulties and problems of the child; 2) information about the family: a) information about the parents (full name, age, home address, phone number, place of work, disability, criminal record, antisocial behavior, etc.); b) family composition (full, incomplete, information about parents, the presence of brothers, sisters, close relatives); c) housing and living conditions, living conditions of the child; d) the financial situation of the family; 3) Additional Information, other information; 4) conclusion.
The main forms and methods of pedagogical work with children of this category are observation, individual psychological and pedagogical counseling, training sessions, the “unfinished thesis” technique, game therapy, overcoming difficult psychological situations, art therapy, social certification of families, etc.
The study also identified a set of conditions that ensure the effectiveness of pedagogical support for children from disadvantaged families in a children's institution:
Organization of the educational process, which involves the development of cognitive, emotional-volitional and communication skills, taking into account the educational needs and personal interests of the child;
Creation of a developing environment and a favorable psychological climate;
Щ NOTES
1 See: URL: http://vologda-oblast.ru/ [email protected] edu35.ru
2 See: SZ RF. 2013. No. 52 (part I). Art. 7007.
3 Oliferenko L.Ya. Socio-pedagogical support for children at risk: Proc. allowance [Electronic resource]. URL: http://rutracker.org/forum/viewtopic.php?t=4707236
4 See: Alekseeva L.S. Institutionalization of social patronage of families in the conditions of modern Russia: Abstract of the thesis. dis. ... Dr. Sociologist. Sciences. M., 2007.
5 See: Gurevich K.M. Differential psychology and psychodiagnostics. St. Petersburg, 2008; Dubrovina I.V. Psychological-peda-
Implementation of an individual and differentiated approach to the child, taking into account the state of health, medical indications, as well as age, psychological patterns of development;
Activation of the subjective position of the child in the process of his pedagogical support.
The most important thing in the process of pedagogical support is the unified professional activity of specialists, united by a common goal and aimed at meeting the age, personal, educational needs of the child.
In this regard, it is important to prevent family problems, which is divided into three levels: 1) primary (involvement of various services available to the entire population; includes the following activities: family support, medical patronage, public health programs, promotion of non-violence through school events, etc. .d.); 2) secondary (involvement of special medical and social services that identify a high-risk group and measures to prevent ill-being (determination of socially disadvantaged families at the prenatal level, informing social services and health care institutions)); 3) tertiary (creation of special medical and social services that deal with socially disadvantaged families where there is no proper care for children or facts of violence are known (early diagnosis and identification, interdepartmental cooperation, including counseling, medical, social assistance and pedagogical support)).
Thus, it is important to identify a dysfunctional family in time and provide it with the necessary support in order to avoid further difficulties in socialization, personality crises and other difficult life situations for its members.
1 Sm.: URL: http://vologda-oblast.ru/ [email protected] edu35.ru
2 Sm.: SZ RF. 2013. No. 52 (ch. I). St. 7007.
3 Oliferenko L. Ja. Social "no-pedagogicheskaja podderzhka detej gruppy riska: Ucheb. posobie . URL: http://rutracker.org/forum/viewtopic.php?t=4707236
4 See: Alekseeva L.S. Institucionalizacija social "nogo patronata semej v uslovijah sovremennoj Rossii: Avtoref. dis. ... d-ra sociolog. nauk. M., 2007.
5 See: Gurevich K.M. Differencial "naja psihologija i psihodiagnostika. SPb., 2008; Dubrovina I.V. Psychologo-
gogic consultation // School psychological service: questions of theory and practice. M., 1991.
6 See: Slobodchikov V.I., Isaev E.I. Fundamentals of psychological anthropology. Human psychology: an introduction to the psychology of subjectivity: Proc. allowance. M., 2000.
7 See: Bityanova M.R. Psychologist at school: content and organization of work. M., 1998; Mukhina B.C. Developmental psychology: phenomenology of development, childhood, adolescence: Proc. M., 2004; Slyusarev Yu.V. Psychological support as a factor in activating the self-development of the individual. SPb., 1992.
8 See: Dementieva I.F., Oliferenko L.Ya. Socio-pedagogical support for children at risk: Proc. allowance. M., 2008; Kevlya F.I. Socio-pedagogical support for families and children of the “risk group” // Bulletin of psychosocial and correctional and rehabilitation work. 1998. No. 1. S. 2428; Rozhkov M.I. Strategies and models of education // Theoretical and methodological problems of modern education: Sat. scientific tr. Volgograd, 2004.
9 See: Gazman O.S. Education and pedagogical support of children // public education. 1998. No. 26. S. 36-37.
10 See: Same. non-classical education. From authoritative pedagogy to the pedagogy of freedom. M., 2003.
11 See: Rozhkov M.I. Yunogogy. Pedagogical support of work with youth: Textbook-method. allowance. Yaroslavl, 2007.
pedagogicheskij konsilium // Shkol "naja psihologicheskaja sluzhba: voprosy teorii i praktiki. M., 1991.
6 Sm.: Slobodchikov V.I., Isaev E.I. Osnovy psychologicheskoj antropologii. Psihologija cheloveka: vvedenie v psihologiju sub#ektivnosti: Ucheb. posobie. M., 2000.
7 See: Bitjanova M.R. Psycholog v shkole: soderzhanie i organizacija raboty. Moscow, 1998; Muhina B.C. Vozrastnaja psychologija: fenomenologija razvitija, detstvo, otrochestvo: Ucheb. Moscow, 2004; Sljusarev Ju.V. Psihologicheskoe soprovozhdenie kak faktor aktivizacii samorazvitija lichnosti. SPb., 1992.
8 Sm.: Dement "eva I.F., Oliferenko L.Ja. Social" no-pedagogicheskaja podderzhka detej gruppy riska: Ucheb. posobie. Moscow, 2008; Kevlja F.I. Social "no-pedagogicheskaja podderzhka semej i detej "gruppy riska" // Vestnik psihosocial "noj i korrekcionno-reabilitacionnoj raboty. 1998. No. 1. S. 24-28; Rozhkov M.I. Strategii i modeli vospitanija // Teoretiko-metodologicheskie problemy sovremennogo vospitanija: Sb. nauch. tr. Volgograd, 2004.
9 Sm.: Gazman O.S. Vospitanie i pedagogicheskaja podderzhka detej // Narodnoe obrazovanie. 1998. No. 26. S. 3637.
10 See: On zhe. Neklassicheskoe vospitanie. Ot avtoritetnoj pedagogiki k pedagogike svobody. M., 2003.
11 See: Rozhkov M.I. Junogogika. Pedagogicheskoe obespechenie raboty s molodezh "ju: Ucheb.-metod. posobie. Jaroslavl", 2007. sh
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Introduction
Chapter 2. Social and pedagogical assistance to children from dysfunctional families
2.1 Analysis of socio-pedagogical work with children from dysfunctional families
2.2 Application of methods of social and pedagogical assistance to children from disadvantaged families
Conclusion
Bibliography
family society pedagogical social
Introduction
Today the relevance of the study of the problem psychological influence family trouble on the formation of minors is due to the following statistics: in the internal affairs bodies on social and preventive records there are more than 200 thousand dysfunctional families; in the size of the country there is an increase in the number of minors with deviant behavior; 100,000 offenses are committed annually by juveniles.
The relevance of this topic lies in the fact that the family in modern conditions does not always get out of difficult life situations. She needs outside help. This assistance can be provided by a social worker.
The volume of solved problems related to dysfunctional families and difficult teenagers largely depends on the public, legal, educational and other institutions surrounding the family and the social pedagogue working with it. Therefore, these institutions should all possible forces to support the family, as well as to be directly involved in the work of a social pedagogue with families of the "risk group".
Dysfunctional families are families where the child lives in constant quarrels of parents, where parents are drunkards or drug addicts, chronically ill or disabled. Modern conditions have added the unemployment of parents.
In addition, attention should be paid to their timely prevention and neutralization. The warning includes material assistance to families from the state in the form of benefits. Providing benefits, social assistance. In addition to pedagogical problems, work with the family solves social, economic, medical and psychological problems.
The main goal is to mobilize the internal forces of the family to overcome the crisis. To do this, first, it is necessary to analyze the problems. Secondly, it is necessary to consult with experts, and thirdly, to determine ways out of the crisis. But a social educator begins any work with a family by studying it.
Various centers, social services, shelters, etc. have been organized to provide assistance to families.
Special attention appeals to families that find themselves in a difficult financial situation, study, work at a hazardous enterprise, have many children, are unable to work, and have children with disabilities.
Purpose: to reduce the impact of a dysfunctional family on children attending educational institutions.
Object of study:
Disadvantaged families whose children attend educational institutions.
Research objectives:
To study socio-pedagogical technologies of work with dysfunctional families.
To identify the socio-psychological characteristics of a dysfunctional family whose children attend educational institutions.
To identify means of reducing the impact of dysfunctional families on children in the conditions of an educational institution.
Develop and test methods of measures to minimize the impact of dysfunctional families.
Analyze socio-pedagogical work to minimize the impact of dysfunctional families.
research methods: analysis of scientific literature on the research topic, proative methods, test questionnaire.
Chapter 1. Theoretical foundations of socio-pedagogical technologies for working with dysfunctional families
1.1 Theoretical aspects of the phenomenon of a dysfunctional family
An increase in the number of divorces and a decrease in the birth rate, an increase in crime in the sphere of family and domestic relations and an increase in the risk of children being exposed to neuroses due to an unfavorable psychological climate in the family. “Intra-family life plays a huge role in the formation of personality, and not only the relationship between the child and parents, but also the adults themselves. Constant quarrels between them, lies, conflicts, fights, despotism contribute to breakdowns in the nervous activity of the child and a neurotic state. These and other signs of family disorganization testify to the crisis state of its development at the present stage and the increase in the number of dysfunctional family unions. It is in such families that people most often receive serious psychological trauma, which is far from having the best effect on their future fate.
The well-known child psychiatrist M. I. Buyanov believes that everything in the world is relative - both well-being and trouble. At the same time, he considers family troubles as creating unfavorable conditions for the development of the child. According to his interpretation, a family that is dysfunctional for a child is not a synonym for an asocial family. There are many families about which, from a formal point of view, nothing bad can be said, but for a particular child, this family will be dysfunctional if it has factors that adversely affect the child's personality, aggravating his negative emotional and mental state. “For one child,” emphasizes M.I. Buyanov, “the family may be suitable, and for another, the same family will cause painful emotional experiences and even mental illness. Families are different, children are different, so that only the system of relations "family - child" has the right to be considered as prosperous or dysfunctional.
Thus, the state of mind and behavior of the child is a kind of indicator of family well-being. “Defects in education,” says M.I. Buyanov, “this is the first and most important indicator of the family’s troubles.”
Dysfunctional families are families with a low social status, in any of the spheres of life or several at the same time, unable to cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family upbringing of a child proceeds with great difficulties, slowly, ineffectively.
In this work, we tend to understand a dysfunctional family as a family in which the structure is broken, internal 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.
Taking into account the dominant factors that have a negative impact on the development of the child's personality, we conditionally divided dysfunctional families into two large groups, each of which includes several varieties. The first group consists of families with a clear (open) form of trouble - the so-called conflict, problem families, asocial, immoral - criminal and families with a lack of educational resources (in particular, incomplete families).
The second group is represented by outwardly respectable families, whose way of life does not cause concern and criticism from the public. However, the value orientations and behavior of parents sharply diverge from universal moral values, which cannot but affect the moral character of children brought up in such families. A distinctive feature of these families is that the relationships of their members at the external, social level make a favorable impression, and the consequences of improper upbringing are invisible at first glance, which sometimes misleads others, however, they have a destructive effect on the personal formation of children. These families are classified by us as internally dysfunctional (with a hidden form of trouble) and the varieties of such families are quite diverse.
1.2 Types of dysfunctional families in modern society
A distinctive feature of families with a clear (external) form of trouble is that the forms of this type of families have a pronounced character, manifested simultaneously in several areas of family life (for example, at the social and material level), or exclusively at the level of interpersonal relations, which leads to to an unfavorable psychological climate in the family group. Usually, in a family with a clear form of trouble, the child experiences physical and emotional rejection on the part of the parents (insufficient care for him, improper care and nutrition, various forms of family violence, ignoring his spiritual world of experiences). As a result of these unfavorable intra-family factors, the child develops a feeling of inadequacy, shame for himself and his parents in front of others, fear and pain for his present and future. Among outwardly dysfunctional families, the most common are those in which one or more members are dependent on the use of psychoactive substances, primarily alcohol and drugs. A person suffering from alcoholism and drugs involves all close people in his illness. Therefore, it is no coincidence that specialists began to pay attention not only to the patient himself, but also to his family, thereby recognizing that addiction to alcohol and drugs is a family disease, a family problem.
One of the most powerful unfavorable factors that destroy not only the family, but also the mental balance of the child is the alcoholism of the parents. It can negatively affect not only at the moment of conception and during pregnancy, but throughout the life of the child.
Families with alcohol dependence. As psychologists (B. S. Bratus, V. D. Moskalenko, E. M. Mastyukova, F. G. Uglov, etc.) note, adults in such a family, forgetting about parental responsibilities, are completely and completely immersed in the “alcoholic subculture ”, which is accompanied by the loss of social and moral values and leads to social and spiritual degradation. Ultimately, families with chemical dependence become socially and psychologically dysfunctional.
The life of children in such a family atmosphere becomes unbearable, turns them into social orphans with living parents.
Living together with a patient with alcoholism leads to serious mental disorders in other family members, the complex of which is designated by specialists with such a term as codependency.
Codependency arises in response to prolonged stressful situation in the family and causes suffering for all members of the family group. Children are especially vulnerable in this regard. The lack of the necessary life experience, a fragile psyche - all this leads to the disharmony reigning in the house, quarrels and scandals, unpredictability and lack of security, as well as the alienated behavior of parents, deeply traumatize the child's soul, and the consequences of this moral and psychological trauma often impose deep imprint for the rest of your life.
