Chapter I. A child in a difficult life situation and the need for his social and pedagogical support. Children in a difficult life situation - concept, characteristics, factors of appearance

Introduction

1.1 The essence of the concept of "difficult life situation"

Conclusion

Literature

Applications

Introduction

Relevanceresearch topic is that in recent years in Russia, in the context of the ongoing instability of socio-economic and political life, there has been a steady increase in the number of children who find themselves in difficult life situation. This is evidenced by the statistical data presented in the annual state reports "On the situation of children in Russian Federation". Moreover, only a small number of these children were left without care as a result of the death of their parents. The rest belong to the phenomenon of the so-called "social orphanhood", that is, they are orphans with living parents, and their number is growing catastrophically. This is caused by the continuing deterioration in the life of the Russian family, her moral principles and, as a result, a change in attitude towards children.

The statistics about those who grow up and leave rehabilitation centers are disappointing. Every year, tens of thousands of children leave such institutions for an independent life, and most of them do not adapt well to such a life. As a result - unemployment, poverty, crime, become alcoholics or drug addicts, commit suicide.

The leading causes of "social orphanhood" are:

-deprivation parental rights(up to 70%);

-refusal to raise a child (up to 20%);

-stay of parents in places of detention (up to 10%).

Pupils of rehabilitation centers have a lot of problems. One of the main ones is to successfully integrate into society and independently build your life worthy of a Human. The main mission of institutions of social protection of the population is to help in the socialization of pupils.

social work minor rehabilitation

Purpose of the study -identify, theoretically substantiate and experimentally test the main areas of social work with children in difficult life situations.

To achieve this goal, it is necessary to the following tasks:

1. To reveal the essence of the concepts: social work, difficult life situation.

To analyze the features of the socialization of children who find themselves in a difficult life situation.

To measure the level of socialization of pupils in the example of the State Budgetary Educational Institution "Social and Rehabilitation Center for Minors in the Dubrovsky District".

To develop the main directions of work with children in difficult life situations.

Object of study:social work with children in difficult life situations.

Subject of study:technologies of social work with children in difficult life situations.

Research hypothesis- social work with children in difficult life situations will contribute to the successful socialization of children if the technologies of the proposed activity are implemented.

Chapter 1. Social work and its significance in the socialization of children in difficult life situations

.1 The essence of the concept of "difficult life situation"

In the scientific literature, the term "difficult situation" is used most often, and sometimes next to the concept of extreme. It also does not have a clear definition. In order to define a life situation as difficult, there is a violation of socialization to life. That is, a difficult life situation (DLS) is a situation in which "as a result of external influences or internal changes, a person's socialization for life is violated, as a result of which he is not able to satisfy his basic vital needs through models and methods of behavior developed in previous periods of life.

The person who is in difficult situation, receives information about its various elements - about external conditions, about its internal states, about the course and results of its own actions. The processing of this information is carried out through cognitive, evaluative and emotional processes. The results of information processing in these three aspects affect the further behavior of the individual in this situation. Awareness of the imbalance between the individual elements of the situation means a certain level of threat to the individual. Threat signals lead to an increase in activity, which takes the form of negative emotions of varying quality and strength. The role of emotions in the psychological mechanism of behavior in difficult situations can be different:

) as a difficulty detector;

) as an assessment of the significance of the situation for the individual;

) as a factor leading to a change in actions in a situation.

A person reacts to a situation subjectively and behaves in it depending on how he perceives this situation and how he interprets its meaning. Thus, difficult situations, even similar ones from the point of view of an outside observer, affect different people in different ways. The ability to cope with the frustrating and stressful impact of difficult situations largely depends on the level of mental development of the individual, his stress resistance, experience in overcoming difficulties, resilience and a number of other significant factors. personal qualities.

As you can see, difficult situations are a special case psychological situations. We can talk about a difficult situation when the system of relations of a person with his environment is characterized by an imbalance, or a discrepancy between aspirations, values, goals and possibilities for their implementation, or personality traits. The category of difficult situations understood in this way includes a wide range of life (everyday) situations of a person and situations related to his activities. Among them, several groups can be distinguished:

) difficult life situations (illness, danger of disability or death);

) difficult situations associated with the performance of a task (difficulties, opposition, interference, failures);

) difficult situations associated with social interaction (situations of "public behavior", evaluation and criticism, conflicts, pressure, etc.).

Difficult situations can be differentiated based on the level or degree of their complexity "... if you draw a conditional straight line and place situations of everyday life on one pole of this continuum, on the other there will be extreme situations, i.e. situations of the maximum degree of complexity for a person" .

Practical social work to help children in difficult life situations involves mandatory work with the child's family, especially in cases where the family is dysfunctional. The main form of providing such assistance should be a specially organized process - social support for the child and family. In turn, accompaniment can be defined as a special form of prolonged social assistance- patronage. Patronage in this case is understood as a holistic and comprehensive system of social assistance provided within the framework of the activities of social services.

Since the beginning of the 90s of the last century, the system of social work has been moving to a new stage of development, the purpose of which is to create conditions conducive to the realization of children's rights different ages for full-fledged physical, intellectual, spiritual, moral and social development in accordance with the norms of the Constitution of the Russian Federation. Among the priorities of the state social policy to improve the situation of children in the Russian Federation are the following:

ensuring real access to education, developing a system of additional education, creating conditions for the spiritual and moral development of children, developing a system of vocational guidance, promoting the socialization of adolescents to new socio-economic conditions, creating conditions for the sustainable functioning of the system of organizing leisure and recreation for children;

support for children in especially difficult circumstances: ensuring an effective state system for the prevention of neglect and juvenile delinquency, ensuring the real right of children with developmental anomalies and disabled children to special state care, providing orphans, refugee children with conditions for a full-fledged spiritual and physical development.

It should be noted that the system of social work is developing as an interdepartmental one, involving the interaction of educational institutions, social protection, medical and cultural institutions, and government organizations. hallmark system becomes its conditionality of regional (municipal) specifics, when demographic, social, historical, economic and other features are taken into account. At the same time, a number of main directions for ensuring social work can be distinguished. These areas include:

promotion and clarification of the rights of children, families;

study, diagnosis, resolution of conflicts, problems, difficult life situations affecting the interests of the child, in the early stages of development in order to prevent serious consequences;

identification of requests, needs of children and development of measures to support individual students with the involvement of specialists from relevant organizations;

individual and group counseling of children, parents, social workers on issues of resolving problem situations, conflicts, stress relief, raising children in the family;

individual support of the child, aimed at overcoming the problems of cognitive, communicative activity, including training according to individual educational programs and plans;

organizing the activities of children and adolescents of different categories in their free time from school;

organization of rehabilitation camps for maladjusted children;

conducting summer profile shifts (labor, leisure, sports) at the place of residence of adolescents on the basis of clubs, schools and other institutions;

organization of summer health-improving holidays for children from unsecured, large, asocial families;

organization of work with gifted children (summer profile shifts, competitions, reviews, etc.).

These directions reflect the content component of social work that has developed in practice. The organizational component of the support system, which has been formed over the years of its formation as a mechanism for interdepartmental interaction, includes the following composition of institutions and organizations that differ in composition, categories of children, their coverage, forms of support:

educational institutions, including: preschool institutions, general education schools of all kinds, institutions of primary and secondary vocational education, institutions of the special education system, institutions of additional education;

social service institutions: orphanages, family and child support centers, rehabilitation centers, trust services, counseling centers;

institutions of culture, sports, youth policy: employment centers for adolescents and youth, youth public receptions, youth labor exchanges, etc.;

interdepartmental psychological-medical-social-pedagogical centers and services different levels, psychological and pedagogical commissions;

units for juvenile affairs in the structure of law enforcement agencies;

commissions on juvenile affairs and protection of their rights;

healthcare institutions.

In order to successfully solve the new and largely unexpected problems facing the state, society, and the education system, it is important to clearly understand the causes of the emergence and growth of child homelessness and neglect. The main among them is the destruction of the state system of socialization and public education of children without the formation of a new effective structure for the socialization and leisure of children in the conditions of market relations.

Summarizing the aboveit can be said that the concept of "a child in a difficult life situation" is the most complete and able to characterize all possible manifestations of various forms of deviation from the norms of a child's life.

1.2 Technologies of social work with children in difficult life situations

Various technologies and programs are used in working with children in difficult life situations. Each of them has its own specifics, but they all have one ultimate goal.

The main goals of social work with this category are: the creation of a system of social services for children as a state-public integral system of socio-psychological support for a person; identification of factors that determine the development of social behavior of minors and young people; providing emergency assistance to children in difficult life situations; increasing the degree of independence of clients, their ability to control their lives and more effectively resolve emerging problems; creation of conditions under which a person, despite physical injury, mental breakdown or life crisis, can maintain a sense of dignity and respect for himself from others; achievement of such a result when the client does not need the help of a social worker (ultimate goal).

In our difficult time of socio-economic instability and crisis phenomena in all spheres of life, the least protected segments of the population, and especially children, suffer especially hard.

Each child at different periods of his life, and also depending on social conditions in which he may find himself, for reasons beyond his control, may find himself in a difficult life situation and, accordingly, will need help and protection to varying degrees. In this regard, difficult life situations of children are classified as follows: children left without parental care; children living in low-income families; children are victims of armed and ethnic conflicts; children from families of refugees and internally displaced persons; children in extreme conditions; children are victims of environmental and man-made disasters; children are victims of natural disasters; disabled children; children with disabilities in mental and (or) physical development; children with behavioral problems; children whose viability is objectively impaired as a result of the circumstances; children are victims of violence; children serving sentences of imprisonment in educational colonies; children in special educational institutions.

