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, which 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 family at risk 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 they can no longer be helped by preventive methods, and the problem, like a malignant tumor, requires surgical intervention. The social worker must be especially careful, sensitive and competent in such matters.
RelevanceThe topic 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 maladjustment. 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 for the reproduction of the population and socio-psychological integrity", "as a historically specific system of relationships between spouses, between parents and children, as a small group whose members are connected by marriage or kinship, common 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 position);
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 Rus', 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 bodies 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 One of the parents is in prison;
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.
“Straven children are children who are deprived of supervision, attention, care, positive influence from their parents or persons replacing them. A neglected child lives under the same roof with his parents, maintains ties with the family, he still has an emotional attachment to any 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 education 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, caregivers, 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 an 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 meaningful relationships to everything that surrounds him, and this determines his future 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 grows up most often 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 useless, 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 consent 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 untenable 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 domestic violence, 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 Fundamentals 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 of great importance in the social support of the family are the decrees of the President, which consider 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 of social protection bodies. 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" identifies 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 work "The 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, people who are dependent on others (who cannot take care of themselves)".
This activity in relation to the family and the child is carried out by a system that has 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 the 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, is aware of and tries to resolve 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, because 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.
Bibliography
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Socialization as a leading concept of social pedagogy.
The essence of socialization consists in a combination of adaptation and isolation of a person in the conditions of a particular society.
Adaptation (social adaptation) is the process and result of counter activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation involves the coordination of the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior; coordination of self-assessments and claims of a person with his capabilities and with the realities of the social environment. Thus, adaptation is the process and result of the individual becoming a social being.
Isolation is the process of autonomization of a person in society. The result of this process is a person’s need to have his own views and the existence of such (value autonomy), the need to have his own attachments (emotional autonomy), the need to independently solve issues that concern him personally, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-affirmation. (behavioral autonomy). Thus, isolation is the process and result of the formation of human individuality.
It follows from the foregoing that in the process of socialization there is an internal, completely insoluble conflict between the measure of a person's adaptation in society and the degree of his isolation in society. In other words, effective socialization presupposes a certain balance of adaptation and isolation.
The stated understanding of the essence of socialization is correct within the framework of the subject-object approach, the essence of socialization is interpreted only as an adaptation of a person in society, as a process and result of the individual becoming a social being.
The socialization of a person in the modern world, having more or less obvious features in a particular society, in each of them has a number of common or similar characteristics.
Scientific approaches to the definition of the term "socialization".
Theories of socialization are based on the understanding of anthropology as a general doctrine about people and the influence on them of social relations that dominate in a certain society at a certain time. N.F. Golovanova notes that the pedagogical characteristic of the concept of "socialization" is expressed by at least five approaches: sociological, factor-institutional, interactionist, interiorization, intra-individual. A.V. Ivanov notes that “the process of personality socialization is reflected in three successive main phases: social adaptation, maximum personalization (for the personal process, this is individualization); integration of the individual into the group. However, it is important to take into account the fact that a person throughout his life is included in different social groups and, therefore, repeatedly goes through all three stages of socialization. At the same time, in some groups it can adapt and integrate, while in others it cannot; in some social groups its individual qualities are valued, while in others it is not. In addition, both the social groups themselves and the individual are constantly changing. A.V. Ivanov considers successful such socialization when “a person is able to protect and assert his autonomy and at the same time integrate into a social group”.
L.V. Mardakhaev, analyzing the essence of socialization, identifies the following components in it: ideological, socio-personal, cultural, emotional-volitional. Each component has an originality depending on the age of a person, the environment of life and self-activity in it according to its knowledge and self-determination in it.
We are of the opinion that socialization is an active interaction between the individual and society, in which, on the one hand, the individual enters the social environment, assimilates social influences, and accepts a system of social norms and values. On the other hand, a person contributes his experience, his creative approach to society, actively transforming it.
Assignment on the topic "Socio-pedagogical activity with children of different categories"
Socio-pedagogical support for children from dysfunctional families.
The focus of the social educator is students and their families, whose rights may be violated. These are students from dysfunctional families, under guardianship, from low-income families, students with disabilities. Particular attention has to be paid to dysfunctional families, which often have a whole range of problems.
Therefore, in order to effectively solve the tasks set, I interact with all participants in the educational process: students, parents, teaching staff and social services of the village and district.