The most important features of the process of growing up of children from "alcoholic" families are that
Children grow up with the belief 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 know what their cause is and what to do with 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 addicted. And the same problems reappear that were in the house of their drinking parents;
Children feel emotionally rejected by adults when they make mistakes due to indiscretion, when they do not live up to the expectations of adults, when they openly show their feelings and state their needs;
Children, especially older ones 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 its own value, they believe that the child should feel, look and do the same as they do;
Parents' self-esteem can depend on the child. Parents can treat him as an equal without giving him the opportunity to be a child;
A family with alcohol-dependent parents is dangerous due to its desocializing influence not only on their own children, but also the spread of a destructive impact on the personal development of children from other families. As a rule, whole companies of neighboring children arise around such houses, thanks to adults they become familiar with alcohol and the criminal and immoral subculture that reigns among drinking people.
Among clearly dysfunctional families, a large group is made up of families with violations of parent-child relationships. In them, the influence on children is desocialized; they are manifested not directly through patterns of immoral behavior of parents, as happens in "alcoholic" families, but indirectly, due to chronic complicated, actually unhealthy relationships between spouses, which are characterized by a lack of mutual understanding and mutual respect, an increase in emotional alienation and a predominance of conflict interactions.
Naturally, the conflict family does not become immediately, but some time after the formation of the marriage union. And in each case there are reasons that gave rise to a family atmosphere. However, not all families are destroyed, many manage not only to resist, but to make family ties stronger. All this depends on what caused the emergence of a conflict situation and what is the attitude of each of the spouses towards it, as well as on their orientation towards a constructive or destructive way of resolving a family conflict. Therefore, it is necessary to distinguish between such concepts as “family conflicts” and “conflict families”, since a conflict in a family, albeit quite stormy, does not mean that it is a conflict family, does not always indicate its instability
“Conflict matrimonial unions,” notes one of the reference books on family problems, “are such families in which there are always areas where the interests, intentions, desires of all or several family members (spouses, children, other relatives living together), collide, giving rise to strong and prolonged negative emotional states, the ongoing hostility of the spouses to each other. Conflict is a chronic condition of such a family.”
Regardless of whether the conflict family is noisy, scandalous, where raised voices, irritability become the norm of relations between spouses, or quiet, where marital relations are marked by complete alienation, the desire to avoid any interaction, it negatively affects the formation of the child's personality and can cause various asocial manifestations. in the form of deviant behavior.
Conflict families often lack moral and psychological support. characteristic feature conflict families is also a violation of communication between its members. As a rule, an inability to communicate is hidden behind a protracted, unresolved conflict or quarrel.
Conflict families are more “silent” than non-conflict ones; in them, spouses exchange information less often and avoid unnecessary conversations. In such families, they almost never say “we”, preferring to say only “I”, which indicates the psychological isolation of marriage partners, their emotional disunity. And finally, in problematic, always quarreling families, communication with each other is built in a monologue mode, reminiscent of the conversation of the deaf: everyone says his own, the most important, sore, but no one hears him; the answer is the same monologue.
Children who have experienced quarrels between parents receive adverse experiences in life. Negative images of childhood are very harmful, they cause thinking, feelings and actions already in adulthood. Therefore, parents who do not know how to find mutual understanding with each other must always remember that even with an unsuccessful marriage, children should not be drawn into family conflicts. You should think about the problems of the child, at least as much as about your own.
A child's behavior is a kind of indicator of family well-being or trouble. The roots of trouble in the behavior of children are easy to see if children grow up in families that are clearly dysfunctional. It is much more difficult to do this in relation to those "difficult" children and adolescents who were brought up in families that are quite prosperous. And only close attention to the analysis of the family atmosphere in which the life of a child who fell into the "risk group" passed, allows us to find out that well-being was relative. Outwardly regulated relations in families are often a kind of cover for the emotional alienation that reigns in them, both at the level of marital and child-parent relationships. Children often experience an acute shortage of parental love, affection and attention due to the official or personal employment of the spouses.
The consequence of such family upbringing of children quite often becomes pronounced egoism, arrogance, intolerance, difficulties in communicating with peers and adults.
In this regard, the classification of family unions proposed by V.V. Yustitskis, who identifies the family as “incredulous”, “frivolous”, “cunning” - with these metaphorical names he denotes certain forms of hidden family troubles, is not without interest.
Distrustful family. A characteristic feature is an increased distrust of others (neighbors, acquaintances, workmates, employees of institutions with which family members have to communicate). Family members deliberately consider everyone unfriendly or simply indifferent, and their intentions towards the family are hostile.
Such a position of the parents also forms in the child himself a distrustful and hostile attitude towards others. He develops suspicion, aggressiveness, it is increasingly difficult for him to enter into friendly contacts with peers.
Children from such families are most vulnerable to the influence of antisocial groups, since the psychology of these troupes is close to them: hostility towards others, aggressiveness. Therefore, it is not easy to establish spiritual contact with them and win their trust, as they do not believe in sincerity in advance and are waiting for a dirty trick.
The "frivolous" family. It is distinguished by a carefree attitude to the future, the desire to live one day, not caring about what consequences today's actions will have tomorrow. Members of such a family gravitate towards momentary pleasures, plans for the future are usually uncertain. If someone expresses dissatisfaction with the present and a desire to live differently, he does not think about it seriously.
Children in such families grow up weak-willed, disorganized, they are drawn to primitive entertainment. They commit misconduct most often due to a thoughtless attitude to life, lack of firm principles and unformed strong-willed qualities.
In the "cunning" family, first of all, they value enterprise, luck and dexterity in achieving life goals. The main thing is the ability to achieve success in the shortest way, with a minimum expenditure of labor and time. At the same time, members of such a family sometimes easily cross the boundaries of what is permitted. Laws and moral standards
To such qualities as diligence, patience, perseverance, the attitude in such a family is skeptical, even dismissive. As a result of such “upbringing”, an attitude is formed: the main thing is not to get caught.
There are many varieties of family life, where these signs are smoothed out, and the consequences of improper upbringing are not so noticeable. But still they are. Perhaps the most noticeable is the mental loneliness of children.
Consider some types of families related to hidden forms of family trouble:
Families focused on the success of the child. A possible variety of an internally dysfunctional family is the seemingly perfectly normal typical families, where the parents seem to pay enough attention to the children and attach importance to them. The whole range of family relationships unfolds in the space between the age and individual characteristics of children and the expectations placed on them by their parents, which, ultimately, form the child's attitude towards himself and his environment. Parents instill in their children a desire for achievement, which is often accompanied by an excessive fear of failure. The child feels that all his positive relationships with his parents depend on his success, he is afraid that he will be loved only as long as he does everything well. This attitude does not even require special formulations: it is so clearly expressed through everyday activities that the child is constantly in a state of increased emotional stress only because of the expectation of a question about how his school (sports, music, etc.) affairs are. He is sure in advance that “fair” reproaches, edifications, and even more serious punishments await him if he fails to achieve the expected success.
Pseudo-mutual and pseudo-hostile families. To describe unhealthy family relationships that are hidden, veiled, some researchers use the concept of homeostasis, meaning by this family ties that are restrictive, impoverished, stereotyped and almost indestructible. The most famous are two forms of such relations - pseudo-reciprocity and pseudo-hostility. In both cases, we are talking about families whose members are interconnected by endlessly repeating stereotypes of emotional mutual reactions and are in fixed positions in relation to each other, preventing the personal and psychological separation of family members. Pseudo-reciprocal families encourage the expression of only warm, loving, supportive feelings, and hostility, anger, irritation and other negative feelings are hidden and suppressed in every possible way. In pseudo-hostile families, on the contrary, it is customary to express only hostile feelings, and reject tender ones. The first type of families is called by domestic authors pseudo-solidary, or pseudo-cooperating.
A similar form of marital interaction can be transferred to the sphere of child-parent relations, which cannot but affect the formation of the child's personality. He learns not so much to feel, but to “play with feelings”, and focusing exclusively on the positive side of their manifestation, while remaining emotionally cold and alienated. Having become an adult, a child from such a family, despite the presence of an internal need for care and love, will prefer non-interference in the personal affairs of a person, even the closest one, and emotional detachment, up to complete alienation, will be elevated to his main life principle.
Researchers involved in the study of the psychology of such families identify three specific forms of trouble observed in them as the most common: rivalry, imaginary cooperation, and isolation. [ 12]
Rivalry manifests itself in the form of the desire of two or more family members to secure a dominant position in the house. At first glance, this is leadership in decision-making: financial, economic, pedagogical (concerning the upbringing of children), organizational, etc. It is known that the problem of leadership in the family is especially acute in the first years of marriage: husband and wife often quarrel over which of them should be the head of the family 35,139].
Rivalry is evidence that there is no real head in the family.
A child in such a family grows up with the absence of a traditional division of roles in the family; it is normal for them to find out who is in charge in the “family” at every opportunity. The child is formed the opinion that conflicts are the norm.
Imaginary cooperation. Such a form of family trouble as imaginary cooperation is also quite common, although at the external, social level it is “covered” by the seemingly harmonious relations of spouses and other family members. Conflicts between husband and wife or spouses and their parents are not visible on the surface. But this temporary lull lasts only until the moment when one of the family members does not change his life position. Imaginary cooperation can also clearly manifest itself in a situation where, on the contrary, one of the family members (more often the wife), after a long period of doing only household chores, decides to get involved in professional activities. A career requires a lot of effort and time, therefore, naturally, household chores that only the wife did have to be redistributed among other family members and what they are not ready for.
In such a family, the child does not form an attitude to cooperate with members of his family, to find a compromise. On the contrary, he believes that each should support the other, as long as it does not go against his personal interests.
Insulation. Along with rivalry and imaginary cooperation, isolation is a fairly common form of family trouble. A relatively simple version of this difficulty in the family is the psychological isolation of one person in the family from others, most often it is the widowed parent of one of the spouses. Despite the fact that he lives in the house of his children, he does not take a direct part in the life of the family: no one is interested in his opinion on certain issues, he is not involved in the discussion of important family problems, and they don’t even ask about well-being, like everyone else it is known that "he is always ill" They simply got used to him, as to an interior item and consider it their duty only to make sure that he is fed in a timely manner.
A variant of mutual isolation of two or more family members is possible. For example, the emotional alienation of spouses can lead to the fact that each of them prefers to spend most of their time outside the family, having their own circle of acquaintances, affairs and entertainment. Remaining spouses purely formally, both rather depart than spend time at home. The family rests either on the need to raise children, or out of prestige, financial and other similar considerations.
Mutually isolated can be a young and parental families living under the same roof. Sometimes they run the household separately, like two families in a communal apartment. Conversations revolve mainly around everyday problems: whose turn it is to clean up in places common use, to whom and how much to pay for utilities, etc.
In such a family, the child observes a situation of emotional, psychological, and sometimes even physical isolation of family members. Such a child does not have a sense of attachment to the family, he does not know what it is to feel for another family member if he is old or sick.
The listed forms are not exhausted by the varieties of family troubles. At the same time, each of the adults, consciously or unconsciously, seeks to use children in a function that is beneficial for themselves. Children, as they grow older and become aware of the family situation, begin to play games with adults, the rules of which were imposed on them. Especially clearly the difficult situation of children in families with various forms of psychological distress is manifested in the roles that they are forced to take on at the initiative of adults. Whatever the role - positive or negative - it equally negatively affects the formation of the child's personality, which will not be slow to affect his self-awareness and relationships with others, not only in childhood, but also in adulthood.
In addition, family well-being is a relative phenomenon and may be temporary. Often a completely prosperous family goes into the category of either explicitly or implicitly dysfunctional families. Therefore, it is necessary to constantly carry out work to prevent family problems.
1.3 The impact of a dysfunctional family on the development and upbringing of a child
Family education is a controlled system of relationships between parents and children, and the leading role in it belongs to parents. It is they who need to know what forms of relationships with their own children contribute to the harmonious development of the child's psyche and personal qualities, and which, on the contrary, prevent the formation of normal behavior in them and for the most part lead to difficult education and deformation of the personality.
The wrong choice of forms, methods and means of pedagogical influence, as a rule, leads to the emergence of unhealthy ideas, habits and needs in children, which put them in abnormal relations with society. Quite often, parents see their educational task in achieving obedience. Therefore, they often do not even try to understand the child, but strive to teach, scold, read long notations as much as possible, forgetting that notation is not a lively conversation, not a heart-to-heart conversation, but the imposition of “truths” that seem indisputable to adults, and the child is often not perceived and not accepted, because they simply do not understand. This method of surrogate education gives formal satisfaction to parents and is completely useless (and even harmful) for children brought up in this way.
One of the features of family education is the constant presence before the eyes of children of a model of the behavior of their parents. By imitating them, children copy both positive and negative behavioral characteristics, learn the rules of relationships that do not always correspond to socially approved norms. Ultimately, this can result in antisocial and illegal forms of behavior.
The specific features of family education are most clearly manifested in a number of difficulties that parents face and the mistakes they make, which cannot but have a negative impact on the formation of the personality of their children. First of all, this concerns the style of family education, the choice of which is most often determined by the personal views of parents on the problems of development and personal development of their children.
The style of education depends not only on sociocultural rules and norms, presented in the form of national traditions in education, but also on the pedagogical position (point of view) of the parent regarding how parent-child relationships should be built in the family, on the formation of what personality traits and qualities in children should be guided by his educational influences. In accordance with this, the parent determines the model of his behavior in communicating with the child.
parenting options.
Strict - the parent acts mainly by forceful, directive methods, imposing his system of requirements, rigidly guiding the child along the path of social achievements, while often blocking the child's own activity and initiative. This option generally corresponds to the authoritarian style.
Explanatory - the parent appeals to the common sense of the child, resorts to a verbal explanation, considering the child equal to himself and capable of understanding the explanations addressed to him.
Autonomous - the parent does not impose a decision on the child, allowing him to find a way out of the current situation, giving him maximum freedom in choosing and making decisions, maximum independence, independence; the parent encourages the child for displaying these qualities.
Compromise - to solve the problem, the parent suggests something attractive to the child in return for him performing an unattractive action for him or dividing responsibilities, difficulties in half. The parent is guided by the interests and preferences of the child, knows what can be offered in return, what to switch the child's attention to.
Contributing - the parent understands at what point the child needs his help and to what extent he can and should provide it. He really participates in the life of the child, seeks to help, share his difficulties with him.