Pupils have a lot of problems, since in a state institution they do not have the feeling of a permanent home. Some children had to change up to six settlements, including the place of birth and education after graduation, four or five children's institutions. At the age of 15-18, teenagers are forced to leave the rehabilitation center into the unknown, to solve the problem of housing, registration. For some, graduating is like wandering. To the status of an orphan is added the status of a migrant, a marginal and a stranger.

Children who find themselves in a difficult life situation become migrants at an early age and retain this status for many years, proving that migration is not a geographical fact, but a social phenomenon.R. Park believes that migration should not be identified with a simple movement. At a minimum, it includes a change of residence and the destruction of domestic ties. Home ties in children who find themselves in a difficult life situation are destroyed several times:

) proper domestic ties and separation from relatives;

) home connections, when the child begins to consider the children's institution as home, and the caregivers and children as relatives. Such moves leave a psychological trauma for life.

Moving from one institution to another for some pupils is the expectation of something new, for others it is a fear of the future. Those who were offended in a rehabilitation center are waiting for their lives to change for the better.

The study showed that in addition to character, upbringing, health, the presence of relatives and the relationship that is formed with them affects the socialization of the child. Once in children's institutions, children completely lose all family ties.

During the history of charity, children who found themselves in a difficult life situation had the opportunity to raise their status in a state institution relative to the homeless. This is realized at the expense of the state and at the expense of education or profession, which they definitely try to give the child in an educational institution. On this path, the child is often limited in receiving school education, many of them cannot study in a regular school, equal in their knowledge to children who have parents.

Young people from among children who find themselves in a difficult life situation are not competitive in the modern labor market. And the acquired professions are unclaimed. Those few non-governmental organizations that have started working today and are ready to help children in difficult life situations in finding employment play the role of formal and informal employment channels: acquaintances, recommendations, labor exchanges.

Restrictions on obtaining a specialty and work are related to the housing problem. The law requires a graduate of a state institution to return to the place of birth, with which only the very fact of birth is sometimes associated.

Children who find themselves in a difficult life situation who did not communicate with their parents during their stay in children's institution, or do not know anything about their parents, begin to make inquiries about them. Some young people do this after leaving school, but most often after vocational school, another educational institution, after serving in the army. When you have to get a job and re-solve the problem of registration and housing. Some young people can only find out that their parents were, but now they are no more, others manage to get information about their former registration or place of residence, which means they can apply for housing.

If parents and children agree to live together, then often young people begin to lead the same antisocial lifestyle as their parents. We can talk about negative socialization.

Sometimes the children themselves, concluding that the best defense is an attack, begin to mock their parents, kick them out, and sell their homes.

In some cases, teenagers find it easier to associate themselves with negative environments. Become homeless, join a gang, but don't go back to your parents.

Before leaving school (grades 9 or 11), children who find themselves in a difficult life situation are in the same space - a children's institution, of varying degrees of openness / closeness and represent a certain group of children, adolescents, connected by territorial unity. Children of each group (children's institution) live in the same conditions, receive the same upbringing and education, and have the same social status - a pupil. The reason that children are united in the group "pupils of the rehabilitation center" is the guardianship of the state and the lack of parental care. Collective unity is a children's institution. The new team, like the whole society outside the children's institution, is alien. If socialization is successful, then the stranger becomes his own, "fits" into the group.

The main indicators of socialization can be noted:

how successfully the pupil managed to get a job;

how successfully he managed to create his family, raise his children;

development of social activity, independence, responsibility;

absence of deviant behavior.

For the normal development of the individual, it is necessary to satisfy not only the biological, but also the social, spiritual needs of the child.

If it was possible to educate a person with a conscious attitude towards himself, others, society, the Motherland, etc., a person with an active life position, able to build a life perspective, constructively resolve conflicts, and be able to interact with others, then we can safely predict the successful socialization of such a person .

In this way, social work with children who find themselves in a difficult life situation is widely developed and has various directions, but they are mainly focused not on the prevention of crisis situations, but on the “fight” with the consequences of a child falling into this category of citizens.

Programs developed in the region for the activities of a particular institution are more effective. They are created by leading practitioners who are directly involved in social work with children in difficult life situations.

Impossible to develop universal method social assistance, technology or program capable of simultaneously effectively solving various problems of this category of children. Since the nature of the problems falling under the classification of children who find themselves in a difficult life situation is very wide and varied. Therefore, two or more social programs should be applied in one institution at the same time, they will fill in the shortcomings of each other.

1.3 Main areas of work with children in difficult life situations

Taking into account the peculiarities of the contingent of children entering the State Budgetary Institution of Social Rehabilitation "Social and Rehabilitation Center for Minors of the Dubrovsky District", in our opinion, it is necessary to think over the content of work with children, although the idea of ​​dividing into temporary stages of the child's stay in each specific institution is quite reasonable. The stay of a child in a rehabilitation center has a clearly defined final goal, which is preceded by a specific intermediate one.

The selection of goals makes it easier for the educator, teacher and the child himself to trace his life path, allows him to achieve final goals, gradually complicate the requirements for the child. This content of the work allows you to see and feel the changes in yourself, in your behavior, in your lifestyle, to be an active participant in the whole work.

The stages into which the child's stay in the rehabilitation center is divided help the educator to focus on developing exactly those skills that are needed at the moment. The acquisition of the skills necessary for a normal life at every stage of time is easy to see, and they facilitate the child's adaptation to life both in the institution and survival in general.

The duration of the child's stay at the State Budgetary Healthcare Institution "Social Rehabilitation Center for Minors in the Dubrovsky District" will vary in duration, but conditionally it is divided into six stages.

The first stage is conditionally called the stage of formation of a sense of security. This stage may cover the time from the start of work on the placement of a child in a particular institution up to 5-6 weeks of stay in it.

The second stage is aimed at organizing the child's life in the center. This stage covers the entire period of the child's stay in each specific institution and will last from three months until independent entry into life.

The third stage includes the organization and conduct of various types of rehabilitation work with children. At this stage, individual and group forms of work with children and adolescents are assumed during the entire stay in the center.

The fourth stage is aimed at preparing educational institutions for the future independent life of the child and again permeates the period of his stay in a particular institution.

The fifth stage involves the self-determination of the pupils of the center, including professional ones. This stage covers the entire time of the child's stay in this institution, and the types of work and forms depend on the age of the child.

The sixth stage is connected with the time when the pupil leaves the center and he is being prepared to enter an independent life. The time of its passage is very individual, depending on the specific goal that the pupil of the institution realizes.

The timing of the passage of stages in time will depend on many reasons and will be determined by the following factors:

opportunities of the territories to provide social assistance to children and adolescents;

the age of the child and the ultimate purpose of his stay in this institution;

professional self-determination of the pupil;

purpose of his independent life. .

In this way, the division of the time spent by the child in the rehabilitation center into stages makes it possible to clearly distinguish between the functions that are performed by all specialists related to the child.

Chapter 2

2.1 Analysis of the activities of the rehabilitation center for minors

The purpose of the study is to identify the level of socialization, to develop the main areas of work with children who find themselves in a difficult life situation.

To achieve this goal, you need to do the following tasks:

1. To measure the level of socialization on the example of the State Budgetary Institution of Social and Rehabilitation "Social and Rehabilitation Center for Minors in the Dubrovsky District" at the age of 12-17 years.

To measure the level of socialization of pupils of the 7th grade of a general education school.

Analyze the received data.

The study of the level of socialization was conducted in February 2014 among pupils on the example of the State Budgetary Institution of Social and Rehabilitation Center for Minors in the Dubrovsky District and 7th grade students of the Dubrovsky secondary school.

Research base:

GBUSO "Social rehabilitation center for minors Dubrovsky district".

December 2002 - MSI "Shelter" was reorganized into a municipal specialized institution of social services "Social and Rehabilitation Center for Minors".

The main goals and objectives of the institution

social assistance to families in difficult life situations;

provision of emergency social assistance to minors who find themselves in a difficult life situation, ensuring their temporary residence

identification and differentiated accounting of families with children in need of social support, determination of the forms of assistance they need and the frequency (permanently, temporarily, on a one-time basis) of its provision,

participation in the work on the prevention of neglect and juvenile delinquency together with the authorized competent authorities and in agreement with the founder;

providing social, psychological and other assistance to minors, their parents (legal representatives) in eliminating a difficult situation;

ensuring the protection of the rights and legitimate interests of minors;

organization of medical care and education of minors, assistance to their professional orientation and their acquisition of a specialty;

assistance to guardianship and guardianship authorities in the placement of minors left without parental care;

The outpatient department provides the following services:

provision of temporary residence for minors;

rendering first aid(if there are indications, minors are sent for treatment to a hospital medical institution);

organization of medical examination of minors by doctors - specialists;

clarification of the identity of the minor, the place of residence of his parents or his legal representatives;

notification of parents (legal representatives) about the location of the minor.

organization phased implementation individual programs for the social rehabilitation of minors, ensuring the restoration of lost contacts with the family and within the family, their social status;

providing comprehensive medical and psychological assistance to minors;

implementation of social patronage of families upon the return of the child from the Center.

Department of assistance to families and children:

identification of the needs of specific families in various types and forms of social support and assistance in obtaining it;

comprehensive study, analysis and participation in practical problem solving dysfunctional families, their social patronage;

protection of children's rights, participation in activities for the prevention of neglect and delinquency of minors, their social rehabilitation.