Traditionally, class teachers and teachers have difficulties with children from dysfunctional families. These are the children who are in a critical situation under the influence of some undesirable factors. Children are usually at risk due to the lack of normal conditions for their full development. Undesirable factors that affect children with developmental disabilities and cause a greater likelihood of their unfavorable socialization are physical disabilities, social and pedagogical neglect, living in asocial families, etc.
Despite the fact that not all factors are called family factors, most of them are associated with a violation of the traditions of family upbringing or neglect in the family for the interests of the child, which means that in one way or another it is connected with the family’s troubles.
The algorithm for providing social and pedagogical support to a child includes two stages:
Stage 1 - identifying children in need of special assistance;
Stage 2 - coordination and implementation of preventive and rehabilitation activities.
Every year, at the beginning of the school year, the lists of children by category are adjusted, and a data bank is formed.
It is often necessary to visit the student's family to determine the cause of a student's problems. Then an act of examination of the living conditions of the family is drawn up, which reflects the sanitary condition of the apartment, whether the child has a place to relax, a place to do homework, the provision of the necessary needs of the child in food, clothing, etc.
Every year, the class teacher draws up a class social passport, which contains information about the living conditions and income of the family, the social status of parents, the prospects for education for children (wishes of parents), the state of health of students, their extracurricular activities. Then a social passport of the school is drawn up. This information allows us to make predictions and in advance, without waiting for a problem, to identify points of tension and, if necessary, to attract the attention of psychologists, doctors, and social workers to the family.
For each problem family in our educational institution, a social card has been compiled, which contains detailed information about the family. Such a thorough collection of information about the child and his family often helps to identify the existing problem of the child and help him in time.
There are really many difficulties for children from disadvantaged families, and sometimes the risk of a whole range of problems in different areas of life for these children is higher than for the rest. Therefore, these children need special supervision and attention.
The first problem is low-income families.
Children from dysfunctional families are often hungry and neglected children, so it is necessary to provide them with material support if possible. This could be the following help:
1) Provision of free meals in an educational institution. If the parents cannot or do not want to provide the certificates necessary for this, then the social teacher, after entering the family and drawing up an act of examining the living conditions of the child, confirming the fact that the student really needs this type of assistance, speaks at the teacher's council of the educational institution with a proposal to allocate free food for a child as a student in a difficult life situation. In September and January, the “Kind Heart” action was organized: clothes were collected and given out for children of families L. and S., a team of teachers, administration and students of the school collected funds for free meals for children in the school canteen. Vouchers to the sanatorium in the city of Grayvorona were allocated to children from the families of L. and S. by the social protection authorities. The social pedagogue provided assistance in collecting documents for the children's trip to the sanatorium.
Problem 2 - academic performance and attendance of children.
Parents in such families are often indifferent to the problems of children in an educational institution, they may not wake up the child in time in the morning, do not control his attendance at school and academic performance, and sometimes they simply have no influence on the child.
Every day, class teachers and a social teacher control the attendance of students from disadvantaged families in training sessions, their appearance, and the availability of school supplies.
3 problem - neglect of children during extracurricular time.
Being unsupervised by adults, students can get into unpleasant situations, commit offenses.
To prevent neglect, we interview and monitor the employment of students during extracurricular time. We involve children in classes in school circles and sections. All children from dysfunctional families are involved in the system of additional education.
4 problem - the presence of bad habits and the commission of offenses.
In our educational institution, preventive work is carried out in this direction through:
Implementation of the work plan for the preservation, promotion of the health of students and the prevention of the use of psychoactive substances;
Holding days of prevention with the invitation of inspectors of the State Duma, representatives of the KDN and ZP;
Organization of a lecture hall on the promotion of a healthy lifestyle and the prevention of bad habits with the invitation of a pediatrician of a children's clinic;
Individual conversations with violators with the involvement of the inspector of the State Duma.
5th problem - career guidance for adolescents from dysfunctional families (arrangement after graduation).
Together with a psychologist, we carry out diagnostics of students in order to determine the professional predisposition of these children, then consultations on possible options for continuing education.
With children from dysfunctional families, individual work is carried out to develop the emotional sphere, to form a culture of feelings, i.e. the ability to suppress negative emotions with positive, moral, ethical, intellectual feelings.
Helping a child to find himself, to compensate for social disadvantage with an interesting thing, to find new friends and like-minded people is the main success in the work of a teacher.