Sympathetic - the parent sincerely and deeply sympathizes and empathizes with the child in a conflict situation, without, however, taking any specific action. He subtly and sensitively reacts to changes in the state, mood of the child.
Indulgent - the parent is ready to take any action, even to the detriment of himself, to ensure the physiological and psychological comfort of the child. The parent is completely focused on the child: he puts his needs and interests above his own, and often above the interests of the family as a whole.
Situational - the parent makes the appropriate decision depending on the situation in which he is; there is no universal strategy for raising a child. The system of parental requirements and the upbringing strategy is labile and flexible.
Dependent - the parent does not feel confident in himself, his strengths and relies on the help and support of a more competent environment (educators, teachers and scientists) or shifts his responsibilities to him. The parent is greatly influenced by pedagogical and psychological literature, from which he tries to draw the necessary information about the “correct” upbringing of his children.
The internal pedagogical position, views on upbringing in the family are always reflected in the manner of parental behavior, the nature of communication and the characteristics of relationships with children.
The consequence of this belief is that parents are utterly unaware of how to deal with a child showing negative emotions. The following styles of parental behavior stand out:
"Commander General". This style excludes alternatives, keeps events under control and does not allow negative emotions to be expressed. Such parents consider orders, commands and threats designed to effectively control the situation as the main means of influencing the child.
"Parent Psychologist". Some parents act as a psychologist and try to analyze the problem. They ask questions aimed at diagnosis, interpretation and evaluation, assuming that they have higher knowledge. This fundamentally kills the child's attempts to open his feelings. The parent psychologist seeks to delve into all the details for the sole purpose of guiding the child along the right path.
"Referee". This style of parental behavior allows the child to be considered guilty and sentencing. The only thing such a parent strives for is to prove himself right.
"Priest". The style of parental behavior, close to the teacher. Teachings come down mainly to moralizing about what is happening. Unfortunately, this style is faceless and has no success in solving family problems.
"Cynic". Such parents are usually full of sarcasm and try, one way or another, to humiliate the child. His main "weapon" is ridicule, nicknames, sarcasm or jokes that can "put the child on the shoulder blades."
In addition, the styles of parenting discussed above in no way motivate the child to improve, but only undermine the main goal - to help him learn to solve problems. The parent will only achieve that the child will feel rejected. And when a child experiences negative feelings towards himself, he becomes withdrawn, does not want to communicate with others, analyze his feelings and behavior.
At the same time, among the unfavorable factors of family education, they note, first of all, such as an incomplete family, immoral lifestyle of parents, asocial antisocial views and orientations of parents, their low general educational level, pedagogical failure of the family, emotional-conflict relations in the family.
It is obvious that the general educational level of parents, the presence or absence of a complete family indicate such important conditions for family education as the general cultural level of the family, its ability to develop spiritual needs, cognitive interests of children, that is, to fully perform the functions of an institution of socialization. At the same time, factors such as parental education and family composition alone do not yet fully characterize the lifestyle of the family, the value orientations of parents, the correlation between the material and spiritual needs of the family, its psychological climate and emotional relations.
Thus, based on the results of criminological, psychological, pedagogical and medical and social studies, we can distinguish the following social risk factors that adversely affect the reproductive functions of the family:
socio-economic factors (low material standard of living of the family, poor living conditions);
health factors (environmentally unfavorable conditions, chronic diseases of parents and aggravated heredity, harmful working conditions of parents and especially the mother, unsanitary conditions and neglect of sanitary and hygienic standards, improper reproductive behavior of the family and especially the mother);
socio-demographic factors (incomplete or large families, families with elderly parents, families with remarriages and half-children);
socio-psychological factors (families with destructive emotional-conflict relations of spouses, parents and children, pedagogical failure of parents and their low general educational level, deformed value orientations);
The presence of this or that social risk factor does not mean the mandatory occurrence of social deviations in the behavior of children, it only indicates a greater degree of probability of these deviations. At the same time, some social risk factors show their negative influence quite stably and constantly, while others either strengthen or weaken their influence over time.
Among the functionally incompetent, unable to cope with the upbringing of children, the majority of families are families characterized by unfavorable socio-psychological factors, the so-called conflict families, where relations between spouses are chronically aggravated, and pedagogically incompetent families with a low psychological and pedagogical culture of parents, the wrong style of child-parent relations. A wide variety of incorrect styles of parent-child relationships are observed: rigid-authoritarian, pedantic-suspicious, persuasive, inconsistent, detachment-indifferent, conniving-indulgent, etc. As a rule, parents with socio-psychological and psychological-pedagogical problems are aware of their difficulties, strive to seek help from teachers, psychologists, but not always without the help of a specialist they are able to cope with them, understand their mistakes, the characteristics of their child, rebuild the style of relationships in the family, get out of a protracted intra-family, school or other conflict.
At the same time, there are a significant number of families who are not aware of their problems, the conditions in which, nevertheless, are so difficult that they threaten the life and health of children. These are, as a rule, families with criminal risk factors, where parents, due to their antisocial or criminal lifestyle, do not create elementary conditions for raising children, abuse of children and women is allowed, and children and adolescents are involved in criminal and antisocial activities.
Given enough a large number reasons for the functional failure of the family, there are very diverse approaches to the typology and classification of such families. We, in turn, use the nature of the desocializing influence exerted by such families on their children as a system-forming criterion in compiling a typology of functionally insolvent families.
Families with direct desocializing influence demonstrate antisocial behavior and antisocial orientations, thus acting as institutions of desocialization. These include criminal-immoral families, in which criminal risk factors predominate, and immoral-asocial families, which are characterized by antisocial attitudes and orientations.
Families with an indirect desocializing influence experience difficulties of a socio-psychological and psychological-pedagogical nature, expressed in violations of marital and child-parent relationships, these are the so-called conflict and pedagogically insolvent families, which more often, due to psychological reasons, lose their influence on children.
Criminal and immoral families pose the greatest danger in terms of their negative impact on children. The life of children in such families due to abuse, drunken brawls, sexual promiscuity of parents, lack of elementary care for the maintenance of children is often in jeopardy. These are the so-called social orphans (orphans with living parents), whose upbringing should be entrusted to state public care. Otherwise, the child will experience early vagrancy, runaways from home, complete social vulnerability both from cruel treatment in the family and from the criminalizing influence of criminal formations.
Asocial-immoral families, which, although they belong to families with direct desocializing influence, nevertheless, in accordance with their specific socio-psychological characteristics, require a different approach.
In practice, asocial-immoral families most often include families with frank acquisitive orientations, living on the principle "the end justifies the means", in which there are no moral norms and restrictions. Outwardly, the situation in these families may look quite decent, the standard of living is quite high, but spiritual values are replaced by exclusively acquisitive orientations with very illegible means of achieving them. Such families, despite their external respectability, due to their distorted moral ideas, also have a direct desocializing influence on children, directly instilling in them antisocial views and value orientations.
A different approach is required by families with indirect desocializing influence - conflicting and pedagogically untenable.
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 conflict, alienation.
Pedagogically insolvent, as well as conflict families, do not have a direct desocializing influence on children. The formation of antisocial orientations in children in these families occurs because due to pedagogical errors, a difficult moral and psychological atmosphere, the educational role of the family is lost here, and in terms of the degree of its impact, it begins to yield to other institutions of socialization that play an unfavorable role.
In practice, pedagogically incompetent families turn out to be the most difficult to identify the causes and adverse conditions that have had a negative impact on children, most often characterized by the most typical, incorrectly developed pedagogical styles in functionally incompetent families that cannot cope with raising children.
A condescending style, when parents do not attach importance to the misconduct of children, do not see anything terrible in them, believe that "all children are like that", or reason like this: "We ourselves were the same. A position of all-round defense, which can also be occupied by a certain part parents, building their relationships with others on the principle "our child is always right." Such parents are very aggressive towards anyone who points out the wrong behavior of their children. Children from such families suffer from especially severe defects in moral consciousness, they are deceitful and cruel, it is very difficult amenable to re-education.
A demonstrative style, when parents, more often a mother, do not hesitate to complain to everyone about their child, talk at every corner about his misdeeds, clearly exaggerating the degree of their danger, declare aloud that their son is growing up as a "bandit" and so on. This leads to the child's loss of modesty, a sense of remorse for his actions, removes internal control over his behavior, and there is anger towards adults and parents.
A pedantic-suspicious style in which parents do not believe, do not trust their children, subject them to offensive total control, try to completely isolate them from their peers, friends, strive to absolutely control the child's free time, his circle of interests, activities, communication.
A rigidly authoritarian style is characteristic of parents who abuse physical punishment. The father is more inclined to this style of relationship, striving for every reason to severely beat the child, believing that there is only one effective educational method - physical violence. Children usually in such cases grow up aggressive, cruel, tend to offend the weak, small, defenseless.
The persuasive style, which, in contrast to the rigid authoritarian style, in this case, parents show complete helplessness towards their children, prefer to exhort, endlessly persuade, explain, not apply any volitional influences and punishments.
The detached-indifferent style arises, as a rule, in families where parents, in particular the mother, are absorbed in the organization of their personal lives. Having remarried, the mother finds neither time nor spiritual strength for her children from her first marriage, she is indifferent both to the children themselves and to their actions. Children are left to their own devices, they feel superfluous, they tend to be at home less, they perceive with pain the indifferently detached attitude of their mother.
Parenting like "family idol" often occurs in relation to "late children", when the long-awaited child is finally born to elderly parents or a single woman. In such cases, they are ready to pray for the child, all his requests and whims are fulfilled, extreme egocentrism, selfishness is formed, the first victims of which are the parents themselves.
Inconsistent style - when parents, especially the mother, do not have enough restraint, self-control to implement consistent educational tactics in the family. There are sharp emotional swings in relations with children - from punishment, tears, swearing to touching and caressing manifestations, which leads to the loss of parental influence on children. A teenager becomes uncontrollable, unpredictable, neglecting the opinion of elders and parents. We need a patient, firm, consistent line of behavior of an educator, a psychologist.
The examples listed are far from exhaustive. typical mistakes family education. However, it is much more difficult to correct them than to detect them, since the pedagogical miscalculations of family education most often have a protracted chronic character. The cold, alienated, and sometimes hostile relations between parents and children, which have lost their warmth and mutual understanding, are especially difficult to fix and severe in their consequences. Mutual alienation, hostility, helplessness of parents in such cases sometimes comes to the point that they themselves turn to the police for help, commission on juvenile affairs, they ask that their son, daughter be sent to a special vocational school, to a special school. In a number of cases, this measure really turns out to be justified, since at home the weight of the means has been exhausted, and the restructuring of relations that has not taken place in a timely manner becomes practically impossible due to the aggravation of conflicts and mutual hostility.
Errors in family pedagogy are especially pronounced in the system of punishments and rewards practiced in the family. In these matters, special caution, prudence, a sense of proportion are needed, prompted by parental intuition and love. Both excessive connivance and excessive cruelty of parents are equally dangerous in raising a child.
In general, troubles in the family should be prevented long before the child comes to the attention of preventive agencies.
1.4 General concepts of the technology of socio-pedagogical work
The socio-pedagogical process, explores the social education of x groups and social categories of people, carried out both in organizations specially created for this, and in organizations for which education is not the main function (for example, enterprises)
He conducts social diagnostics of families, draws up a program to help the family, and educates parents in matters of raising children.
The object of influence can be a child in the family, adult family members and the family itself, as a whole, as a team.
Three main components of social - pedagogical assistance: educational, psychological and mediation.
The educational component includes two areas of activity of a social pedagogue: assistance in training and education.
Assistance in learning is aimed at preventing emerging family problems and shaping the pedagogical culture of parents.
Assistance in education is provided by a social teacher, primarily with parents - by consulting them, as well as with the child by creating 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.
The psychological component of social and pedagogical assistance includes 2 components: social and psychological support and correction.
Support is aimed at creating a favorable microclimate in the family during a short-term crisis.
Correction of interpersonal relations occurs mainly when there is mental violence against a child in the family, leading to a violation of his neuropsychic and physical condition. Until recently, this phenomenon has received little attention. This type of violence includes intimidation, insulting a child, humiliation of his honor and dignity, violation of trust.
The intermediary component of social and pedagogical assistance includes three components: assistance in organizing, coordinating and informing.
Assistance in the organization is aimed at organizing family leisure, including: organizing exhibitions - sales of second-hand items, charity auctions; interest clubs, organization of family holidays, contests, housekeeping courses, "dating clubs", summer holidays, etc.
Assistance in coordination is aimed at activating various departments and services to jointly resolve the problem of a particular family and the situation of a particular child.
Assistance in information is aimed at providing the family with information on social protection issues. It takes the form of a consultation. Questions may relate to both housing, family and marriage, labor, civil, pension legislation, the rights of children, women, the disabled, and problems that exist within the family.
The social educator, when working with the family, performs three main roles:
Counselor - informs the family about the importance and possibility of interaction between parents and children in the family; talks about the development of the child; gives pedagogical advice on the upbringing of children.
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Introduction
Chapter 1. Family - the main object of social work
1 Family: concept, types, functions
2 Historical development of social assistance to the family
Chapter 2
1 Child in a dysfunctional family
2 Types of dysfunctional families
3 Legal basis for social work with families
4 Helping families and children in solving difficult life situations
Conclusion
Bibliography
Introduction
The family is the oldest social institution and the most important element in the structure of modern society. It is characterized by certain social norms, patterns of behavior, rights and obligations that regulate relations between children and parents, between wives and husbands.
At all times, the family was a kind of 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 should 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. A small person in his family learns the norms and rules of human behavior, he is being introduced to culture. The family educates the future personality, the future full-fledged participant in social 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, affect the fulfillment of their functions by the family. And most often families cease to cope with them, they fall into the group of so-called "families of social risk", acquire the status of disadvantaged, becoming the main objects of social work.
The unwillingness or impossibility of performing family functions causes enormous damage to society. Crime, vagrancy, drug addiction and alcoholism among children and adolescents are on the rise. As a result, the number of people in the "risk group" is constantly increasing. These problems are beginning to increasingly affect the usual course of processes in all spheres of life, situations are beginning to mature 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, depends on the well-being of the family.