The main reasons for the increase in the number of children in difficult life situations are:

the decline in the social prestige of the family;

-material and housing difficulties;

-interethnic conflicts;

-growth of out-of-wedlock birth rate;

-a high percentage of parents leading an asocial lifestyle;

-an increase in the number of divorces;

-spread of child abuse.

In the course of work on socialization, the following problems of pupils were revealed:

Social problems:

overload of children with negative experiences, negative images, due to the initial stay in an inferior, dangerous social situation;

the social status of an orphan child is "a child of the state".

Medical problems:

pathological deviations in the state of health of pupils;

severe mental trauma, nervous disorders, developmental delay;

weakness of the child's body, lag in physical development.

Psychological problems:

early deprivation, deformation of the emotional-sensory sphere caused by a lack of parental love;

emotional coldness, tightness, alienation, distrust of people, unfriendly, and sometimes aggressive attitude towards them;

lack of formation of communicative skills, inability to build constructive communication at the level of "child - child", "child - adult";

increased vulnerability of pupils of the rehabilitation center, inability to self-determination, infantilism;

violation of the feeling of close attachment to relatives (brothers, sisters).

Pedagogical problems:

socio-pedagogical neglect of children;

deviant behavior;

low level of culture;

a high level of claims, selfishness, a consumer attitude towards people, a poorly developed sense of responsibility, thrift.

According to the results of the study of problems, pupils note that they face problems: in their studies, conflict with adults (teachers, caregivers), homesickness.

Children from socially disadvantaged, incomplete families, which are characterized by social isolation, poor housing conditions, whose parents have a low-prestige occupation or are unemployed, are more likely to abuse alcohol and drugs.

And in families where parents are constantly busy, they do not set clear standards of behavior, they use a type of distorted upbringing, when children are left to their own devices, or inconsistency in upbringing, when a child can be punished and praised for the same act, a cruel style of upbringing or overprotection, when the child is brought up in "greenhouse" conditions, has easy and uncontrolled access to money and is not aware of how they get it, and some other forms also lead the teenager to an increased risk of slipping into drug addiction and alcoholism.

The desire to find money to buy drugs - legal and illegal - pushes drug addicts to commit crimes. The administration is conducting multifaceted work to combat drug addiction. These are operational-search activities to identify and detain drug dealers, and work with adolescents by specialists from the Department of Education, Health, Family and Youth Affairs (the "sos" comprehensive program for 2013-2014 on measures to prevent crime, delinquency, treatment of drug addiction, substance abuse , alcoholism, prevention of HIV and other infections, identification of risk groups among teenagers and youth of the city). However, the measures taken are lagging behind the pace of the increase in the scale of the problem.

Therefore, the rehabilitation center for children and adolescents cannot stand aside.

The purpose of this program developed at the center is the prevention of drug addiction through self-knowledge, self-education, increasing the level of life competence and developing skills healthy lifestyle life.

The task was to develop a systematic approach to the prevention of abuse of legal and illegal drugs among adolescents and children.

The results obtained from the work carried out are the reduction of risk factors for the use of legal and illegal drugs among the wards, the formation of a healthy lifestyle and highly effective behavioral strategies and personal resources, as well as the formation of skills to counter the drug-addicted environment.

The results were obtained through the holding of seminars for educators in order to familiarize themselves with the goals and objectives of the program, conducting special trainings and classes with children and adolescents on the following topics: smoking, alcohol, drugs; activities with parents and addicted teenagers.

The Rehabilitation Center for Children and Adolescents works with children in difficult life situations. During the year, more than 150 children, aged 3 to 18, receive rehabilitation at the orphanage. Many children reapply throughout the year and annually. Therefore, we can observe the family for a long time.

The situation in such families is not improving, there is a degradation of parents, children from year to year come to the shelter more and more maladjusted. Many of them do not attend secondary school, a large number of children are addicted to alcohol and smoking, some have toxic addictions, as well as children who have committed offenses (theft, robbery, petty hooliganism).

Surveys of families show that intra-family ties are restored only in isolated cases. After a rehabilitation course in an orphanage, children return to their former lives - to dysfunctional, alcohol-consuming families, continue to live in a family without support within it.

To date, there is an urgent need to create a comprehensive program for the rehabilitation of not only children and adolescents, but also their families, because. work with the "consequence" is useless without eliminating the main cause (alcoholism and deprivation of parents).

Both parents and children should not be part of the problem, but part of its solution and have the knowledge necessary for self-rehabilitation.

The complexity of the program and its viability is determined by the interaction of a social work specialist, a social pedagogue and a psychologist working in the staff of the shelter, as well as a volunteer movement that develops in the process of implementing the program (self-help groups from the clients themselves).

The purpose of the program is the social rehabilitation of the family, the restoration of intra-family ties aimed at returning the child to normal life.

The objectives of the program were:

Motivation of family members to refrain from drinking alcohol and to return the child to the family

Formation of a healthy lifestyle in order to develop personal resources that prevent the abuse of alcohol and psychoactive substances (PS).

Creating conditions for social adaptation both parents and children in order to develop their interests and individual characteristics,

Monitoring the state of the family after rehabilitation measures.

The effect of the implementation of the program is the return of children to the family and the absence of the need to keep children in institutions state support(the content of one child in an institution costs the state 100-105 thousand rubles a year), as well as improving the crime situation in the city.

In this way, in the course of various technologies, it is supposed to develop an integrated approach to solving the social problems of a child (teenager) and his family. The implementation of this program gives impetus to the development of the family rehabilitation department, workshops, the organization of various types of public associations, and the development of volunteer activities. Through the implementation of this program, it becomes possible to attract extra-budgetary funds in the form of sponsorship, partial self-sufficiency (activities of workshops).

2.2 Analysis of the results and conclusions on the study of social work with children in the State Budgetary Health Institution "Social and Rehabilitation Center for Minors in the Dubrovsky District"

The study involved 53 people. Among them, 25 boys and 28 girls. The children were conventionally divided into two groups.

The socialization of children who find themselves in a difficult life situation (the inadequacy of behavior to the norms, requirements of the system of social relations in which the person is included), although it is within the normal range, is still much higher than that of their peers living in families. Children who find themselves in a difficult life situation also have a higher level of non-acceptance of themselves (the discrepancy between "I am the ideal" and "I am the real" ideas about myself), rejection of others, emotional discomfort, external control. Both children living in families and children who find themselves in a difficult life situation are led. The level of care from solving problems among pupils exceeds that of students. In general, the analysis of these indicators allows us to conclude that the socialization of the pupils of the center, although it is within the normal range, is slightly lower than that of their peers who are brought up in families.

In this way, overprotection and the care of educators deprives children of independence. Children who live in closed children's institutions from an early age grow up in conditions of lack of communication. It would seem that in such conditions, one should expect the pupils of the rehabilitation center to have a relatively high level of ability to organize themselves, plan their behavior. As shown by studies conducted in the example of the State Budgetary Institution of Social and Rehabilitation "Social and Rehabilitation Center for Minors in the Dubrovsky District", this is far from being the case.

A child brought up in a family finds himself in a less rigid situation of requirements and control, has the opportunity to participate in a variety of complex adult activities (repair a TV with his father, cook dinner with his mother), learn to perform not only individual operations, but also learns quite complex planning programs, organization and control of their activities. In the family, the assimilation of complex elements of activity, the development of internal action planning does not occur in a situation of special education, but in a natural inclusion in the context of activities that are attractive to the child.

What is given to the child spontaneously in the family, without specially designated efforts of the parents, the pupil of the rehabilitation center can receive only at the cost of a huge purposeful work of the teaching staff.

We studied the level of socialization in boys and girls brought up in the example of the State Budgetary Health Institution "Social Rehabilitation Center for Minors in the Dubrovsky District" in order to identify deviations in the psychological state, analyze and prevent problems at the initial stage of their occurrence.

Although the socialization of girls is within the normal range, it is slightly higher than that of boys, so girls are prone to inadequate behavior of norms and requirements in society. Both boys and girls accept themselves, accept others, are led. Boys have higher emotional comfort, while girls have higher emotional discomfort. The level of escapism in boys is within the normal range, but a little higher, therefore, in situations of crisis, impotence, alienation, they tend to escape from reality into the world of illusions and fantasies.

In general, the analysis of the data allows us to conclude that the socialization of boys in the example of the State Budgetary Health Institution "Social Rehabilitation Center for Minors in the Dubrovsky District" is slightly higher than that of girls, boys adapt better to the conditions of the social environment.

We can trace the socialization of pupils through relationships with classmates.

In February 2014, we conducted a diagnosis of emotional ties, that is, mutual sympathy between members of the two groups.

Consider the results of our diagnostics

From our data, we see that in the first group in the "zone of stars" were the leaders who scored the maximum number of elections - these are B. Ruslan, L. Zabar, R. Ivan. They are in the best position, each of them an attractive personality for others. The maximum number of elections (6 out of 6) was received by R. Ivan, he turned out to be the most popular among classmates. Thus, an informal group of three people is revealed, and the rest are drawn to them.

The "preferred zone" includes M. Artur, S. Matvey, S. Mikhail, P. Vasily. In this position, the guys also feel good. Despite the fact that P. Vasily received the least number of choices (2 out of 6), he is on the border of the "preferred" and "neglected" zones. The reason, apparently, is his behavior, uncontrollability, hyperactivity. Vasily himself made the largest number of choices (6 out of 6), which indicates that Vasya strives to communicate, wants to have friendly relations with all the guys in the group.