Summarizing the above, I would like to note that, acting in contact with administrative and legal services, the child and his family, we have the opportunity to support the little person, show him that he is not alone, strengthen his faith in his own strength and the usefulness of his own personality. This will allow us to educate a person who is ready to enter adulthood, and the child himself - in the future to realize his physical and creative potential.
QUESTIONS FOR THE EXAM ON THE COURSE "SOCIAL
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 "dysfunctional family", "pedagogical support" are analyzed, the features 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 material difficulties and other pressing problems, has 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 a difficult task and often entails the development of the so-called "adaptation syndrome", which adversely affects the child's health.
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 work 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 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]
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]
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 for children // National 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
The life of every person, one way or another, is connected with the family. A person is born in a family, in it he takes his first steps, learns the first joys and sorrows, leaves the family for the big world, he rushes to her when he becomes especially uncomfortable in this world.
All social problems of our time, to one degree or another, concern the family, are reflected in its well-being, the ability to perform its many functions, to cope with difficulties.
The role of the family in society is very great, since it is in the family that a person’s personality is formed and develops, he masters the social roles necessary for the child’s painless adaptation in society. The family acts as the first educational institution, the connection with which a person feels throughout his life.
A family is always an association of people, and an association based on love, trust, mutual assistance and unconditional support.
There are many different typologies of the family, considering this topic, it is better to propose the following complex typology, which provides for the allocation of four categories of the family, differing in the level of social adaptation: prosperous families, families at risk, dysfunctional families, asocial families.
Within the framework of this topic, we are talking about dysfunctional families.
A measure of the well-being or trouble of a family can be its impact on adolescents, the style of their attitude towards them. Sometimes, even in outwardly prosperous families (financially secure, with good living conditions, with a high social status, level of education and culture of parents), there are serious violations in interpersonal intra-family relations, in fact, they are dysfunctional, because these violations, as a rule, lead to to personality deformation in the process of socialization of adolescents.
There are the following types of dysfunctional families:
Conflict family - the most common type (up to 60%), with a predominance of a confrontational style of relationship. Conflict marital unions include those in which there are areas between spouses where their interests, needs, intentions and desires constantly clash, giving rise to especially strong and prolonged negative emotions.
Experience shows that the most effective forms of work with such families are:
- parent meetings;
- Conferences;
- Trainings;
- Individual and thematic consultations;
- Conversations;
- Visiting families.
Immoral family - a family that is characterized by the oblivion of all moral and ethical norms (drunkenness, fights, obscene language, drug addiction, etc.).
In conflict and immoral families, the position of children is directly dependent on intra-family relations, and the educational factor deserves the value of a derivative.
Pedagogically insolvent family - a family with a low level of general and lack of psychological and pedagogical culture. It is characterized not only by mistakes and defects in the upbringing of children, but also by an unwillingness to change anything in the content and methods of upbringing. Such a family consciously or unwittingly sets the child to ignore social norms and requirements, to confront the world.
Asocial family - a family in which children from an early age are in an environment of disregard for generally accepted social and moral norms perceive the skills of deviant behavior.
The causes of family trouble are very diverse, they are interconnected and interdependent, between them.
In general, today in our society there is a serious lack of a positive impact on children, adolescents, and youth.
Moreover, qualitative changes in the macroenvironment are accompanied by the deformation of the family, which does not perform such basic functions as the formation of a sense of psychological comfort and security in children. The existing negative microclimate in many families causes the emergence of alienation, rudeness, hostility, the desire to do everything in spite, against the will of others, which creates objective prerequisites for the appearance of deviant behavior, demonstrative disobedience, and destructive actions.
The practice of deviant behavior is a pre-planned, well-thought-out system of preventive measures aimed at creating conditions that prevent the emergence of certain forms of social deviations, as well as their spread.
Prevention is usually associated with the planned prevention of some adverse event, that is, the elimination of causes that can cause undesirable consequences.
In order to build preventive work with adolescents prone to behavioral deviations, it is necessary to know both the type of deviation and the reasons that are fundamental in the formation of deviant behavior of adolescents, and in this case, adolescents from dysfunctional families.
To identify the causes of deviant behavior, it is necessary to use a number of simple diagnostic techniques aimed at describing and diagnosing various types and levels of deviant development in children and adolescents.