In modern society, in the era of progress and computerization, when time flies by at great speed, and people live quickly, when many values have lost their meaning, the issue of family and marriage continues to be relevant, like hundreds of years ago. Until today, for many people who are married or have not yet entered into family relationships, the family is the highest value, and maintaining its well-being is one of the main tasks.
Therefore, many are accustomed to considering the family as a special place where they love you, believe in you, understand and wait. But with a more detailed and deep consideration of family relations 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 more widespread. Alcoholism of one or both parents, cruelty and violence against children by parents or women by husbands, economic problems and unemployment affect not only the child's mentality and his future fate, but also leave an indelible imprint on the life of adults family members.
There is an opinion that “sweeping dirty linen from the hut”, at least, is 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, intra-family matters. One difficult life situation that has arisen gives rise to various problems. But the family very often cannot, without the help of specialists, unravel the tangle of problems that have arisen, and this tangle turns into a noose around the neck of family well-being, the family from a risk family turns into a dysfunctional one, thereby becoming an object of social work. But when turning to social assistance centers, families sometimes do this 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. The social worker must be especially careful, sensitive and competent in such matters.
RelevanceThe theme of the course work is that ignoring or misusing technologies of social work with the family leads to numerous deviations in the behavior of children, their social maladaptation. All deviations in the behavior of minors: neglect, delinquency, the use of psychoactive substances are based on one source - social maladaptation, the roots of which lie in family problems.
An objectstudies are disadvantaged families and children from families at risk.
Subjectresearches favor types of family troubles and methods of social and pedagogical support for children from dysfunctional families.
Targetof this work is to study the theory of family problems and the main methods of socio-pedagogical support for children from families at risk.
In accordance with the goal, the following tasks research:
.Theoretical study of typologies of family troubles.
.Studying the influence of a dysfunctional family on the deviant behavior of children.
.Identification of the main methods of socio-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, as well as many other 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 the 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 whose members are related by marriage or family relations community of life and mutual moral responsibility, and the social necessity for which is due to 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 wider than "marriage". "Marriage is the union of a man and a woman, giving rise to their rights and obligations towards each other, children and society." The family includes not only spouses and their children, it contains vertical ties, that is, the ancestors of the husband and wife belong to the family, sometimes such vertical ties go back centuries for hundreds of years. In addition to vertical connections, there are also horizontal ones, these are relationships with brothers, sisters, sons-in-law, father-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, with 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: matrimony - parenthood - kinship. Thus, it turns out that a family group is a group of people who lead a household together, united only by kinship, or by 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.
It is possible, on the basis of various criteria, to distinguish different types of families. 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, there are:
· 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 of the same nationality, with the same level of education, there is no big difference in age, and so on);
· Heterogamous (spouses are different 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 as in an extended one, their own subculture is created, closed to the integration of various cultural elements from outside.
· Extended (a family with three or more generations that combine parents, their already adult children with grandchildren);
Depending on the marriage, the first or the second, repeated families are distinguished. Such a family may include children already from this marriage, as well as children from first marriages. At present, 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, as well as repeated families, are formed most often as a result of divorce, less often as a result of the death of one of the spouses);
Full
By childhood:
· Small children (with 1 - 2 children);
· Middle children (3 - 4 children);
· Large families (more than 4 children);
By 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 fulfill the functions prescribed for it, then culture would perish, socialization would cease, 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 prescriptions. In connection with this uniqueness, the functions are not divided into main and secondary, they are all equally important.
To distinguish the family from other social institutions, functions are divided into specific and non-specific. “The specific functions of the family stem from the essence of the family and reflect its features as a social phenomenon, while non-specific functions are those to which the family was forced or adapted in certain historical circumstances.”
Accordingly, in the work "Sociology of the Family", its authors distinguish the following functions:
Specific:
· Reproductive, that is, the birth of children;
· Existential - their content;
· The function of socialization is the upbringing of children.
.Non-specific:
· Transfer of ownership and status;
· Organization of production and consumption, household, recreation and leisure
· Caring for the health and well-being of family members, and much more.
Other types of classification of family functions can be found in the literature. For example, V.D. Alperovich highlights the following:
ü “The birth and maintenance of the biological existence of children;
ü Transfer of social and cultural heritage to new generations;
ü Stabilization of the social structure as a result of giving children a social position;
ü Preventing the 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 the passage of 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 the family
social assistance family disadvantaged
Social assistance originated many centuries ago, back in the days of the primitive community. At the same time, help for families and children begins to emerge.
Mutual aid prevailed during this period.
Among the southern Slavs, earlier than other Slavic tribes, the institution of adoption within the tribal community was formed. Elderly people took in an orphan when it was already difficult for them to cope with the household or who 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 victorious tribe. Thus, they were kept alive.
Another form of help was worldly help. For example, an orphan child was assigned "public parents" who took him to feed.
At the later stages of the development of Russia, shortly before the adoption of Christianity, the institution of widows begins 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 dressed the dead, and as a gift they received the things of the deceased, and the community provided them with land.
“A no less ancient custom is walking for“ bulk. It consisted in the fact that a needy family was assisted with food, usually in the fall, after harvesting.
In the X-XII centuries, after the adoption of Christianity by Russia, new types of support for needy families and children were formed. Appears princely guardianship and church and monastery charity. Monasteries acted as bodies of control in family relations. They considered divorce, bride kidnapping, conflicts between husband and wife, acted as a punishment for women who were sent there for infidelity.
In the 15th century, church charters appear, which say that widows whose husbands died in public service are entitled to the payment of cash and grain dues and the cultivation of arable land.
In XIV-XVII, a system of state support for families was formed. In 1606, a Decree was issued that allowed peasant families to be released into the wild to feed. The state took care of the families whose breadwinners died in the public service, they were given free land.
During the reign of Peter I, the system of assistance to those in need undergoes a series of transformations. Only from 1706 did they begin to look after the children and widows of serving people, but social policy in relation to this category is carried out according to the residual principle. In the provinces begin to build orphanages . Schools were organized at churches for children, including the poor, in which they taught arithmetic, writing, and reading. A Decree is issued prohibiting the killing of illegitimate children.
Charity begins to develop. In 1796, Empress Maria Feodorovna took over the leadership of charitable societies that helped, among other things, 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 taking shape: professional begging, alcoholism, child neglect.
Social assistance to the family began to develop more dynamically in the late 19th and early 20th centuries. In 1913, the All-Russian guardianship for the protection of motherhood and childhood, headed by the Central Institute, was added to the special institutions, designed to distribute infant care and combat infant mortality. In the same year, with the aim of caring for rural orphans, the Romanovsky Committee was established. 2 Were organized free lullabies , shelters, nurseries for children whose parents of different concerns leave them alone. For the first time, children whose parents died in wars began to be looked down upon.
After the revolution of 1917, the formation of the foundations of the social security system for the population began. The People's Commissariat of State Charity is being created, the abolition of existing aid agencies begins, which are replaced by departments dealing with a particular problem. So in January 1918, a department for the protection of motherhood and childhood was opened.
For families whose breadwinners have gone to the front, rations are issued. The legislation established the main types of social security: pregnant women and women in childbirth, families drafted into the navy and the army, families of those killed in the war were paid benefits.
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 mothers in maternity hospitals is constantly growing. A number of measures were taken to strengthen the family and marriage, and laws were issued. 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 system of social security for the family is being formed in a market economy.
Chapter 2 Social work with disadvantaged families
2.1 A 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 relations" 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, in connection with which uncomfortable conditions are created for the life of 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 the category of children who, due to certain circumstances of their lives, are more than other categories subject to negative external influences from society and its criminal elements, which have become the cause of 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" distinguish the following:
Ø Antisocial behavior of parents, drunkenness;
Ø Arrangement of brothels 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 Stay of one of the parents imprisonment;
Ø Treatment of a parent for alcoholism, mental illness;
Ø Child abuse;
Ø Leaving some young children without food and water;
Ø Lack of permanent residence;
Ø Runaways from home, conflicts with peers and many other reasons.
Most often, the impossibility of a child living in a family occurs not due to one reason, but because of their combination. Prolonged exposure to such aggregates leads to mental and physical disorders in the child. There is a violation of the socialization of the personality of the child.
The strongest and most difficult to heal spiritual wounds that a person receives in childhood are the wounds inflicted by their own parents. “These wounds do not heal throughout life, embodied in neurosis, depression, various psychosomatic diseases, deviant behavior, loss of self-value, inability to build one’s life.”
Most often, a dysfunctional family is the result of the fact that parents, as children, were brought up in similar living conditions. Parental behavior is deposited in the child's psyche, at an unconscious level, even at preschool age. In the future, a person reproduces the behavior of parents in his family.
Because of the failure of parents to fulfill their duties, there are homeless, neglected and runaway children.
“Straight children are children deprived of supervision, attention, care, positive influence by parents or persons replacing them. A neglected child lives under the same roof with his parents, retains ties with his family, he still has an emotional attachment to any member of the family, but these ties are fragile and are in danger of atrophy and destruction.
Street children - children who do not have parental or state 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 severe conflict with teachers, educators, peers, deformation of value orientations and other reasons that led to a relationship crisis.
The behavior of children from dysfunctional families often contradicts social rules and norms. For these children, not among adults, not among their peers, there are no authorities. As adults, they are more prone to delinquency than others.
2.2 Types of dysfunctional families
The criteria by which families are classified as at risk are very diverse. Different researchers of the family view trouble in different ways. Some classify the family as dysfunctional, if only some unfavorable factor affects the entire family, others, when the factor affects its individual members. Here, the criterion for identifying dysfunctional families is the position of the child and the attitude of the parents towards him.
The most powerful factor that causes dysfunction of family relations and prevents the family from performing its functions, and also causes irreparable damage to the child's psyche, is the alcoholism of parents.
Alcoholic parents in the majority are born sick and mentally retarded children. Parental alcoholism affects the child during conception, during pregnancy and throughout life. This unfavorable factor is an example for the child. At a time when the child is socializing and forming his personality, when he absorbs all the information around him like a sponge, his main reference point is alcoholic parents. Because of this, the child learns these terrible examples, in most cases, there is a lack of any upbringing at all, in the end, the child can be left without parents, become an orphan with living parents and end up in Orphanage. A child in such a family is likened to his parents because, because of his immaturity, he cannot resist such harmful examples. The drunkenness of parents gives rise to such phenomena as social degradation, hooliganism, poor self-control, and they, in turn, are the cause of mental disorders in children.
A teenager develops a system of significant relationships to everything that surrounds him, and this determines his further behavior. Unrest begins to arise because of the relationship with the people around him. But the most important thing at this stage of a child's development is his relationship with his parents. A strong desire to have constant care for themselves 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 brought up, in a family in which parents abuse alcohol, in which there is a difficult financial situation, where little attention is paid to children, this is the reason for the formation of a negative attitude to the family, which for this child will never become the highest value. In addition, children whose parents are drunkards grow up much earlier than their peers from wealthy families, they are responsible for younger brothers and sisters.
Another type of dysfunctional family is a pedagogically untenable 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 a dysfunctional family, first of all, a family in which there are obvious defects in upbringing, and describes the most common:
The child is brought up "like Cinderella", that is, when the child is explicitly 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. The reaction of children to such an attitude is different: often the child withdraws into himself, others try to draw the attention of parents to themselves, arouse their pity, or the child becomes hardened towards such parents.
· Overprotection
Hidden
Explicit
In this case, they try to protect the child from all possible and impossible difficulties and dangers of modern life. A child from such a family, as a rule, is deprived of the opportunity to somehow show 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.
Hypocustodyie lack of parental care. Nobody takes care of a child, his interests in the family are always put in last place, although it cannot be said that they do not love him, it's just that parents are not up to him - they have enough problems of their own. This happens in families where parents are concerned about arranging their personal happiness, achieving success in their careers, etc. No one will ever ask a child about his affairs and problems, no one will listen to him, no one will help with advice. No one will ever sacrifice their time for him. Of course, on the one hand, the child grows up independent and self-reliant, but often such an attitude towards the child leads to the fact that he feels he is not needed by anyone, abandoned by everyone. And often this neglect ends with the addiction of children to alcohol, drugs, and the commission of illegal acts by them.
A family in which the child is treated too strictly. They are afraid to spoil children, and therefore they treat them with restraint and dryness. As a rule, high moral standards are instilled in children in such families and they are brought up with increased moral responsibility. Children know well “what is good and what is bad”, and often try to do the right thing. But is it good for such a child to live without parental affection? Is he happy?
Families in which there is no agreement in the upbringing of the child. This is a family in which parents use one tactic in raising children, and grandparents use a completely different one. Because of this, the child may begin a neurosis or other mental disorder.
The next type of dysfunctional families is criminal-immoral families, here the main factor violating the fulfillment of their duties by the family is criminal risk factors, and immoral-asocial families, in which antisocial orientations predominate.
“Criminal and immoral families pose the greatest danger in terms of their negative impact on children. The life of children in such families due to harsh treatment, drunken brawls, promiscuity of parents, lack of elementary care for the maintenance of children, is often in jeopardy. These are the so-called social orphans (orphans with living parents), whose upbringing should be entrusted to state public care. Otherwise, the child will experience early vagrancy, runaways from home, complete social vulnerability both from abuse in the family and from the criminal influence of criminal formations.
Asocial-immoral families, although they seem outwardly quite respectable, but have an adverse effect on children due to their moral ideas, 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.
It is also possible to distinguish conflict families. “A conflict family in which, for various psychological reasons, the personal relationships of 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 both noisy, scandalous, where raising the tone, irritability become the norm for the relationship of spouses, and "quiet", where the relationship of the spouses is characterized by complete alienation, the desire to avoid any interaction.
In such cases, the family also negatively influences the formation of the child's personality, 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 insolvent and conflict families do not have a direct desocializing effect on children. As a result, the family as a social institution, which, first of all, should 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 violence in the family, emotional discord and mismatch of family roles, drunkenness and drug addiction, improper upbringing and isolation of parents on their problems - all this physically and mentally cripples children.