It should be noted that in this group there are neither "neglected" nor "rejected".

The cohesion coefficient of this group is 100% - in general, everyone in this group feels good.

In the second group, we see that the "zone of stars" includes D. Victor, K. Ivan, who received the largest number of elections (6 out of 7) and became the undoubted leaders in this group.P. Denis received 5 choices and also belongs to the "zone of stars". The guys themselves made from 3 to 4 choices - this is not the largest number. These guys are very comfortable in their group, they are pleasant for many of their comrades and make contact themselves.

B. Vadim, K. Maxim entered the "preferred zone", they got 4 out of 7 choices each, they are just as good among the guys in the group, they themselves made an average number of choices. D. Alexander and S. Sergei, although they are on the border of the "preferred zone" and "neglected zone", scored 2 votes each. In turn, D. Alexander made the largest number of choices, which indicates the need for communication, S. Sergey made 5 choices, he also wants to communicate with most of the group.

"Zone of the Rejected" - N. Sergey, he did not receive a single choice and he himself made the minimum number of choices (1), this indicates that the boy does not want to communicate with anyone in this group, he is uncomfortable.

The cohesion coefficient of the group is 87.5% - this is a good indicator. The guys feel good in this team, except for N. Sergey. We recommend improving the climate of the group; having influenced the rejected one, help the pupil to stand out, gain authority, interest the guys in his person. It is necessary to have conversations with the guys, without N. Sergey, and with him alone. Talk about his behavior, attitude with the guys. No need to make comments and discuss Serezha in front of everyone, so as not to give the guys a reason to further reject him.

Pay attention to the fact that D. Alexander and S. Sergey do not move from the “preferred zone” to the “neglected zone”.

In the third group, K. Anastasia entered the "zone of stars", she received the maximum number of elections (6 out of 6), turned out to be the leader of this group, and N. Nadezhda, received (5 out of 6) elections.

In the "preferred zone" - B. Nadezhda, E. Lolita, N. Galina, they are comfortable in their group. S. Valeria is on the border of the "zone of preferred" and "zone of neglected", the girl received (2 out of 6) choices.

"Zone of the Neglected" - P. Diana, she received the minimum number of elections (1). A girl is needed from time to time, and so they do fine without her. Diana herself strives for communication, this is evidenced by her 5 choices.

Group cohesion rate is 83.3%

We recommend paying attention to Diana. She needs the help of educators in showing herself from the best side. There is no need to make comments in front of everyone, it is better to discuss her misconduct with her alone, without the presence of girls. You need to talk with the girls, invite them to put themselves in her place, ask them to list her virtues in writing. Pay attention to S. Valeria.

In the fourth group, the "zone of stars" was not revealed.

All the guys belong to the "preferred zone".Ch. Sergey and Sh. Dmitry each received 2 out of 6 choices - this is the border of the "preferred zone" and the "neglected zone".

Group cohesion ratio is 100%

Pay attention to Ch. Sergey and Sh. Dmitry.

In the fifth group, the "zone of stars" was not revealed.

"Zone of the preferred" - A. Alexey, K. Ruslan, K. Eugene, they are comfortable in the team.

"Zone of the Rejected" - Sh. Alexander, V. Maxim, they did not receive a single choice. Maxim himself did not make a single choice. The boy is completely rejected by the group and does not seek to win anyone's sympathy. Alexander, on the contrary, strives for communication, he made 4 choices out of 5.

The cohesiveness ratio of the group is 66.6%, which is the group with the lowest coefficient in the rehabilitation center.

We recommend paying attention to isolated guys. Conduct interviews with all students. Help the guys to prove themselves, to prove that the team needs them. More often emphasize their abilities, positive qualities.

In the sixth group, the "zone of stars" was not revealed.

"Zone preferred" - B. Anastasia, V. Ekaterina, T. Lydia, they confidently took their place. A. Alena and V. Victoria received 2 out of 5 choices each and are on the border of the "preferred" and "neglected" zones. "Zone of the Neglected" - P. Anastasia, she received 1 choice. The girl does not seek to communicate. Group cohesion rate is 83.3%

P. Anastasia's data (socialization, self-acceptance, rejection of others, emotional comfort, dominance) do not correspond to the norms. The girl is maladapted, that is, she has not adapted to the new environmental conditions. She accepts herself, accepts others (in sociometry she made two choices, but she herself received one), she does not strive for communication, because she experiences emotional discomfort, therefore, in sociometry she is in the “neglected zone”.

V. Victoria's data show that she does not accept others, therefore the girl in the group has few friends, she is on the border of the "preferred" and "neglected" zones.

According to the results of the study, we recommend paying attention to P. Anastasia and V. Victoria. Conduct interviews with pupils of the 6th group. Help the girls to prove themselves, to prove that the team needs them. Thus, we measured the degree of cohesion, identified intra-group "authorities" on the basis of sympathy and "rejected" on the basis of antipathy.

Considering the results obtained, we consider it possible to recommend to the teaching staff of the rehabilitation center:

create an emotionally comfortable environment for pupils;

satisfy the most important needs - in unconditional acceptance and love, attention, care, support, recognition and respect;

include pupils in a variety of activities for full development;

in educational work, focus not on formal discipline, education of obedience, but on the development of the personal potential of each child;

one of critical issues in the rehabilitation center - the need of children who find themselves in a difficult life situation, in love. Deprivation of this need entails many violations in the development of the personality of pupils. Considering this, as well as the emotional overload of educators, we recommend giving each child personally 15-20 minutes a day, but during these minutes, focus your attention exclusively on him;

taking into account the need of the pupils of the rehabilitation center for informal communication with adults, the distortion of its forms, as well as the fact that communication is a leading activity for adolescents, the inability to communicate constructively leads to significant difficulties in the socialization of pupils, in everyday communication with children, educators need to use technology developing communication;

use the data we have received to restructure groups, increase their cohesion and efficiency, so that socialization has a positive trend.

Thus, the activities applied in practice in the rehabilitation center have their own focus, but they all lead to positive results and are needed in our society. The level of development of social policy can be characterized by the number of programs and their implementation.

It is impossible to create an ideal social program, since it is impossible to choose a universal solution method suitable for all problems at the same time. Therefore, two or more social programs should be applied in one institution at the same time, they will fill in the shortcomings of each other.

Conclusion

In the process of theoretical study of this problem, we examined the concepts of "social work" and "difficult life situation". We found out that the purpose of socialization is to educate the child in a sense of duty, social security and prepare for a future adult life. The main mission of the rehabilitation center is to prepare pupils for independent life in modern society, but at present the level of this training cannot be considered sufficient. The success of their further life path will depend on how well the rehabilitation center of pupils will be able to prepare for this independent life. Therefore, social workers need to form in children "a way of life worthy of a Human being", which has three bases "Goodness, Truth, Beauty". "A life worthy of a Human is a life that allows him to realize to the maximum the essential properties and fullness of functions that are characteristic only of a human being as a representative of the highest level of the biological world."

For the normal development of the individual, it is necessary to satisfy not only biological, but also social, spiritual needs.

If it was possible to educate a person with a conscious attitude towards himself, others, society, the Motherland, etc., a person with an active life position, able to build a life perspective, constructively resolve conflicts, and be able to interact with others, then we can safely predict the successful socialization of such a person

We learned that young people from among children who find themselves in a difficult life situation are not competitive in the modern labor market, and the professions they have received are unclaimed.

After receiving a profession, the housing problem acquires a new quality: a job is needed, where they will definitely provide a residence permit. But today, many organizations do not have hostels. It is also difficult to take advantage of the quotas provided for employment. Children who find themselves in a difficult life situation are often left without a residence permit, and the employment center does not work with such people.

Many do not have important social resources: material (housing, profession in demand, savings) and psychological (adequate education, support of relatives).

Socialization is one of the most important aspects of the socialization process. But if socialization is a gradual process of personality formation in certain social conditions, then the concept of "socialization" emphasizes the active development by a person or group of a new social environment in a relatively short period of time.

The pupil becomes a full-fledged member of society, assimilating social norms and cultural values.

Successful socialization presupposes an effective adaptation of a person to society and, at the same time, the ability to resist it in those life conflicts that impede self-development, self-determination, and self-realization.

The social worker creates conditions for the socialization of children to new living conditions, their positive socialization and subsequent social integration.

A social worker, who carries out professional activities in a rehabilitation center, is a source of social protection for children in difficult life situations, including he is the organizer of the work to form the socialization of pupils. Forms in children who find themselves in a difficult life situation, "a lifestyle worthy of a person."

From the results obtained, it can be seen that the level of socialization in children of the rehabilitation center is higher than that of their peers, since we found out that excessive guardianship and care of educators deprives children of independence. Children who live in closed children's institutions from an early age grow up in conditions of lack of communication. It would seem that in such conditions, one should expect the pupils of the rehabilitation center to have a relatively high level of ability to organize themselves, plan their behavior. As shown by studies conducted in the example of the State Budgetary Institution of Social and Rehabilitation "Social and Rehabilitation Center for Minors in the Dubrovsky District", this is far from being the case.

Thus, a child brought up in a family finds himself in a less rigid situation of requirements and control, has the opportunity to participate in a complex variety of adult activities (repair a TV with his father, cook dinner with his mother), learn to perform not only individual operations, but also learns quite complex programs for planning, organizing and controlling their activities. In the family, the assimilation of complex elements of activity, the development of internal action planning does not occur in a situation of special education, but in a natural inclusion in the context of activities that are attractive to the child.