And having identified such families, one involuntarily asks the question “How to help?”. On the part of the class teacher, this help can be expressed in preventive work.
There are two ways to carry out preventive work: explanatory and proactive.
The task of explanatory prevention is to achieve a strong condemnation by the public of negative manifestations in the youth environment. Systematic conversations with students and parents to explain the consequences of smoking, drunkenness, and the use of household toxic substances contribute to:
Formation of students' psychological immunity to drugs, alcohol, tobacco;
The formation of students' attitudes to maintain a healthy lifestyle and improve their spiritual and moral culture.
An effective tool for the prevention of deviant behavior is individual educational work. It is she who allows for "direct access" to a minor whose behavior can be characterized as deviant.
Experience shows that the most effective in individual educational work are such forms as:
Studying personal documents;
Individual conversations;
Use of rewards: gratitude, commendation, sightseeing trip.
Involvement in hobby activities (circle work).
General group affairs: labor affairs, cultural events, leisure activities.
Education for success.
Individual educational work is the main means of explanatory prevention in a family, college, where constant contact with adults is carried out. The most important thing here is not to make mistakes, since the distortions allowed in individual educational work can lead a difficult-to-educate teenager to illegal actions.
Proactive prevention, on the other hand, has other characteristics. It is aimed not at specific manifestations of deviant behavior, but at entire areas, complexes of social deviations: worldview, labor, family and household. It solves such problems as poor organization of leisure, flaws associated with moral, political, aesthetic education, problems of pedagogical neglect of students.
In this case, speaking about the pedagogical neglect of students (pedagogical neglect is the first stage of the occurrence of deviation), we are talking about proactive prevention. After all, pedagogical neglect is more often a prerequisite for the emergence of other forms of deviation.
The task of pedagogical prevention is solved within the framework of an educational institution, and from two sides: neutralization of external negative factors that affect the formation of the student's personality; suspension of the development of such qualities as laziness, egocentrism, indiscipline.
Elimination of internal causes occurs in the process of re-education of a minor. This process will be more effective if it is combined with preventive measures and acquires a collective character (teachers will involve parents and the public). Public events should be humanistic in nature.
In working with difficult-to-educate adolescents, it is very important to be able to predict the ways of further development of the personality.
For the purpose of educational and preventive work, we can recommend such punishments as: warning, staging, notifying parents; discussion of the behavior of the student in the team of the group; discussion at the Prevention Council of the educational institution.
Due to the fact that in most cases, "difficult" teenagers are brought up in dysfunctional, incomplete, low-income families, one of the areas of prevention will be the examination of families for social security, moral stability. All these families are registered and periodically monitored. In very rare and extreme cases, complete isolation of children from the family occurs when there is a threat to the lives of children or their health.
In terms of the educational work of the college, special sections of work are distinguished: on the prevention of smoking, drug addiction, alcoholism; conducting conversations on various topics of legal education; meetings with a narcologist, law enforcement officers.
The main forms of work with the difficult to educate are visiting families at home, inviting parents to an educational institution, thematic class hours and parent-teacher meetings.
The choice of methods of influencing the personality of a student is determined by the purpose of preventive work and the individual psychological characteristics of a pedagogically neglected student.
The leading goals are: the destruction of negative attitudes and habits of a pedagogically neglected student, the formation of socially useful traits and qualities in him, the education of the ability to withstand adverse influences.
One of the areas of preventive work in our college is the organization of the process of self-education of students. It is through self-education that the results of preventive work are consolidated, the ability of students to manage their behavior in accordance with the norms of morality and law develops.
The success of self-education depends on the degree to which students master the methods by which they organize their behavior and control their feelings.
Educational institutions are of great importance in helping disadvantaged families. Conditions are created for the successful socialization of a teenager from a dysfunctional family, which are implemented with the help of such tasks as: identifying dysfunctional families, providing information and mediation assistance to the family of the "risk group", providing assistance aimed at the successful socialization of a teenager with deviant behavior, reducing the number of dysfunctional families.
List of used literature:
- Azarov Yu. P. Family Pedagogy. - M., 1985.
- Kleiberg Yu. A., Shakhzadova N. V. Social work and prevention of deviant behavior in adolescents: Uch. settlement - Tver - Nalchik, 2000.
- Schneider L.B. Deviant behavior of children and adolescents. - M .: Academic Project; Tricksta, 2005. -336 p.