.3 Legal framework for social work with families
Article 7 of the Constitution of the Russian Federation states that “The Russian Federation is a social state whose policy is aimed at creating conditions that ensure a decent life and free development of a person. » It is fundamental and determines the attitude of the state to the family, which is under its protection, just like motherhood, fatherhood, and childhood.
Another significant normative act regulating legal relations in work with families and children is the federal law"On the basics of social services for the 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 specifies the basic rights of family members to social services, and a list of organizations working with the family.
Also great importance in the social support of the family play decrees of the President, which dealt with specific issues of social assistance to her.
For example, the Decree of the President of the Russian Federation "On priority measures for the implementation of the World Declaration on ensuring the survival, protection and development of children in the 90s." In it, the issues of survival, protection and development of children are recognized 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, the protection of their rights should be carried out by commissions for minors, guardianship and guardianship authorities, special services bodies of social protection of the population. It 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 institutions for social services for families and children, the necessary conditions for its effective functioning."
Currently, the formation of the legal framework for social services for families and children is taking place. “An analysis of the state of the social service for helping families and children shows that in recent years there has been an understanding of the importance of their role in the life of the family. Its main tasks were to promote the improvement of the moral educational potential, the formation of a healthy lifestyle for the family, the solution of the problems of family self-sufficiency, its planning.
One of the priority tasks is the creation and strengthening of specialized institutions that provide assistance to families, children, and adolescents.
.4 Assistance to families and children in solving 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 an individual cannot overcome on his own.
The reasons for this situation are quite varied. For example,
V.D. Alperovich in the textbook "Social work" highlights the following reasons:
.economic (occurs in most families: large families, families with disabled people, families of the unemployed);
.asocial causes (alcoholism, drug addiction, prostitution, illegal behavior);
.psychological reasons (cruelty, adultery, selfishness, conflict);
.medical (infectious, mental and venereal diseases);
.incomplete family.
Therefore, the intervention of specialists is needed to solve such problems. Their task is to strengthen the family, and in some cases to revive it, providing them with support in solving difficult life situations that have arisen. This assistance is called "social support". “Social support is a formal and informal activity and relationship that provides for the needs of people in the process of living in society.” The objects of such support are not all families, but only those that really need it, who are unable to 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 Dictionary of Social Work, defines social services as "the provision of specific social services to people to meet the needs necessary for their normal development, to people 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 a multi-level and complex system. It consists of governing bodies, state and municipal institutions, as well as public, charitable, religious and other organizations.
Now in our country, centers of social and psychological assistance to families and children are becoming widespread.
N.V. Kuznetsova in a textbook edited by Kholostova E.I. "Social Work: Theory and Practice" highlights the main types of social services provided in such centers:
.Social services, material and in-kind assistance:
.Providing urgent financial assistance;
.Assistance in finding a job and obtaining a profession;
.Organization of events to raise funds for the provision of targeted social assistance;
.Creation of clothing funds for the needy at institutions;
.Assistance in attending cultural events by children;
.Assistance in the organization of summer holidays, sanatorium treatment of children;
.Assistance in organizing the life and nutrition of the needy.
Social and legal services:
1.assistance in writing and execution of documents related to the protection of the rights and interests of clients;
.assistance in the provision of 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 allow antisocial behavior and antisocial acts;
.drawing up individual correctional programs.
Psychological services:
1.psychodiagnostics and examination of the client's personality;
.psychoprophylaxis and psychohygiene;
.psychological intervention in crisis situations;
.correction of attitudes and behavior;
.development of emotional self-regulation skills;
.organization of intermediary services.
Pedagogical services:
1.counseling for parents and children;
.promotion of cultural and leisure activities of children;
.teaching parents how to organize play and learning activities.
Socio-medical services:
1.assistance in sending persons who need it, including children, to stationary medical narcological institutions;
.organizing counseling on family planning and promoting a healthy lifestyle.
The social worker must choose the right method of working with a dysfunctional family.
Due to acute social disadvantage and criminality, social work with criminally immoral families is best entrusted to employees of juvenile affairs inspectorates, who should take on social patronage and social and legal protection of children from criminally immoral families.
To work with asocial-immoral families, other methods are required. In relation to such parents and children, corrective 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.
In working with families in conflict, in which relations between spouses are chronically complicated and are on the verge of collapse, a teacher, social worker, psychologist, social pedagogue should perform psychotherapeutic functions. That is, in a conversation with parents, it is necessary to listen carefully to both sides, to try, if possible, to repay the displeasure of the spouses with each other, to show the reasons that lead to an aggravation of relations, to consolidate the relationship of the spouses, primarily on the basis of the interests of the child.
Pedagogically incompetent families need, first of all, the help of a psychologist, who should help parents analyze the situation that has arisen, and correct the relationship between parents and the child. But correcting the pedagogical mistakes of parents is very difficult, since they are protracted. Psychological services help to resolve a conflict situation in the family, to understand the psychological characteristics of the child.
Algorithm of actions of the curator of the "case"
· Within three business days of being assigned, the case manager takes immediate action to implement the Child Safety Plan (if any).
· Collects information about the family, the child, makes an entry in the register of work with “cases.
· Analyzes the resources of the family, the external environment, the social environment. Selection of specialists for the implementation of the rehabilitation plan.
· Develops a Family and Child Rehabilitation Plan for up to 6 months.
· Submits the Rehabilitation Plan no later than 30 days for consideration by the Department of Care, then for approval by the Council.
· Organizes the implementation of the Rehabilitation Plan.
· Defines and coordinates the work of the case team.
· Carries out control over the implementation of the activities of the Rehabilitation Plan by specialists - executors.
· Takes part in the work of the group for monitoring the condition and development of the child and the process of family rehabilitation (at least once every three months).
Conclusion
Family conflicts and violence in the family, emotional discord and mismatch of family roles, drunkenness and drug addiction, improper upbringing and isolation of parents on their problems - all these are the concerns of a social worker.
But it must be remembered that it is not the social worker who resolves the family problems of clients, but the family, with the help of the social worker, realizes and tries to solve their problems. If the majority of families will 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 do they have to pay for them and pay? It's not fair to them.
The social worker must, to some extent, restore the 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 timely detect a socially disadvantaged family and work with it until it is too critical for the child living in it.
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After conducting the study and receiving the results, we selected a correctional program for the psychological and pedagogical support of adolescents from dysfunctional 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, which improves communication and contributes to the safety of the process of social experimentation characteristic of adolescence; actualization of the process of social self-determination; creation of conditions for the formation of a positive self-attitude.
The program consisted of 4 sessions, 30 minutes each. It included:
- - Development of adequate and effective communication skills
- - Formation of a conscious position, expansion of opportunities for choosing alternative models of behavior;
- - Prevention of dependent conditions;
- - Formation of the image of "I" and a positive self-attitude.
Upon completion of the correctional work, the diagnostics “Self-assessment of the mental states of the personality” by G. Eysenck was repeated with the subjects.
So, based on the results obtained, we can conclude that after the corrective work, the results obtained after re-diagnosing according to the method of "Self-assessment of the mental states of the personality" by G. Eysenck improved, on average:
- - the level of anxiety by 15%;
- - the level of frustration by 16%;
- - the level of aggressiveness by 5%;
- - the level of rigidity by 13%.
We see that aggression is the least correctable. it is a reaction that develops negative feelings and negative evaluations of people and events. But still, based on the results we obtained, we can judge that correctional work affects the development of the personality of adolescents with psychological and pedagogical support.
Our study 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 dysfunctional 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 their peers, to receive their recognition and 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 a fertile ground for the formation of behavior aimed at the above goals.
The presence of emotivity and exaltation in adolescents indicates to us that deep down they, like all people, strive for mutual understanding, suffer from a lack of love and attention from relatives and relatives, and experience an unsatisfied need for personal and intimate communication. Their behavior and the psychological qualities developed by them are a protective mask that hides sensitive, impressionable, sensitive natures striving for love and mutual understanding. Deprivation, inability or inability to satisfy these feelings leads to the formation of protective mechanisms in adolescents, which are realized in deviant behavior.
In the study, we found that adolescents from dysfunctional families have a high level of aggressiveness and that aggressiveness is difficult to correct (it increased by only 5%). This indicates an increased index of aggression, i.e. the use of physical force against another person, the readiness to show negative feelings at the slightest arousal (temper, rudeness), the expression of negative feelings both through the form (shout, screech) and through the content of verbal responses (curses, threats).
Taking into account the data of the study (diagnostics), 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 were better at contact, contact mutual understanding appeared with each lesson, the level of aggressiveness towards the teacher decreased, the children felt love, mutual understanding, and self-importance. If individual corrective work is carried out with children from dysfunctional families, it is possible to achieve a significant reduction in deviations in behavior.
Also, after conducting this study, we found that the tested adolescents have an increased level of frustration, hostility, i. resentment - envy and hatred of others for real and fictional actions; and suspicion, ranging from distrust and caution towards people to the belief that other people are planning and causing harm.
Introduction
The relevance of this work is due to the great interest in the research topic on the one hand and its insufficient development on the other. The situation of children at risk for family trouble remains a matter of particular concern both on the part of the state and the public. Social protection of childhood is considered as a priority area of the state social policy aimed at creating decent living conditions and development of the child.
In recent years, in Russia, there have been significant changes in the field of protecting the rights of children. Formation and development of the concept of social protection of childhood is characterized by the following main components: a wide range of legislative regulation, focused on the UN Convention on the Rights of the Child; the organizational structure represented by the state, regional and local levels, as well as the non-state sector; development of a network of social infrastructure that provides a variety of services to children and families with children (educational, social, legal, medical, psychological and pedagogical, etc.), increasing the professional competence of specialists working with children using innovative social technologies.
The object of the study is the rehabilitation of children from dysfunctional families.
The subject of the research is the social and pedagogical rehabilitation of children from dysfunctional families.
The purpose of the study: to study the process of social and pedagogical rehabilitation of children from disadvantaged families in an institution.
Achieving the goal of the study is possible by solving the following tasks:
1.To characterize the concept of "family trouble" as a socio-pedagogical problem. 2.Explore areas of work with children from disadvantaged families .Consider the forms of social and pedagogical work with children from disadvantaged families. .To analyze the experience of socio-pedagogical rehabilitation of dysfunctional families. .To develop recommendations on the organization of social and pedagogical rehabilitation of children from dysfunctional families. Many works have been devoted to research questions. Basically, the material presented in the educational literature is of a general nature, and in numerous monographs on this topic, narrower issues of the problem of social and pedagogical support for children at risk are considered. Among them are the monographs and manuals of Oliferenko L.Ya., Shulgi T.N., Dementieva I.F. "Social and pedagogical support for children at risk"; Belichevaoy S.A. Socio-pedagogical support for children and families at risk. Interdepartmental approach". The problem of family troubles and its impact on the development of the child has been repeatedly considered in the works of such researchers as V.M. Tseluiko, T.I. Shulga, E.M. Tabolova, N. Ivanova. Therefore, the relevance and significance of this problem remains invariably acute throughout the development of both theory and practice. The sources of information for writing a term paper were basic educational literature, theoretical works of scientists in the field under consideration, the results of practical research by domestic authors, articles and reviews in specialized and periodicals, and reference literature. Methods used in the work: analysis of legal acts, scientific and educational literature, expert survey, interviews, deductive method. The theoretical significance of the work lies in identifying the basic conditions and principles for organizing socio-pedagogical work with children at risk for family trouble. The practical significance of the work lies in the recommendations for organizing the socio-pedagogical rehabilitation of children from dysfunctional families. 1. Theoretical aspects of socio-pedagogical work with children at risk for family trouble
.1 Family trouble as a socio-pedagogical problem
The main factor and the main reason for the formation of the category of children at risk, according to most researchers, is family trouble. Family trouble appears in the two most common forms - conflict and antisocial lifestyle. Conflict families are characterized by a confronting type of relationship between spouses (quarrels, mutual insults, threats, prolonged lack of contact), between parents and children. The conflict of the family is generated by many reasons: its poor material condition; neurotization of adults, transmitted to children; marital crisis; pedagogical failure of parents, which causes such specific adolescent behavioral reactions in children as emancipation and opposition. A conflict family alienates the child, and he often seeks salvation in flight. Based on the analysis of pedagogical literature, the most common types of family trouble are presented as follows (table No. 1). Table 1. Classification of family distress Researcher Family typeCharacteristic featuresTseluiko V.M. Families with a clear open form of trouble - conflict families; - problematic; - asocial; - immoral-criminal; - families with a lack of educational resources (in particular, incomplete families). In such families, children experience physical and emotional rejection on the part of their parents. Families with a hidden form of trouble Externally respectable families whose lifestyle does not cause concern and reactions from the public, however, the values and behavior of parents in them sharply diverge from universal moral principles. Dementyeva I .F.Of course, antisocial families are alcoholic families; - drug families; - criminal families. Families with latent (hidden) signs of trouble - pedagogically insolvent families (limitation of the child's personal development, excessive criticism and exactingness, inconsistency of educational actions); - disorganized families (low trust and support, alienation, lack of empathy); - large families (lack of love, limited opportunities for the personal development of the child); - families of parents with disabilities (low standard of living, social exclusion of parents). - problem families (characterized by the emergence of particularly difficult situations that can lead to the breakdown of marriage); - crisis families (irreconcilable or even hostile positions of family members towards each other). Based on the presented classifications, it can be judged that many types of dysfunctional families are repeated in different interpretations of the authors. In each type of family trouble, the child experiences the adverse effects of negative factors, in connection with this, children from dysfunctional families have the following personal characteristics: high level of anxiety; underestimation of self-esteem; high rate of aggressiveness; low academic performance and difficulties in mastering educational programs; frequent mood swings, indifference to others; antisocial behavior; alienation. An analysis of literary sources allows us to identify the following deviations in parenting styles and their impact on the child: 1.Insufficient control and guardianship on the part of parents, the child remains virtually without supervision. Parents do not pay enough attention to the child, they have no interest in his affairs. Often these children look neglected and neglected. The non-involvement of the child in family life leads to antisocial behavior due to dissatisfaction with needs. 