Literature

1.Federal Law "On additional guarantees for the social protection of orphans and children left without parental care" N 217704-5 // SPS Consultant +

2.Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation" N 124-FZ // SPS Consultant +

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In modern Russia, due to the increase in the number of families in a social and economic crisis, the concept of children in a difficult life situation is increasingly used in pedagogy and psychology. At the moment, the problem of socio-pedagogical support for children in difficult life situations is extremely relevant. It is caused, first of all, by the socio-economic crisis of recent decades, which significantly affected the situation of the younger generation and led to negative phenomena in such important areas for the development of adolescents as family, education, leisure, and health. The content of the concept of "children in a difficult life situation" has a lot of components. At the moment, children from socially unprotected and disadvantaged families, left without parental care, children with disabilities and developmental disorders who find themselves in extreme conditions, victims of violence and others whose life was disrupted as a result of the circumstances, are classified as those in a difficult life situation. which they cannot overcome on their own or with the help of their families. As a result, it is necessary to define the concept of children in a difficult life situation and their socio-pedagogical characteristics. A child is a constantly growing and developing organism, at each age stage having certain morphological, physiological and psychological characteristics. Each child at different periods of his life, as well as depending on the social conditions in which he may find himself, for reasons beyond his control, may find himself in a difficult life situation, and, accordingly, will need help and protection to varying degrees.

Kuzina I.G. considers the general concept of a difficult life situation as “a situation that objectively violates a person’s social ties with his environment and the conditions of normal life and is subjectively perceived by him as difficult, as a result of which he may need support and assistance from social services to solve his problem”

Osukhova N.G. considers this concept as a situation in which "as a result of external influences or internal changes, a violation of the child's adaptation to life occurs, as a result of which he is not able to satisfy his basic vital needs through models and methods of behavior developed in previous periods of life" .

After analyzing these approaches to the definition of a difficult life situation, and highlighting its common features, we can formulate the following definition: a difficult life situation is a situation that means the experiences of a person who finds himself in a position that seriously affects his well-being, life safety and from which he does not always able to get out on his own. In this case, he needs help. Children who find themselves in a difficult life situation especially need help. It is more difficult for them to find an acceptable way out of the situation on their own. Considering this fact, in social and pedagogical support, it is necessary to predict and determine the most appropriate ways to help a child who finds himself in a difficult life situation. The main goal of such support is to create the most optimal conditions for the life of the child and his upbringing.

Modern children have two main areas of activity, they are also the main institutions of influence on his upbringing - the sphere of the family and the education system. The vast majority of the child's problems arise precisely because of the influence of these two institutions.

For a child, the family is an environment in which the conditions of his physical, mental, emotional and intellectual development. The inability of the family as a social institution to provide for the upbringing and maintenance of children is one of the main factors in the emergence of a category of children in difficult life situations.

We single out the most significant factors affecting family well-being, as a result of which children may experience a difficult life situation.

The first factor is the poor material living conditions of the family. Families with children in Russia have been the most deprived for a long time. The reasons are the high dependency burden on the able-bodied, the lack of work of one of the parents due to childcare, as well as the lower earnings of young professionals. Significant indicators of the material conditions of a family's life are the level of household income and housing provision. It is important to note that poor indicators of material security are concentrated in the same households. Families living in poor housing conditions and not having enough money have low chances to get out of poverty, so they should be given special attention by specialists in services for the prevention of family trouble and orphanhood.

The second factor affecting well-being is the loss of connection with the labor market. Families with children show a high degree of economic activity, and employment is more likely to be among the poor. An increased risk of poverty and, as a result, family distress, is experienced by complete families with children in which a man is economically inactive. Families that have been affected by long-term unemployment, single-parent families with children in which the parent is unemployed, are also among the poor. In incomplete families, women from an economic point of view perform the function that is characteristic of men in complete families. Families with children who are unemployed, although they fall into poverty, have a high chance of getting out of it as a result of a successful job search, in contrast to families in which the man is economically inactive.

The third factor is intra-family conflicts, an unfavorable psychological atmosphere in the family. It is a mistake to assume that all families in which disagreements occur are at risk, and the children living in them are classified as being in a difficult life situation. Only children in a critical situation, in an environment of severe conflicts, which have many reasons, can be considered children who find themselves in a difficult life situation. These children certainly need help, and their families should certainly be included in the target group of programs for the prevention of social orphanhood.

Another not unimportant factor affecting family well-being is abuse in the family. big problem in the work to identify and prevent families where child abuse is practiced, is that the families themselves, both parents and children, hide this fact: parents - because they are afraid of punishment and condemnation, children - because they are ashamed of their situation and feel fear.

The next factor is alcoholism and drug addiction in the family. Alcoholism and drug addiction are those problems that, if not the causes of family trouble, often accompany it. A child, getting into the environment of parents dependent on alcohol or drugs, as a rule, has physical, psychological and social developmental problems. In addition, most children inherit this addiction and constitute a high-risk group for the formation of mental, neurological and somatic disorders. A child is often saved from addicted parents on the street, but there he also expects a dysfunctional environment and the influence of street peers. Such families concentrate all other problems in themselves, as they lose their connection with the labor market and do not have a stable income.

There is also such a factor as a dysfunctional family environment for children, the risks of divorce, and failure to fulfill childcare responsibilities. In Russian society, there is a strong opinion on the question of who should be responsible for raising children. Despite the fact that the majority of respondents believe that the care of a child should fall on the shoulders of the family, or at least should be shared between the family and society, there are parents who shift the responsibility for a preschool child from the family to society. Parents who believe that the care of children should be delegated to society do not want to take responsibility for raising children, which means that they do not fully fulfill their parental responsibilities.

There is reason to believe that critically poor housing conditions and an acute income deficit are the most painful problems for families, followed by a high level of conflict in the family, and only then all other types of trouble. In most cases, a critical situation is associated with a combination of manifestations of trouble.

The Federal Law of the Russian Federation "On the Basic Guarantees of the Rights of the Child in the Russian Federation" formulates typical difficult life situations for a child related to the family:

Death of parents.

Refusal of parents to take their children from institutions of social protection of the population, educational, medical and other institutions.

Independent termination by parents of parental duties in relation to their child.

Failure by parents for one reason or another of their duties towards their children.

Prolonged absence of parents.

Restriction of parents in parental rights. The decision is made by the court taking into account the best interests of the child. It can take place under the condition that leaving the child with the parents or with one of them is dangerous for the child due to circumstances beyond the control of the parents or one of them.

Deprivation of parental rights. It acts as a legislative measure for parents who do not fulfill their obligations in relation to their minor children, as well as abusing parental rights.

The impossibility of parents for one reason or another to fulfill their parental duties: serving a sentence; recognition of their incompetent when they cannot, for health reasons, perform duties in relation to their children; the crisis state of the family, which does not allow it to fulfill parental responsibilities in relation to the child. In the above cases, the child ends up in the guardianship and guardianship bodies - these are local government bodies that are entrusted with the responsibility to protect the rights and interests of children left without parental care. Guardianship and guardianship bodies are called upon to: identify children left without parental care; take such children into account; select forms of placement for children left without parental care. At the same time, they try to arrange them, first of all, in a family. To this end, they contribute to the creation of foster, guardian and other types of families; carry out patronage of foster families, provide them with the necessary assistance; contribute to the creation of normal living conditions and the upbringing of a child in foster families, that is, to provide assistance from psychologists, teachers, social educators promote the improvement of living conditions, exercise control over the conditions of the child, the fulfillment of the parental duties assigned to the foster family for his upbringing and education. In case of failure to fulfill their obligations in relation to foster children, the guardianship and guardianship authorities are obliged to take measures to protect their rights.

Based on the foregoing, we understand that a fairly large number of factors that provoke a difficult life situation in a child come from his family. If at least one of the factors described above is present in the family, then the risk of a difficult situation in a child is very high. Another important area of ​​the child's activity is the educational sphere. Since it is one of the main activities of children, the possibility of a difficult life situation for a child is increased here.

One of the problems of a child in a difficult situation is a low level of socialization, that is, limited mobility, poor contacts with peers and adults, limited communication with nature and access to cultural values, etc. In modern schools, the main role is assigned to the educational rather than socializing function, the school does not provide children with the necessary set of qualities they need for full integration into society. The limited activity of the school determines the negative attitude of the majority of students towards this institution of education, which does not give him the opportunity to express himself as a person. The reason for the emergence of a difficult situation in the lives of children can be an unsatisfactory level of knowledge, and as a result, a large gap in academic performance between the best and worst students. This is very closely related to the self-esteem of the personality of the child. As a result, children have problems of different directions associated with deadaptation in social relations at school. These problems together can lead to a difficult situation for the child.

Nikitin V.A. in his study describes socialization as "the process and result of the inclusion of the individual in social relations" . It is important to keep in mind that socialization is a process that lasts throughout a person's life. Therefore, one of the main goals of socialization is the adaptation of a person to social reality, which serves as the most possible condition for the normal functioning of society. At the moment, difficult life situations that lead to a low level of socialization of the child include: begging, homelessness and neglect, different kinds deviant behavior, as well as illness and disability. The problems that arise in the process of socialization of such children are, first of all, social problems: insufficient forms of social support, inaccessibility of health care, education, culture, and consumer services. Among them, problems of the macro-, meso- and micro-level can be singled out. This set of problems is being solved by the efforts of the entire society and the state aimed at creating equal opportunities for all children.