2.In contrast to the lack of control on the part of parents, there is increased and heightened attention to the child, excessive guardianship and dictate, excessive control of behavior (down to the smallest detail), surveillance, prohibitions and restrictions. Children in such families are not accustomed to independence and responsibility, which leads to lack of initiative, inability to stand up for themselves. .Indulgence. Parents seek to free the child from the slightest difficulties, indulge all desires, admire minimal successes, indulge and patronize excessively. As a result of such upbringing, the child manifests an overestimated level of claims, a desire for leadership with insufficient perseverance and self-reliance. .Emotional rejection. The needs of the child are denied, abuse is tolerated. Often there is a hidden emotional rejection: parents tend to veil the real attitude towards the child with increased care and attention to him. This style of parenting has the most negative impact on the child. .Violent family relationships. In relation to the child, they use violence, tear off evil, openly showing emotional coldness and hostility. Systematic physical punishment in early childhood can lead to a loss of responsiveness, the ability to sympathize, empathize with other people. In relation to parents, negativism is often developed, which develops into hostility. .Authoritarianism. With this style of upbringing, the interests and capabilities of the child are ignored, the child is responsible for the fate of others. The child is forcibly assigned to other people's social roles (for example, the head of the family). In families at risk for family trouble, the structure is broken, basic family functions are depreciated or ignored. In addition to families with "open trouble", to which researchers include "conflict, problematic, asocial" types, many experts identify families with a "hidden form of trouble", where, in their opinion, behind external well-being, discrepancies with "generally accepted moral values" are hidden. which have a destructive influence on the formation of the child's personality. Psychological and pedagogical factors are the reason for the formation of risk groups and deviant behavior in children. In conditions of family trouble, the child's legal rights to ordinary living conditions are violated, even to the subsistence level necessary for normal physical, mental, spiritual, moral and social development. An unbalanced diet, characteristic of dysfunctional families, leads to protein-energy malnutrition, which provokes weight loss, growth retardation and the appearance of diseases in children. The right to health is not realized and if the mother abuses alcohol, unhealthy lifestyle during pregnancy, this leads to violations of the intrauterine development of the fetus. As a rule, even in infancy, children do not receive timely medical treatment that corrects many disorders caused by congenital pathology. Thus, dysfunctional families are the main factor in the appearance of children at risk. At the same time, family trouble has a clear child-centric orientation, i.e., the well-being / trouble of families depends on the well-being of the children brought up in them. Depending on the type of family trouble, the style of education, deviations in the development and behavior of the child are formed. Children from families at risk for family trouble need help aimed, on the one hand, at changing the difficult life or socially dangerous situation in which he finds himself, and on the other hand, at minimizing his social, psychological and pedagogical problems and difficulties in order to phased development and resolution. Therefore, such children need to correct their social functioning and behavior, or, more broadly, the process of their socialization. That is, the main goal with this approach is to adapt, adapt them to society, to make sure that their behavior does not go beyond the social norm, does not interfere with the establishment of normal relations with others. Children from dysfunctional families experience difficulties in relationships with peers and others. Therefore, it is important to correct the interaction between them and their environment based on changes in the real task. To solve the problems of dysfunctional families and children brought up in them, the intervention of social services and specialists is necessary, whose tasks are to strengthen the family, eliminate crisis phenomena, support and accompany families on the way to their recovery. Among the areas of social work with dysfunctional families are: 1.Social and legal assistance. The purpose of this direction is to assist in the restoration of the family in its rights and obligations. 2.Socio-medical direction. Purpose: providing consultative medical assistance to parents; creating a favorable environment in the family through the improvement of each of its members. .Socio-psychological direction, the purpose of which is to assist in the harmonization of family relations in the family. .The socio-pedagogical direction is to assist in restoring the educational potential of the family as an important condition for the harmonious development of the child's personality. .Social and labor direction. Its goal: a full-fledged professional realization of personality. .Social and household direction. Its purpose is: to assist in the organization of effective housekeeping, the optimal distribution of the family budget. .Social and leisure direction. Purpose: assistance in organizing family holidays; intensification of work on organizing joint activities of parents and children. The listed areas of work with disadvantaged families are carried out by social service institutions, educational and healthcare institutions. In organizing the activities of the network of practical institutions of social services for the family, the key is the concept of an integrated approach to servicing the population within the framework of the work of territorial social networks, including specialized services for the provision of social rehabilitation, psychological and pedagogical, legal, medical, social, material and household services to families and children. . A typical model for organizing territorial social work with vulnerable categories of the population is the Comprehensive Center for Social Services for the Population (KTSSON), which necessarily includes a department for working with families and children. There are also city and district services aimed at working with minors and their families. Let us consider in more detail the features of organizing the activities of the most significant institutions of the system of social services for families and children. Specialized departments of the Comprehensive Centers for Social Services to the Population (KTSSON). These services are subordinated to the bodies of social protection of the population of the city and district levels. They have departments for counseling, social rehabilitation, preventive work, day hospitals and other units. Specialists of the departments of assistance to families and children of the KCSON provide clients with a wide range of services: -in order to comprehensively study the features of the functioning of the family, its material and economic, housing and living situation, socio-psychological status, a comprehensive social diagnostics is carried out; the life situation in which each specific dysfunctional family is located is analyzed in detail, the causes of crises and conflicts are determined; -Specialists of the KTSSON carry out social and legal consultations, help in the preparation of documents related to the protection of children's rights, take part in protecting their legitimate interests, help socially vulnerable families receive cash benefits, benefits, additional payments, compensations, if necessary, urgent material assistance. -they also help attract additional funds from public organizations and individuals to provide targeted social support, coordinate the distribution of charitable assistance. -intermediary services are provided in establishing links between clients and institutions that are part of the social support network for families and children; -social workers provide services of a social nature, including home care for children in need of constant care, purchase and delivery of food, medicines, etc.; -social and therapeutic measures, psychological and pedagogical correction are carried out in dysfunctional families, assistance is provided in restoring healthy family relationships, resolving crisis situations. -as part of assistance to single-parent families, assistance is provided to single mothers raising children on their own; -carried out, together with medical institutions, medical and social patronage of women during pregnancy and child care, if the mother is unable to independently cope with her functions (special attention is paid to underage mothers, HIV-infected mothers and / or infants, mothers with disability, women suffering from drug addiction or alcoholism, or living in alcoholic families, women suffering from mental illness). The main activities of the centers include: monitoring the social and demographic situation, the level of socio-economic well-being of the family and children in the service area; identification and differentiated accounting of families and children who find themselves in a difficult life situation and need social support; determination and periodic provision (permanently, temporarily, on a one-time basis) of specific types and forms of socio-economic, medical-social, socio-psychological, socio-pedagogical and other social services; support for families and individuals in solving the problems of their self-sufficiency, realizing their own capabilities to overcome difficult life situations; social patronage of families and children in need of social assistance, rehabilitation and support; social rehabilitation of children with mental and physical disabilities; participation in the prevention of neglect of minors, the protection of their rights. City and district Centers for psychological, pedagogical and medical and social assistance to children. Services provide the following types of assistance: conduct a comprehensive psychological and social diagnosis of children, identify the sources and causes of their social maladaptation; contribute to the resolution of conflict situations in families; contribute to the improvement of the psychological culture of the population in the field of family communication; conduct psychological and pedagogical counseling for parents experiencing difficulties in raising children; carry out the prevention of crises in child-parent relationships; provide qualified psychological and pedagogical assistance to children and adolescents (individual and group correction of personal and behavioral disorders); conduct trainings for the development of communicative competence (competent communication skills); carry out the correction of school pedagogical influences that adversely affected the development of the child and gave rise to school maladaptation; organize the conditions for a full-fledged education based on the diagnosis, correction and overcoming of psychological, pedagogical and social problems that prevent inclusion in educational activities. In addition to the listed institutions, the territorial network of social services focused on helping the family may include non-state specialized services, church and secular charitable organizations, adolescent centers and clubs, youth houses, cultural and leisure institutions for families and children, etc. In addition to social work directly with families, one of the most important functions of social workers is mediation between the family and various subjects of social assistance, among which the most important are social protection, education and health authorities, municipal structures, family and child support services, and employment services. Social protection bodies provide opportunities for receiving benefits and benefits, family vouchers, organize targeted social assistance, including financial assistance. Educational authorities are responsible for organizing a system of accessible additional education and cultural and leisure activities for children that contribute to the development of their personal potential. They can also promote the distribution of educational literature and school supplies at reduced prices (or free of charge) and the organization of a good rest for children in health camps. Health authorities provide assistance in acquiring free or inexpensive medicines, arrange visits by specialists at home, and provide preferential sanatorium-and-spa treatment for children. Particular attention should be paid to preventive programs, such as fortification. Municipal authorities are called upon to create conditions for improving the level and quality of life of low-income families, in particular, by providing opportunities for improving housing conditions. They also assist in the creation of various public organizations, for example, charitable foundations, associations of large families, single mothers, single fathers, as well as non-governmental centers for social, psychological, pedagogical, legal support. Employment services are obliged to promote the priority employment of large and single parents, their training and retraining, as well as to monitor the strictest observance of the rights of unemployed citizens with large families or raising children on their own. 1.3 Forms of social and pedagogical rehabilitation of children from dysfunctional families Socio-pedagogical rehabilitation is a system of measures aimed at eliminating or weakening the influence of adverse factors, restoring the status of the individual, assisting in the development of social roles in accordance with the status of the individual, changing behavior, intellectual activity, obtaining education based on retraining, re-education, re-socialization. Socio-pedagogical rehabilitation is a relatively new area of professional activity that has emerged as one of the directions in the system of complex rehabilitation of minors. Its main task is to ensure the preparation of such children for a full life in society. As a rule, pedagogical rehabilitation is carried out as part of social rehabilitation - a complex, purposeful process of returning a person who has certain life limitations to a full-fledged social life, including him in the system of social relations in the course of a specially organized training, education and creation of optimal conditions for this. Klykanova K.S. gives the following definition: psychological-pedagogical and socio-pedagogical rehabilitation is a set of social support measures and diagnostic and correctional programs to overcome various forms of child maladjustment to include, integrate the child into the social sphere, which performs the functions of socialization institutions (family, school, peer communication and etc.). Among the forms of socio-pedagogical rehabilitation can be identified: socio-pedagogical support, patronage, socio-pedagogical counseling, mediation, active learning methods (trainings). Social and pedagogical support is a complex method that provides the creation of conditions for decision-making in difficult life situations. Social support is the provision of a complex of legal, psychological, socio-pedagogical, socio-economic, socio-medical, information services by a social worker (multidisciplinary team of specialists) to a specific person or group (family) over a certain period of time (sometimes a long one). Social and pedagogical support for children at risk is understood as a set of measures aimed at supporting the natural development of children at risk and helping to solve the problems of their education, upbringing, development and socialization. The goal of social support is to improve the life situation, minimize negative consequences or completely solve the problems of the service user / client. The main features of social support are: the complexity of the services provided, their long time; length in time; involvement in social support, if necessary, other specialists; harnessing the potential of the community; the consent of the user of services to social support and his active position in changing the situation for the better by joint efforts. A contract for the provision of services is concluded with the client. Social support is effective when working with families at risk; in working with young mothers and women in situations associated with the risk of abandoning a newborn child; when graduates of residential institutions from among orphans and children left without parental care, or with young people who have returned from places of execution of punishments, adapt to independent life. Social support is based on an individual approach to the client, on studying his needs and determining together with him ways to overcome or solve problems. The specialist develops a plan for the implementation of social support and monitors its implementation, adjusting if necessary. As a rule, an assessment and self-assessment of the effectiveness of social support is carried out. The reasons for the termination of social support may be: problem solving; refusal of the client from services; change of place of residence; violation or non-fulfillment by the client of the terms of the contract. Depending on the characteristics of the client, social support has its own characteristics in the context of content, technologies and procedures, documentation. Common to all types of support is that it affects the preparation of a person, a family to independently solve their problems by mobilizing their own resources, forming the necessary life skills; use of community resources. One of the effective forms of work with a family in a crisis situation is social patronage. In its original meaning, patronage is interpreted as patronage, protection of the weak by the strong. In modern conditions, social patronage is a protective patronage system that is established by the social service in relation to individuals and families to provide them with a socio-psychological and socio-pedagogical influence and provide various types of social assistance and support for families, for their further adaptation and socialization in society , as well as control over how these processes proceed. Therefore, social patronage is designed for dysfunctional families that experience a crisis and trouble for a long time, cannot not only independently solve their problems and cope with psychological stress, but often even express or simply realize them due to the following reasons: -social isolation, isolation, weakening (or complete absence) of ties with society; -lack of resources (material, spiritual, social, professional, etc.) for personal and social growth, recovery; -rapid entry or a real threat of falling into a marginalized group (for example, where there is a threat to the life of children, alcoholism of parents). Therefore, it is often necessary to intervene in the situation without the request of the family itself. The purpose of the patronage is to organize and implement cooperation with a dysfunctional family, aimed at finding external and internal resources necessary for qualitative changes in the family. Work with a dysfunctional family will be effective if there is interdepartmental interaction between specialists from institutions and organizations, such as social rehabilitation centers for minors, commissions for minors, educational institutions, guardianship and guardianship authorities, healthcare institutions, etc. Work with dysfunctional families should be built in stages and steps, carried out on an ongoing basis, in a periodic mode, assuming the setting of intermediate goals (minimum program) to achieve certain results that allow moving on (maximum program). The systematic and phased work of specialists of social rehabilitation centers for minors, together with employees of other institutions, can lead to success in working with dysfunctional families, since social and psychological factors in family life are taken into account. For example, social factors are poverty, lack of work, housing, etc. And psychological factors are character, upbringing, bad habits, etc. This model is effective and helps the institution in working with dysfunctional families. Help is only effective if the need for it is recognized. To form this need, to overcome the social isolation of the family is the main task of the social patronage of a