The Federal Law “On the Basic Guarantees of the Rights of the Child in the Russian Federation” defines the term “children in a difficult life situation”, “these are children, orphans or children left without parental care; disabled children; children with disabilities, that is, those with disabilities in physical and (or) mental development; children - victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters; children from families of refugees and internally displaced persons; children are victims of violence; children serving sentences of imprisonment in educational colonies; children in special educational institutions; children living in low-income families; children with behavioral problems; children whose life activity is objectively impaired as a result of the circumstances and who cannot overcome these circumstances on their own or with the help of the family.

At the moment, in modern Russia, the problem of child orphanhood, and especially social child orphanhood, is very acute. If earlier these were children whose parents died at the front, today the vast majority of children brought up in orphanages, orphanages, boarding schools have one or both parents, that is, they are social orphans, or orphans with living parents. In the Federal Law "On Additional Guarantees for Social Support for Orphans and Children Left without Parental Care", orphans are "persons under the age of 18 whose both or only parent have died." Children left without parental care are “persons under the age of 18 who were left without the care of a single parent or both parents due to the deprivation of their parental rights, restriction of their parental rights, recognition of their parents as missing, incompetent, declaring them dead, establishment by the court of the fact of the loss of parental care by a person, serving a sentence by parents in institutions executing a sentence of deprivation of liberty, being in places of detention, suspected and accused of committing crimes, evading parents from raising their children or from protecting their rights and interests, refusing to parents to take their children from educational organizations, medical organizations, organizations providing social services, as well as if the only parent or both parents are unknown, in other cases of recognizing children left without parental care in the manner prescribed by law.

It is worth paying attention to such a category of children who find themselves in a difficult life situation, such as children with disabilities or children with disabilities. The health of the Russian population is in critical condition. The results of thorough research testify to the crisis state of health in representatives of all age groups, especially in children. In Russia, as well as throughout the world, there is a tendency for the growth of children with disabilities. Based on the provisions of Law No. 181-FZ and the Family Code of the Russian Federation, “a disabled child is understood to be a person under the age of 18 who has a health disorder with a persistent disorder of body functions due to diseases, the consequences of injuries or defects, leading to limitation of life and causing the need for social protection. Children with developmental disabilities are deprived of the channels of obtaining information available to their healthy peers: constrained in movement and use of sensory channels of perception, children cannot master the whole variety of human experience that remains out of reach. They are also deprived of the possibility of subject-practical activity, limited in play activity, which negatively affects the formation of higher mental functions. Violation, lack of development may occur suddenly after an accident, illness, or may develop and intensify over a long period of time, for example, due to exposure to adverse factors environment due to a long-term chronic illness. A disadvantage, a violation can be eliminated, in whole or in part, by medical and psychological-pedagogical, social means or decrease in its manifestation. At the moment, Russian education, which forms a certain degree of tolerance for children with disabilities, has a humanistic orientation. Networks of medical and rehabilitation institutions, boarding schools, centers for social assistance to families and disabled children, and sports-adaptive schools for disabled people are being created. And yet, this problem remains relevant. A significant part of children with developmental disabilities, despite the efforts made by society to educate and educate them, as adults, are not prepared for integration into socio-economic life. At the same time, the results of research and practice indicate that any person with a developmental defect can, under appropriate conditions, become a full-fledged personality, develop spiritually, provide for themselves financially and be useful to society.

The next category of children who find themselves in a difficult life situation are children - victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters (children in an extreme situation) - these are children in need of care and assistance. They should be given the opportunity to study, including religious and moral education, according to the wishes of their parents or, in the absence of parents, those persons who are responsible for their care. All necessary measures must be taken to facilitate the reunification of temporarily separated families. Children under the age of fifteen are not subject to recruitment into armed forces or groups and are not allowed to take part in hostilities; the special protection afforded to children under the age of fifteen continues to apply to them if they take a direct part in hostilities and are taken prisoner. Where necessary, and where possible, with the consent of their parents or those with primary responsibility for their care, arrangements shall be made for the temporary evacuation of children from the area of ​​hostilities to a safer area inland, while being escorted by persons responsible for their safety. and well-being.

The change in the general geopolitical picture of the world, the aggravation of environmental, demographic and social problems, all this leads to the emergence of such a category of children in a difficult life situation as children from refugee and internally displaced families. Article 1 of the Federal Law "On Refugees" provides the following definition: "a refugee is a person who is not a citizen of the Russian Federation and who, due to well-founded fear of becoming a victim of persecution on the grounds of race, religion, citizenship, nationality, belonging to a certain social group or political opinion is outside the country of his nationality and is unable to enjoy the protection of that country or is unwilling to enjoy such protection owing to such fear; or, having no particular nationality and being outside the country of his former habitual residence as a result of such events, is unable or unwilling to return to it owing to such fear. From Article 1 of the Law of the Russian Federation “On forced migrants”, “a forced migrant is a citizen of the Russian Federation who left his place of residence as a result of violence or persecution committed against him or his family members, or because of a real risk of being persecuted on the basis of race or nationality, religion, language. Citizens of the Russian Federation who left their place of residence as a result of persecution on the basis of belonging to a certain social group or political convictions are also recognized as internally displaced persons. The significance of the problems of families of refugees and internally displaced persons in modern Russian society is actualized in various aspects of an individual's life in the system of personal-environment relations. It is known that during forced migration, the social adaptation of a person is seriously violated: from one natural and social environment, he moves to another, painfully breaking many natural-anthropological ties and artificially creating such ties in a new place. As a result, refugee children often experience psychological trauma when they witness the murder or death of their parents and relatives. As psychologists testify, traumatic events leave a deep imprint in the child's psyche, which remains in his memory for a long time. All children who have experienced psychological shock suffer from its consequences. In addition to many physical and mental disorders, they also have a violation of the process of cognition and behavior in society. The severity of violations and their manifestations is associated, as a rule, with the degree of severity of violence, the presence or absence of bodily injuries in the child himself, as well as the loss or preservation of family support.

Children are the most suggestible and led, unlike adults, and often become victims in various situations. They may be victims of domestic or school violence, be victims of violence on the street. difficult life violence children

Asanova M.D. identifies four main types of child abuse: physical abuse, this is a type of attitude towards a child when he is deliberately placed in a physically vulnerable position, when he is intentionally inflicted with bodily harm or does not prevent the possibility of inflicting it; sexual abuse is the involvement of functionally immature children and adolescents in sexual activities that they perform without fully understanding them, for which they are unable to consent, or that violate the social taboos of family roles; psychological abuse is an act committed against a child that hinders or harms the development of his potential abilities. Psychological abuse includes such chronic aspects of behavior as humiliation, insult, bullying and ridicule of a child; neglect is the chronic inability of a parent or caregiver to provide for the basic needs of a minor child for food, clothing, housing, medical care, education, protection and supervision. With physical neglect, a child may be left without the necessary nutrition corresponding to his age, may be dressed inappropriately for the weather. With emotional abandonment, parents are indifferent to the needs of the child, ignore him, there is no tactile contact. Neglect can manifest itself in the neglect of the child's health, the lack of necessary treatment for him. Neglect of the child's education can be expressed in the fact that the child is often late for school, skips lessons, stays to look after younger children, and so on. The overall goal in working with children who have experienced violence is to reduce and eliminate traumatic experiences, to overcome feelings of inferiority, guilt and shame. In working with a child, it is important to maintain his ability to differentiate interactions with other people, to promote his personal development.

Recently, the increase in juvenile delinquency has been constantly emphasized, there has been an increase in the cruelty and sophistication of the deeds of adolescents, a significant rejuvenation of crime. One of the measures used as a punishment for a child for committing a crime is the deprivation of his liberty. Children sentenced by the court to punishment in the form of deprivation of liberty are sent to educational colonies for correction and re-education. However, according to statistics, many of those who have served their sentences re-commit the crime. All minors serving sentences of imprisonment in educational colonies also represent the category of children who find themselves in a difficult life situation. Adaptation is one of the important aspects that arise when a child is deprived of his liberty. In the conditions of an educational colony, the concept of adaptation should be considered in a broad aspect. Since the essence of the problem will depend on the conditions of serving a sentence: strict, ordinary, light or preferential, since when moving from one condition to another, even within the same colony, the social environment, daily routine, labor and educational activity, assessment of prospects, aspirations of the pupil. Almost every convicted teenager has some degree of emotional tension, dissatisfaction with the life situation, a reduced emotional background, as well as some kind of disorder. Getting into an educational colony, a teenager learns what the daily routine is, the rules of conduct. That is why sleep disorders, lethargy, passivity, fatigue are possible. A large place in the general anxiety of a teenager is occupied by all sorts of fears, a feeling of an incomprehensible threat, and the self-doubt associated with this. The main goal of social and pedagogical support is to help the child adapt in an educational colony, and its end result is a successful entry into the team, the emergence of a sense of confidence in relations with members of the team, satisfaction with one's position in this system of relationships.

Thus, from all of the above, we understand that the problem of children who find themselves in a difficult life situation is currently quite acute. Therefore, there is a need for a special attitude towards such children, that is, the need for social and pedagogical support. Depending on the reasons for the emergence of a difficult life situation in a child, and his socio-pedagogical characteristics, it becomes necessary to choose an individual work technology. To date, there are many studies aimed at approaching the compilation and application of technologies for the socio-pedagogical support of children who find themselves in a difficult life situation as efficiently as possible.

Municipal autonomous institution of additional education

"Children's School of Arts named after S.V. Rachmaninov"

Methodical message

Topic: "Peculiarities of working with children,

Those in a difficult life situation"

Conducted by: Ignatieva E.B.,

piano teacher

2017

1. Introduction.

1. Main part:

1. characteristics of children in difficult situations

1. social support system for such children

1. psychological characteristics of children of the "risk group"

1. Peculiarities of learning to play the piano for children at risk.

1. Conclusion.

1. Bibliography.

Introduction.

Along with the indisputable progress in the life of society, negative changes also took place, they led to the appearance of support for the standard of living of children in a market economy.

The problem of physical survival, faced by many families, has changed the attitude of parents towards children. Dysfunctional families are no longer such a rare occurrence.

Statistics show that Russia ranks first in the world in terms of the number of orphans per every 10,000 children. Almost 50% of the country's child population is at social risk.

There are 573,000 orphans in our country. Every year, about 100,000 children in need of care are identified in Russia.

In our society, advanced by innovations, the attitude towards families with many children is extremely negative. Most of the population of the country tends to believe that there are many children in dysfunctional families.

The situation of a large family in Russia at this stage of historical development is of concern. This is due to the global demographic crisis, as well as spiritual and moral, which are actively developing throughout the world.

Tension, mass character, motives for migration depend on many reasons: faith, wars, political repressions, natural and environmental disasters, financial instability.

Forced migration seriously violates the social adaptability of a person: from one natural and social environment familiar to him, he moves to another, negatively breaking many natural ties and artificially forming such ties in a new place.

Public institutions should create conditions for the successful socialization of such children, help them master the norms and rules of life in society, the knowledge and skills to build their relationships with other people, develop the ability for self-giving and free will, teach them to lead a creative life, predict the future themselves, be natural in front of yourself and other people, to strive for finding the meaning of life.

The family as a micromodel of society is the most important link in the multifaceted process of shaping the personality of a child. It is the family that should contribute to the inclusion of a person in a complex, contradictory surrounding world. Today, it faces an acute problem of its disorganization, which is associated with a violation of not only the interaction of spouses for various reasons, but also systems " parent-child”, mutual alienation of children and parents.

All this is aggravated by such external factors as unemployment, low financial situation, drunkenness, drug addiction. Since the family does not fulfill its educational functions: successful socialization of children, ensuring psychological comfort, emotional well-being of the child, the number of children experiencing difficulties in one area or another increases. The number of social orphans is steadily growing, and the number of foster and guardian families is correspondingly increasing. All this contributes to an increase in the number of children who find themselves in a difficult life situation.

In the Federal Law of the Russian Federation "On Basic Guarantees of the Rights of the Child of the Russian Federation" dated July 24, 1998 No. 124-FZ, Article 1 (as amended on June 30, 2007). Typical difficult life situations for a child are formulated.

Children in difficult situations are:

• left without parental care;
• disabled children;
• children with disabilities, that is, those with disabilities in physical or mental development;
• child victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters;
• children from families of refugees and internally displaced persons;
• children in extreme conditions;
• child victims of violence;
• children serving sentences of imprisonment in educational
• colonies;
• children in special educational institutions;
• children living in low-income families;
• children with behavioral problems;
• children whose life activity is objectively impaired as a result of the circumstances and who cannot overcome these circumstances on their own or with the help of the family.

For all difficult life situations, a violation of the stability of the usual way of life and the emergence of the need for changes are characteristic.

But the child does not have enough life experience for this, the knowledge, abilities, strengths that are necessary to resolve the difficult situations that have arisen, and the adults who are next to him do not want (or cannot) help him solve them. In this case, social services of various levels should come to the rescue.

The system of social work is developing as an interdepartmental one, involving the interaction of educational institutions, social protection, medical institutions and cultural institutions, state organizations. A distinctive feature of this system is its dependence on regional (municipal) specifics, when demographic, social, historical, economic and other features are taken into account.

The organizational component of the support system that has been formed today is a mechanism of interdepartmental interaction, which includes the following composition of institutions and organizations that differ in composition, categories of children, their coverage, forms of support:

• educational institutions: preschool institutions, general education
• schools of all kinds, primary and secondary vocational
• education, institutions of the system of special education, institutions of additional education;
• social service institutions: orphanages, rehabilitation centers;
• trust services;
• institutions of culture, sports, youth policy;
• interdepartmental psychological-medical-social-pedagogical centers and services of different levels;
• commission on juvenile affairs and protection of their rights;
• healthcare institutions.

So, the essence of supporting children who find themselves in a difficult life situation lies in jointly with the child designing ways to overcome difficulties, solve problems, strengthen the life resources of the individual, their expedient use in new conditions for self-realization, self-defense, self-education.

Every year, an increasing number of children who find themselves in a difficult life situation are among the students of our institution of additional education. Basically, these are: orphans, foster children; children with disabilities; children with disabilities; children from families of refugees and internally displaced persons; children living in low-income families; children whose parents have ceased to live together, to be a family. In this situation, as a teacher of such students, I try to be wise, attentive, tactful. pedagogical process.

In the pedagogical literature, the community of such children is called the “risk group”.

I noticed that a necessary condition for the formation of thinking in preschool age in orphans is the richness and diversity of the child's sensory experience. Such children differ from their peers from full-fledged families in reduced cognitive activity, mental retardation, lack of communication skills and conflicts in relationships with peers. Dissatisfaction with the need to communicate with adults and peers leads to violations in the mastery of gaming activities. Such children do not know how to play with toys, how to play games. They quickly break, spoil and lose toys, primitively use them in the game. Their main activities on the street are running around, chasing and teasing or leaving everyone, loneliness, doing nothing. In classes with such children, emphasis should be placed on the development of thinking, imagination, and memory. Orphans from an early age live in conditions of lack of communication with adults; this negative factor does not give them independence.

Adolescents whose parents have ceased to live together have no need for creativity, cognition, and vigorous activity in life; they are convinced of their uselessness, the impossibility of achieving something in life on their own; projected onto their parents' failed lives. Among the socially approved values ​​they have in the first place - happy family life, on the second - material well-being, on the third - health, but since these values ​​seem to be inaccessible to adolescents, such a situation gives rise to an internal conflict of stress in them. The "reinforcement" of the loss of value in such adolescents is those who did not study well or did not study at all, but succeeded in life. As a rule, such children have difficulties in relationships with adults - stubbornness, indifference to the assessment of their successes, leaving school, confidence that all the most interesting things happen outside of school, etc. Adolescents begin to keep diaries, secret notebooks in which they freely and independently express their thoughts and feelings. When working with adolescents of the “risk group”, one should often take into account their characteristic state of helplessness.

• families consciously going to the difficulties and joys of the birth and upbringing of many children;
• families of socially irresponsible parents.

A large family of the first category can be rural and urban; consist of children of the same or different parents; include, in addition to their own children, also adopted or taken under guardianship. Such a family is characterized by: direct visibility of family and social roles; early self-affirmation through the early inclusion of the child in care, work; the formation of social value attitudes, perspectives and an active life position in children. However, at the stage of secondary socialization in such a family, the life prospects of growing children, as a rule, extend only to certain limits (“I will be a driver”, I will go to “courses”).

At present, large families of irresponsible parents are much more common. In such families, often the children themselves are the income of their parents. The psychological climate of such a family is extremely unfavorable for education.

The educational potential of a large family has its positive and negative characteristics. On the one hand, in a large family, as a result of communication between people of different sex and age, the possibility of forming such character traits as selfishness and selfishness is reduced. In such a family, children are more likely to avoid childhood autism, neuroses, fears, egocentrism, etc. Children in such a family always have partners in games, activities, and entertainment. On the other hand, all types of multi-weather families have a common socio-psychological problem is childish rivalry, which can lead to envy, ambition, gloating, aggression. Children's rivalry large families has a psychological mechanism of competition. The desire of the elder to show his superiority to parents, the baby and himself causes a feeling of inferiority. younger child. A specific feature of upbringing in large families is the educational impact of children, which is the source of many positive situations, the condition for the formation of "co-learning", "co-play" and "cooperation". But at the same time, this is the cause of many conflicts. Life in a children's group contributes to personality differentiation. On the one hand, a child in a family wants to do what the other can do, on the other hand, each of them defends something of his own, wants to be able to do something else, wants to be himself. This is another characteristic feature of upbringing in a large family.

In recent years, the number of forced migrants to Russia from the countries of the Near Abroad has sharply increased. Psychological adaptation of migrants and their families is one of the main problems faced by migrants. Their children, as a result of the circumstances, fall into the “risk group”.

Post-traumatic stress provokes a nervous atmosphere in such families. Considering that the child has to really adapt to the new economic and social conditions

(school, city, relationships), the child is surrounded by problems, misunderstanding: so, having arrived in Russia, many children have difficulty adapting to their peers, withdrawing into themselves. Due to the existence of significant differences in the school programs of Russia and the CIS countries, the children of refugees and internally displaced persons are experiencing growing academic failure, reduced self-esteem, increased mental stress, leading to a deterioration in mental and physical health. Migrant children differ from the environment of their new location in their culture, they tend to come from low-income backgrounds, they are socially disadvantaged, they do not know or have little knowledge of the language of the school system, as well as the psychology on which the language relies. All this is significant complicates the process of their education and upbringing, socialization and adaptation. In working with migrant students, it is necessary to form their ability for dialogical communication. The teacher must master the technology of studying and taking into account the peculiarities of the mentality of the trainees.

From the foregoing, we can conclude that work with children at risk should be based on individual approach to the individual. Both parents and children should not be part of the problem, but part of its solution and have the knowledge necessary for self-realization and self-rehabilitation.