dysfunctional family. Socio-pedagogical counseling is qualified assistance to people experiencing various problems with the aim of their socialization, restoration and optimization of their social functions, development of social norms of life and communication. The main purpose of counseling is to assist the individual in solving his social problems and in establishing interpersonal relationships with others. The main task of counseling work is to help those who seek help to look at their problems and life difficulties from the outside, to demonstrate and discuss those aspects of relationships and behavior that, being sources of difficulties, are usually not recognized and not controlled. The basis of this form of influence is, first of all, a change in the attitudes of the individual both to interaction with other people, and to situations and stereotypes of behavior. In the course of a consultative conversation, a person gets the opportunity to take a broader look at the situation, to assess his role in it differently and, in accordance with this new vision, change his attitude to what is happening, his behavior. The main areas of socio-pedagogical activity requiring advisory assistance are: activities aimed at preventing the phenomena of maladaptation (social, psychological, pedagogical), increasing the level of social adaptation of children and adults through their personal development; -activities for the social rehabilitation of children and adults with certain deviations from the norm. Counseling can be both individual and group, depending on its nature and focus, as well as on specific circumstances. When conducting counseling, it is important to adhere to such principles as a friendly and non-judgmental attitude towards the client; focus on the norms and values of the client; prohibition to give advice to the client; anonymity of counseling; the client's involvement in the counseling process, the distinction between personal and professional relationships. Counseling is carried out in different ways, depending on the variety of conditions of activity and personal qualities of clients, on the concepts and methods of intervention used by professionals. Many scientists distinguish two types of counseling: contact (full-time) and distant (correspondence). Contact counseling consists in the fact that the consultant meets with the client and a conversation takes place between them. Remote type of advisory activity does not involve direct communication with the client face to face. In this case, communication takes place by phone or correspondence (online). A specific type of advisory activity is remote counseling. Its main form - telephone counseling (helpline) allows many citizens who do not dare to seek help directly from a specialist consultant or who do not have such an opportunity to receive advice and recommendations in absentia on their concerns. A feature of telephone counseling is anonymity, which contributes to the formation of a fantasy image of a consultant in a client. The absence of visual impressions increases the load on the sound channel of perception. As a result, tone, timbre, speed of speech, pauses, and duration of silence acquire significance. The main techniques and methods of telephone counseling (listening, paraphrasing, summarizing, etc.) are the same as those used in the contact consultative process. Mediation is a technology of alternative dispute resolution (ADR) with the participation of a third neutral, impartial, not interested in this conflict party - a mediator who helps the parties to develop a certain agreement on the dispute, while the parties fully control the decision-making process on the settlement dispute and the conditions for its resolution. In family mediation, an independent third party assists the parties to a family conflict. During family mediation, it becomes possible to resolve disputes that have accompanied the family for years. Unlike litigation, mediation allows you to most painlessly find a compromise, solve problems in a more civilized way, and most importantly, get a result that will suit the parties to the dispute as much as possible, because the emphasis is on cooperation between the parties, and not on competition (as in a lawsuit) . The decision that the parties come to in family mediation, in the implementation of which they will be interested, is made voluntarily without any pressure, respecting all legal rights, and is considered reached only when the interests of each are satisfied. A professional mediator helps to do everything so that the parties themselves can understand the essence of the existing problem and independently solve it with his assistance. The mediator works with people and human relationships, paying attention to the emotional side of the conflict. Its task is to help them look at the situation from the outside, clarifying its various aspects, to restore the ability to rationally assess the circumstances, to rational actions that meet their true interests. The mediator does not advise, does not impose his decisions, he helps to look at the conflict from different points of view. Unlike a psychologist's consultation, mediation is more subject-oriented, that is, mediators consider specific problems and options for solving them. The experience of pedagogical work allows us to analyze the possibility of using in educational practice one of the methods of active social and pedagogical learning (ASPE) - training. At the same time, the social pedagogue's understanding of the entire classification of MASPO and their application in the rehabilitation process is one of the most important elements of professionalism. Training is a form of active learning aimed at developing knowledge, skills, and social attitudes. Training is often used if the desired result is not only the acquisition of new information, but also the application of the acquired knowledge in practice. In particular, active learning methods in general can be defined as various ways of enhancing the educational and cognitive activity of students. At the same time, the factors that increase the activity of adult students in the learning process include: -professional interest; -creative nature of the activity; -competitiveness; In the most generalized classification, active learning methods include: Non imitation: -ways and forms of activation of listeners during the lecture; -group discussion; -group problem solving (brainstorming). Simulation - modeling the professional activities of trainees: Gaming: -organizational and activity games; -design games (game design); -problem-oriented games; -research games; -business games; -role-playing games (plot-role-playing games). Non-game: -problem solving; -analysis of specific situations. Thus, the methods in socio-pedagogical rehabilitation are: patronage, support, socio-pedagogical counseling (contact and distant), mediation, training. The common goals for all methods are: to assist in the development of social roles in accordance with the status of the individual; change in behavior, intellectual activity; resocialization; finding ways to independently solve problems; mobilization of own resources; formation of necessary life skills; use of community resources. 2. Practical experience in the socio-pedagogical rehabilitation of children at risk for family trouble
.1 Experience in social and pedagogical rehabilitation of dysfunctional families
The basis for the study to study the experience of social and pedagogical rehabilitation of children from disadvantaged children was the State Budgetary Institution of the Republic of Tajikistan "Center for Social Assistance to Families and Children of the Pii-Khem District" (hereinafter referred to as the center everywhere). The main goal of the center is to provide families, children and individuals with assistance in exercising their legal rights and interests, in improving their financial and social status, as well as their psychological status, resolving crisis situations in the family, and reducing family distress. Center tasks: 1.Identification and differentiated accounting of families and children in need of social assistance. 2.Monitoring of the social and demographic situation, the level of socio-economic well-being of families and children in the region. .Identification and periodic provision of necessary specific services to families and children. large, incomplete, guarded, young, low-income families; families with an unfavorable psychological climate, conflict families, pedagogically incompetent families, families in which children are cruelly treated; families leading an immoral and asocial lifestyle (alcoholism / drug addiction), and those who have persons in their families who have returned from places of deprivation of liberty or are there; children and adolescents who find themselves in dysfunctional family conditions; orphans, children left without parental care; disabled children; minors who allow antisocial behavior, survived acute conflicts. Enrollment for service by the Center is carried out on the basis of the following documents: -personal statement; -statements of parents, guardians, trustees; -an act of inspection of material and living conditions of residence; -certificates, certificates, certificates or other document of the established form on the right to benefits in accordance with current legislation;
-an identity document (passport; a foreign passport for citizens permanently residing abroad who are temporarily on the territory of the Russian Federation; other identity documents issued in accordance with the established procedure); -conclusions of a medical institution on the state of health with the main diagnosis and recommendations of the attending physician for children with disabilities; -certificates of the amount of available income (pensions, salaries, benefits, etc.). Families, children and individual citizens can be sent to the center by the bodies of social protection of the population, guardianship and guardianship, education, health and internal affairs. Dysfunctional families face a wide range of problems. Therefore, in order to provide them with real assistance, the specialist must, firstly, identify these families and their problems, and secondly, determine the order of their solution in accordance with the degree of relevance for each particular family. The work of the center's specialists begins with filling in the socio-pedagogical (socio-demographic) passport of the microdistrict (kozhuun) of the social institution, the final section of which is devoted to the composition of the family. The data obtained and entered into it allow more purposefully, on the basis of a differentiated approach, to work with families. Further, work with a particular family is carried out using the “Social Family Passport”, where diagnostic data, demographic information, and so on are entered. There are 687 dysfunctional parents on preventive records in the juvenile departments of the Republic of Tyva who have a negative impact on children. 1448 children are brought up in dysfunctional families. According to the Agency for Family and Children Affairs of the Republic of Tyva, in the Pii-Khemsky district, there are 39 “risk group” families on the registers of the KDNiZP, 65 families in a socially dangerous situation, 93 minors are brought up in them. In order to conduct the study, together with the specialists of the center, I compiled a socio-psychological portrait of dysfunctional families by the method of questioning, conversation and analysis of information from official sources. Most of the families served have low financial security. The reasons for the low security of dysfunctional families are most often: low material income due to alcoholism of parents no sources of permanent income. The infrastructure is poorly developed in the region, there is often no work, men are employed in another region (or are on shepherd's estates), or do not work at all. Women are mostly engaged in work in the public sector, where wages are low; having many children is also a source of low security. In almost all dysfunctional families there are no trusting relationships between its members. Such a problem is inherent in families in which parents abuse alcohol (problems of drug addiction in the republic are extremely rare). Children from disadvantaged families spend the whole week in the juvenile ward and go home only on the weekends. While the children are in the hospital, the specialists of the center conduct consultations with parents. Almost all (up to 90%) families have children with chronic diseases. The presence of chronic diseases in dysfunctional families is directly related to low material wealth. Parents rarely undergo a medical examination in such families, they can simply ignore the signs of a child’s illness, and diseases that are not treated for years develop into chronic ones. Twice a year, specialists organize medical checkup all categories of citizens in need of assistance and registered in the center. If pathologies are detected, those in need are provided with comprehensive assistance: medical treatment, sanatorium and resort rehabilitation, rehabilitation services. Another problem of dysfunctional families is an emotionally tense atmosphere. These problems are inherent in families in a crisis situation, they include alcoholism, the presence of conflicts in the family, the presence of a disabled child in the family, and a divorce situation. A difficult situation in the family can create problems of employment of parents. 5.Pedagogical failure of parents. Children are often left to their own devices, they are not properly controlled, grandparents are engaged in raising children, as a result of which parents lose their authority. Many children from disadvantaged families have poor academic performance. Pedagogical failure of parents and lack of proper control leads to low academic performance of children. Alcoholic parents don't take their kids to Kindergarten. Because of this, children from dysfunctional families are not motivated to study, fall behind in the school curriculum, skip school, and tend to lead an antisocial lifestyle. Poor adaptation to the peer environment is observed in half of the cases. Poor academic performance and absenteeism in school lead to poor adaptation of children to their peers, which in turn causes isolation. Domestic abuse in turn leads to distrust. In fact, all children from dysfunctional families do not have organized rest and leisure. Most often, in families of alcoholics and with pedagogical neglect, children are left to their own devices. Parents are not engaged not only in organizing the recreation and leisure of their children, but also in education in general. In this case, this concern falls on the shoulders of the specialists of the center. The staff of the Center conduct consultations with families, organize events (holidays, contests) for children and their parents. 9.12% of the observed families are incomplete. Among incomplete families, there are both those in which there is only a mother, and those in which only the father brings up children. The main purpose of the social pedagogue of the center is the social protection of the child, assistance in providing him with social and pedagogical assistance, assistance in organizing his education, adaptation and rehabilitation at school, family, and society. For the success of working with the family, the social teacher communicates with other specialists (psychologist, social worker), carries out interdepartmental interaction (educational institutions, clinics, law enforcement agencies, guardianship agencies). To eliminate the identified problems and all manifestations of the social disadvantage of families, the social pedagogue, together with other specialists of the center, carries out the following work: psychological and pedagogical assistance and education of parents; organizing family clubs, family life schools, Sunday schools; advice on labor and professional orientation; organization of a favorable social environment in families by a social pedagogue; participation in the creation of production sites in order to provide conditions for children to acquire certain professional skills. For example, on the basis of the center, an agricultural circle "Young vegetable growers" was organized, in which children are instilled with plant growing skills; for boys, a circle "Jack of all trades" was organized, for girls, a cutting and sewing section. There are also various sports sections, music clubs. is engaged in quoting jobs for teenagers (orphans, as well as children deprived of parental care), which is an important condition for the effective successful functioning of a child in society; provides assistance to children lagging behind in their studies; helps families adapt in times of crisis; assists in choosing an educational path; assists schoolchildren in choosing the right direction in communicating with peers or communicative reorientation; engages in spiritual enlightenment of children and parents; takes part in the annual holding of scientific and practical conferences on problematic topics with the participation of all interested parties: teachers, psychologists, school doctors, employees law enforcement and etc; so in the first quarter of this year, the center's specialists participated in a round table of the Administration of the Pii-Khem district on the topic "Educational process of minors"; conducts explanatory conversations with parents about the dangers of physical punishment and its consequences; -provides children from disadvantaged families with the number of a helpline, an emergency mobile service "social bus"; The social pedagogue participates in joint raids with the KDN and the RFP of the Pii-Khem District Administration. Last year, by joint efforts, on the Day of Legal Aid to Children, a consultation center was organized in the assembly hall of the Pii-Khem district administration to provide free legal assistance to children and their parents. The social workers of the Sumons and the city of Turan take an active part in consulting on acute issues that they are asked in the settlements. On November 2015, a quiz “Convention on the Rights of the Child. Do I know her?" During the event, children were introduced to some of the most important articles. Actively participated in the quiz, where questions were asked about the articles of the convention on the rights of the child. The fairy tale "Cinderella" was also given for discussion. All children listed which rights of the child in relation to Cinderella were violated. One of the many problems faced by the specialists of the center is the unwillingness of family members to be involved in social rehabilitation activities. It is not uncommon for families that objectively need help to shift all their responsibilities onto the shoulders of a social worker, teacher, or psychologist. And as you know, in order for the work to be effective, it must be comprehensive, which implies the active participation of all stakeholders. All children undergoing rehabilitation activities in the center are not allocated to a separate category (not counting children with disabilities), which significantly complicates individual work and the development of special programs for social and pedagogical support. Based on the identified problems, recommendations were developed to improve the socio-pedagogical rehabilitation of children from disadvantaged families. The main efforts of the social pedagogue should be aimed at ensuring successful socialization, maintaining and strengthening the health of students, and preventing deviations in their development. The psychological support of the educational process, the process of professional self-determination, the creation of a comfortable, emotionally favorable atmosphere in the classrooms and the teaching staff remains important. The solution to the problem of socialization of a child from a dysfunctional family is possible subject to the implementation of a set of measures aimed at: early detection and registration of a child from a dysfunctional family; determining the causes of the family's troubles; implementation of information assistance to the family; organization of prevention of violations of education in families of the “risk group”; implementation of rehabilitation measures for a family in deep crisis. To eliminate the problem of carrying out individual work and developing special programs for social and pedagogical support for families, a model of a differentiated approach to family problems and the allocation of certain categories of children for reasons of family trouble seems promising. The main work in accordance with this approach includes several stages. The first of these is the study of the living conditions of the family and the children brought up in it. In the future, children of the "risk group" are examined depending on the identified "risk factor" of family trouble using selected diagnostic tools. Such an in-depth diagnosis is carried out in conjunction with a psychologist. The level of social adaptation / maladaptation, the degree of risk of forms of deviant behavior of the child can be identified using special techniques. If necessary, information can be requested and analyzed from medical institutions, from departments for the prevention of juvenile delinquency, and social protection authorities. At this stage, the category of children and the problems with which the specialists of the center work together with specialists from social institutions (school / kindergarten, polyclinic, USZN, etc.) are determined, the solution of which requires assistance in specially organized conditions. The work on the primary study of the family is carried out by a social pedagogue using various methods: conversations with family members, observations of children outside the home (educational institution, peer environment, etc.), conversations with the social environment of the family (neighbors, child's teachers, etc.) . For diagnostics, it is proposed to use the tools proposed by the researchers T.A. Krylova and M.L. Strukova. according to Appendix B. The second stage includes a survey of living conditions. An analysis of the living conditions of a dysfunctional family is carried out by a specialist during a visit to the family, conversations with its members. The main goal of this work is to identify the problem of the living space of children, adult family members in order to reduce the risk of a negative impact of living conditions on the child, his family social situation. In the process of examining the child’s housing, the specialist analyzes the sanitary and hygienic situation, the conditions for organizing the child’s nutrition, whether he has his own bed, corner or room, and the availability of seasonal clothes and shoes. Based on the results of studying the living conditions of the family, an act of examining the living conditions of the family is drawn up. An act of examination of the living conditions of the family is drawn up in the following cases: if there is information that living conditions are unfavorable for the normal existence of the child (non-compliance with sanitary and hygienic standards; there are no normal conditions for sleep, activities, leisure of the child; parents and strangers constantly drink alcohol in the apartment; parents do not care about the living conditions for the child ); housing is unsuitable for habitation due to its condition (emergency, dilapidated). The next step will be to identify services that have previously worked with the family. At this stage, the social pedagogue receives information on the problem from the teachers of the educational institution that the child visits regarding the appeal of parents and close relatives to them. It becomes expedient to interact with a psychologist - in the event that he knows the child or his environment, since any information can be useful in establishing contact with him and his family. It is also possible to obtain the necessary data at the place of residence of the child, in institutions of additional education, if he visits them. It is important to have information about the receipt by the child (family) of social assistance in social protection institutions. It may also be necessary to analyze information about the work carried out with this family by district commissioners, employees of the inspectorate for minors, and specialists in the protection of children's rights. At this stage, as a rule, a social pedagogue cannot do without interaction with the school medical worker, local pediatrician. If necessary, a request is sent to the narcological, neuropsychiatric dispensary at the place of residence to obtain information about the possible registration of parents. Based on the analysis of information about the services that previously worked with the family, the next stage of the social pedagogue's work on the rehabilitation of the family is planned, the functionality of other specialists who have the resources to provide the child with specialized assistance is determined. The fourth stage of work will be the planning and maintenance of rehabilitation work with the family. The priorities of the work of a social pedagogue at this stage: Early identification of children in need of individual socio-pedagogical support Protection and protection of the rights of minors. Interaction with services (at school and outside of school) that can and will help the social educator in solving the problems of children in need of social and pedagogical assistance. The work of the school prevention council for the prevention of delinquency among students. Systematic monitoring of the effectiveness of preventive and corrective and developmental work. Career guidance and employment of students. Social and legal education of teachers, students and parents, prevention of conflicts, offenses and drug addiction. Creation of a favorable microclimate in the teaching staff and a humanistic attitude towards children in difficult life situations. The individual support program includes: interaction between a teacher and a teenager, aimed at developing social and emotional competence, which involves the ability to adequately relate to oneself and other people, the ability to manage one's feelings, understand and respect the feelings of others; organization of a teenager's leisure (assistance in leisure self-determination, search for a circle, section, etc.); assistance in overcoming educational difficulties; assistance in choosing an educational route and professional self-determination Implementation of programs of individual and group correctional and developmental classes: on the development of social skills; professional self-determination; development of social and legal competence of adolescents. The purpose of the program of individually oriented support is the development of positive behavioral stereotypes of the individual and the formation of socially approved forms of behavior on this basis. development of skills of socially approved behavior, compliance with generally accepted norms and rules; expanding the idea of effective ways of interacting with others, primarily with parents, teachers and school staff; teach self-control skills and ways of self-regulation of behavior. The main principles of individual preventive and corrective work: the priority of the interests of the child and the positive nature of the feedback. Most children in this category need support and are characterized by a pronounced orientation towards the approval of others. Continuity of support. When organizing group work with children and adolescents, it is important to take into account the principle of voluntariness and personal interest. The next stage: current and control visits to the family. This stage of work, as a rule, involves the implementation of social patronage technology. Patronage is a visit to the family for diagnostic, control, adaptation and rehabilitation purposes, which allows you to establish and maintain long-term ties with the family, timely identifying its problem situations, the need for both planned and emergency assistance. The diagnostic goal of patronage provides for familiarization with living conditions, the study of possible risk factors, and the analysis of existing problem situations. The control goal is aimed at assessing the state of the family and the child, the dynamics of problems (if contact with the family is repeated); analysis of the course of rehabilitation measures, the implementation of recommendations by the family. Adaptation and rehabilitation - the provision of specific educational, psychological, social, mediation assistance. Patronage can be single or regular, depending on the chosen strategy of work (long-term or short-term) with this family. Patronage provides an opportunity to observe the family in its natural environment. Carrying out patronage requires compliance with a number of ethical principles: the principle of family self-determination, voluntary acceptance of assistance, confidentiality, therefore, it is necessary to find opportunities to inform the family about the upcoming visit and its goals. Regular patronage is necessary for dysfunctional and, above all, asocial families, monitoring of which disciplines them to a certain extent, and also allows you to identify and counteract emerging crisis situations, protecting the interests of the child. Patronage can be carried out in relation to any "problem" family, in general, it is possible to patronize any family with any type of trouble, low situational and role status. The following option for registering family visits (patronage) by a social pedagogue is possible: social pedagogical dysfunctional family
Table 2. Registration card of family patronage Date Reason for the visit (including indicate - planned during patronage, unscheduled) indicate - planned during patronage, unscheduled) Description of the situation Result of the visit Full name, position of specialists who entered the family During the patronage period, the study of the dynamics of the situation can be carried out not only during family visits directly at home, but also during meetings with parents in an educational institution (on the initiative of a social pedagogue, a child rights specialist). Conversations are held with the child in an educational institution, observation of his social contacts, behavioral characteristics in a preschool educational institution, school, as well as conversations with teachers about him in an educational institution. The next step will be to evaluate the effectiveness of working with the family. At this stage, the analysis of the work done is carried out: 1.Deciding on the need and possibility of continuing family rehabilitation activities 2.Specialists develop recommendations for class teachers on working with families or children in the future. At the same time, the analysis of the results of work with an individual family determines the dynamics of the situation, the content of further work to support the family: Positive dynamics of the problem being solved (at the level of changes in knowledge, skills, behavior, subjective satisfaction) An assessment of the positive dynamics of the situation may include the following indicators: the standard of living of the family has been brought to average levels (parents are trying to lead a normal life, the living situation in the family has improved); parents show concern for children; children attend an educational institution; decreased consumption of alcoholic beverages by parents; the family maintains contacts with an educational institution, a social assistance center, etc. other significant adults (relatives, close acquaintances) have appeared in the social environment of the family, whose help the family accepts and is positively disposed to interact with them; the family positively accepts help and social contacts with patrons. Thus, in a situation where a family is defined as dysfunctional or asocial in terms of its status, work to protect the child from an unfavorable family situation comes to the fore in the activities of a social pedagogue. The main efforts are directed to ensure that the risk of negative influence on him in such a family becomes minimal. Thus, work is carried out with parents, the immediate environment of the family, aimed at changing behavior, changing attitudes towards raising a child, and supporting the family. In any case, the actions of a social educator and other specialists are aimed at observing the child's right to live in a family, preserving the educational resource. Conclusion
The main factor and the main reason for the formation of the category of children at risk is family trouble. At the same time, the trouble of the family has a child-centric orientation, that is, the well-being and trouble of the family is determined by the well-being / trouble of the children brought up in these families. The variety of forms and methods of working with dysfunctional families is determined by the variety of causes of family distress. Among the forms of socio-pedagogical rehabilitation can be identified: socio-pedagogical support, patronage, socio-pedagogical counseling, mediation, active learning methods (trainings). To study the experience of social and pedagogical rehabilitation of disadvantaged families, a number of questions were developed for an expert survey of the State Budgetary Institution of the Republic of Tatarstan “Center for Social Assistance to Families and Children of the Pii-Khem District”. After analyzing and summarizing the experience studied, the socio-psychological portrait of dysfunctional families and children brought up in them, as well as the problems faced by specialists, recommendations were developed to improve the socio-pedagogical rehabilitation of disadvantaged families in the Pii-Khemsky district. To eliminate the problem of conducting individual work and developing special programs for the social and pedagogical support of families, a model of a differentiated approach to family problems and the allocation of certain categories of children for reasons of family distress was proposed. A model of social and pedagogical support for dysfunctional families was described in stages. Thus, the goals and objectives set for the performance of the work were fulfilled. List of used literature
1.Decree of the President of the Russian Federation of June 1, 2012 No. 761 "On the National Strategy for Action in the Interests of Children for 2012-2017". 2.Federal Law No. 442-FZ of December 28, 2013 "On the Fundamentals of Social Services for Citizens in the Russian Federation". .Federal Law “On the Basic Guarantees of the Rights of the Child in the Russian Federation No. 124-FZ of July 24, 1998. Art. 1. Consultant (date of access 03/12/2015). .Federal Law of June 24, 1999 No. 120-FZ “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency”. .Federal Law No. 159-FZ of December 21, 1996 (as amended on December 31, 2014) “On Additional Guarantees for Social Support for Orphans and Children Left Without Parental Care”. 6. On the system for the prevention of neglect and juvenile delinquency in the Republic of Tyva: Law of the Republic of Tyva dated December 29, 2004 No. 1165 VX-I (as amended on January 12, 2016)<#"justify">Applications
Annex A
Questionnaire for specialists of the Center for Social Assistance to Families and Children of the Pii-Khemsky District of the Republic of Tyva
This questionnaire was developed to determine the socio-psychological portrait of disadvantaged families undergoing rehabilitation activities at the State Institution of the Republic of Tajikistan “Center for Social Assistance to Families and Children of the Pii-Khem District. Please answer the following questions: The main reasons for the low security of dysfunctional families are most often: low material income due to alcoholism/drug addiction of parents lack of sources of permanent income large families How much trust is expressed between members of dysfunctional families untrustworthy Lack of trust between family members family members have complete trust in each other Is there a problem of chronic diseases in children from disadvantaged families? yes, and it is very sharp The problem of chronic diseases is inherent in about half of the families no, chronic diseases are not more common than in well-to-do families tense average, sometimes there are disagreements but not more often than in other families Calm emotional environment parents are completely incompetent in matters of raising children pedagogical competence can be defined as average, i.e. attempts are made to influence the child parents took place in matters of raising children How can you evaluate the performance of children from dysfunctional families. high average low extremely low How well/poorly do children adapt to their peers? good bad extremely bad Do children from disadvantaged families have enough rest and leisure activities? enough, there are hobbies and interests, children are engaged in sports sections, hobby groups not enough, children have interests but parents do not support them in this (they do not take them to circles and sections) children, left to their own devices, interests and hobbies are completely absent. Annex B
Table 3. Diagnostic tools of a specialist (social teacher) to identify the causes of family distress Name of the methodology Purpose of the methodology Category (with whom it is carried out) Form of study Study of the social situation of the child's development Social passport of the class Identification of children of the "risk group" who need social and pedagogical support. An analysis of the social passports of classes (groups) of educational institutions, i.e., all children are included in the diagnosis Classes (groups), group teachers, class teachers The form is filled in by the teacher, class teacher The social card of the child Obtaining information about the child's personality: health status, psychosocial development, personal characteristics , behavioral problems Conducted in relation to students (pupils) with behavioral problems; those in a situation of social disadvantage (family, out-of-family environment, social environment, etc.) Teachers, class teachers working with children of school age To be completed by the class teacher; a conversation option is possible Analysis of factors of social disadvantage Determination of the child's social well-being Identification of factors (spheres) of the child's social disadvantage, determination of the child's belonging to the "risk group". Carried out in combination with other methods that reveal individual characteristics and social situation Children of preschool and school age In the form of a conversation, expert surveys Map (act) of examining the child's living space Studying the living conditions of a child in a family in order to identify the degree of distress, assess the possibility of a child living in a family Carried out in cases where when there is information about the obvious trouble (social danger) of the child living in the family Housing conditions, the child's living environment conditions Study of the child’s family, child-parent relationships Family passport Drawing up a socio-psychological portrait of the family, identifying “problem areas” to determine possible forms of social and pedagogical assistance to the family. for adaptationMap obs. socially desadap. Nes.: Analysis of cond. resp. and social Once. adolescent Identification of the conditions of upbringing, factors of the family and outside the family env. Revealed problems pov., volitional sphere, social. relations, value orientations, general culture, propensity to use surfactants. Pupils of adolescence and youth Expert survey, conversation with teachers, parents Methods for diagnosing skl. to deviation. behavior Identification of the propensity of males to various forms deviant behaviorStudents of adolescence and youthInd. with students senior assistant and early youth. age; Processing and inter. Res. - with the help of a psychologistDiagnostic. interview "Revealed. children of the "risk group" Determination of the scope of educational and social maladaptation of the child, "risk factors" of problems of education and upbringing, social relations Teachers (class teachers, subject teachers) Conversation, interview with the teacher Studying the personality of the child adaptability of adolescents, identification of the sphere of social maladjustment Analysis of the results of diagnostics enables the social teacher to identify adolescents in need of social and pedagogical support Students of adolescence and youth Individual work with the questionnaire form. * Processing and interpretation - with the help of a psychologist.Similar jobs to - Socio-pedagogical rehabilitation of children from dysfunctional families