Teaching piano to children who find themselves in a difficult life situation is possible only in conditions of individual learning, and it can be successful only when the teacher seeks and finds in each student that special and unique thing that distinguishes him from the other. Knowing the characteristics of the student, his properties nervous system, the teacher can correctly dose the load, select more effective methodological approaches that will allow the child to learn easier and faster, therefore, with joy and desire.

Possession of the necessary information on accounting for individual psychological characteristics the personality of the student in the process of learning to play the piano will allow the teacher to select the necessary forms pedagogical impact which will ensure the most complete development of all the creative forces and abilities of the student.

In the art of music, all types of musical activity are associated with the development of students' attention, due to which there is an internal composure, concentration of attention, full mobilization of psychophysical resources - everything without which a successful musical and performing activity is impossible.

Thinking is an individual way of transforming information. In children of the “risk group”, it is necessary to develop a visual-figurative type of thinking that can awaken in them various feelings, memories, images, which will help them form creative thinking actively contributing to the development of intelligence.

In the process of teaching children of the “risk group”, emphasis should be placed on the formation of their performing qualities, namely: perseverance and perseverance, independence and initiative, endurance and self-control, courage and determination. All these are features of strong-willed behavior, without which not a single open speeches.

Public speaking is the result of the work done, it is always stressful, and for children in a difficult life situation it is double. Therefore, the task of the teacher is to help get rid of the negative moments of stage excitement and make them approach the concert performance of the program more responsibly. It is necessary to teach the child to ignore any mistake made during the performance.

A stage performance is not only a test of the nervous system for strength, but also the joy of performing, creative inspiration and professional growth, especially if you are not alone on stage. Students of the "risk group" really like to play music collectively, as part of various instrumental ensembles. The more often such students will go on stage, the more they will show self-confidence, the faster they will go through the process of socializing them as individuals.

Conclusion .

Personal development cannot be considered outside the context of the era, and the rhythm of life itself is different now. Changes have taken place in the social structure of society, and there has been a reassessment of the musical tastes that the younger generation is fond of. The teacher needs to be aware of new trends and try to find mutual language with all layers of our society. The modern process in music education is focused on the personality of the child, on his upbringing, training and development, the process of communicating with music, taking into account the characteristics of the children's contingent. The process of teaching art should take place in such a way that, together with knowledge and professional skills, the student develops the qualities of a creator, asserts himself in society, finds himself in society.

The teacher should take care not only about the transfer of classical knowledge and experience, which is typical for traditional methods, but also to apply innovative methods aimed at developing the individual qualities of children who own an arsenal of creative techniques.

Bibliography:

1. Children in Difficult Life Situations: New Approaches to Solving the Problem. - Fund for Supporting Children in Difficult Life Situations - M., 2010

1. Federal Law “On the Basic Guarantees of the Rights of the Child in the Russian Federation” of July 24, 1998 No. 124-FZ (as amended by Federal Laws of July 20, 2000 No. 103-FZ).

1. Decree of the President of the Russian Federation No. 761 dated 06/01/2012 "On the National Strategy for Action in the Interests of Children for 2012-2017".

1. Osukhova N.G. Psychological assistance in difficult and extreme situations.-Izd. Academy, 2012

1. Titarenko V.Ya. Family and personality formation.-M., Thought, 1987

1. Schmidt-Shklovskaya A. On the upbringing of pianistic skills. L. Music, 1985

1. Internet resource: compresium.ru

Article 15. Protection of the rights of children in difficult life situations

1. Protection of the rights of children in difficult life situations is carried out different ways. The concept of "children in difficult life situations" is contained in Art. one.

The responsibilities of state authorities in relation to the protection of children in difficult life situations are distributed depending on whether the child is fully supported by the state in a federal state educational institution or not.

If a child is kept and educated in a federal state educational institution, then his protection is carried out by the state authorities of the Russian Federation in accordance with the legislation of the Russian Federation.

Federal state educational institutions include:

educational institutions in which orphans and children left without parental care are kept (trained and/or brought up) (boarding schools for orphans and children left without parental care with developmental disabilities, general education boarding schools, special (correctional) boarding schools, sanatorium boarding schools);

social service institutions for the population (orphanages, boarding schools for disabled children with mental retardation and physical disabilities, social rehabilitation centers for helping children left without parental care, social shelters);

health care institutions (orphanages);

other similar institutions.

The state, at its own expense, fully provides for the maintenance of children in the institutions listed above, incl. provides them with food, clothes and shoes, books and toys, gives them upbringing and education.

Guarantees for orphans and children left without parental care for the provision of housing, for a decent level of education, for career guidance and job selection are provided on the basis of the Federal Law of December 21, 1996 N 159-FZ "On Additional Guarantees for Social Support for Children orphans and children left without parental care. For example, Art. 7 of the commented Law guarantees orphans and children left without parental care, as well as persons from among orphans and children left without parental care, the provision of free medical care and surgical treatment in a state and municipal medical and preventive institution, incl. h. medical examination, rehabilitation, regular medical examinations.

If the appropriate level of guarantees established by law is not provided to the child, then one of the parents, or persons replacing them, the prosecutor, or persons carrying out activities for education, upbringing, development, health protection, social protection and social services for the child.

Decree of the President of the Russian Federation of March 26, 2008 N 404 "On the Creation of a Fund for Supporting Children in Difficult Life Situations" established the Fund for Supporting Children in Difficult Life Situations. The founder of the fund is the Ministry of Health and Social Development of the Russian Federation, and its property is formed at the expense of the federal budget, voluntary property contributions and donations. The chairman and members of the board of the fund are appointed by the Government of the Russian Federation. The creation of the Fund is caused by the need to really promote the implementation of the state family policy, support the institution of the family and protect the interests of children. The main goal of its activity is to stimulate social programs to support children and families in difficult life situations. It implements training programs for specialists in children's institutions, including social shelters and educational colonies, and finances high-tech treatment programs for orphans and children left without parental care.

The protection of all other children in difficult life situations is carried out by the state authorities of the constituent entities of the Russian Federation in accordance with the legislation of the constituent entities of the Russian Federation.

For example, in accordance with Art. 27 Law of the Sverdlovsk region of October 23, 1995 N 28-OZ "On the protection of the rights of the child" children from families of refugees and internally displaced persons, children who find themselves in extreme conditions, are under the protection of the state. Registration of refugee and internally displaced children in order to provide them with social and legal protection is carried out by the regional migration service in accordance with current legislation. Refugee and IDP children who have not lost their families are provided with social support. At the place of their actual residence, they are provided with a place in an educational organization, free provision of educational supplies, free treatment in medical organizations and at home.

2. All children, without exception, may need judicial protection. Judicial protection is required in situations where there has been or is a violation of the rights of the child. The state guarantees such protection.

A child who is in a difficult life situation can seek help not only from parents (guardians, trustees). The right to represent the interests of the child is granted to employees of the prosecutor's office, educational, medical institutions, institutions for social protection and social services for the child. The rights of the child can also be defended by the Commissioner for Children's Rights under the President of the Russian Federation or the Commissioner for Children's Rights in the relevant subject of the Russian Federation.

Thus, a medical institution, during a stay in which a child got into a fight with other patients and received harm to health, may apply to the court to protect the interests of the injured child or to the prosecutor's office, which will represent the interests of the child in court. For more information on the child's right to judicial protection, see Art. 23 of the commented Law and the commentary to it.

Judicial protection of the rights of children is carried out in the manner prescribed by procedural legislation. Legal representatives of children, guardians (custodians), guardianship and guardianship authorities and the prosecutor may apply as plaintiffs for the protection of their rights. Legal representatives of minors in accordance with paragraph 1 of Art. 52 Code of Civil Procedure of the Russian Federation may be parents, adoptive parents, guardians, custodians or other persons to whom this right is granted by federal law. The rights and interests of orphans and children left without parental care are protected by guardianship and guardianship authorities.

The guardianship and guardianship body has the right to assume the functions of guardianship or guardianship in relation to the child if a guardian (trustee) is not appointed to the child in need of guardianship (guardianship) within one month. A specialized institution - a shelter, a rehabilitation center in which a child can be temporarily placed while the issue of choosing the form of his permanent placement is being decided, cannot perform the functions of a legal representative, incl. apply to the court for the protection of the interests of the child. The rights and obligations of the guardian (custodian) remain only with the bodies of guardianship and guardianship. * (44)

Prosecutor in the manner prescribed by Art. 45 of the Code of Civil Procedure of the Russian Federation, has the right to apply to the court with a statement in defense of the rights, freedoms and legitimate interests of a citizen, if the child or his legal representatives cannot apply to the court themselves. Regardless of whether the child or his legal representatives can independently apply to the court, the prosecutor has the right to apply to the court with a statement, the basis of which is the appeal to him of citizens about the protection of violated or contested social rights, freedoms and legitimate interests in the field of:

labor (service) relations and other directly related relations;

protection of the family, motherhood, fatherhood and childhood;

social protection, including social security;

ensuring the right to housing in state and municipal housing stocks;

health care, including medical care;

ensuring the right to a healthy environment;

education.

An orphan child or a child left without parental care can independently protect their rights upon reaching the age of 18. For example, if such a child was not provided with housing after the end of his stay on full state support in a children's institution, then he has the right to either apply for protection to the prosecutor or independently defend his right to housing in court by filing a claim with the relevant state authorities for provision housing.

3. Activities to protect the rights of children in difficult life situations are carried out public associations(organizations) and other non-profit organizations, incl. international associations (organizations) represented by branches in the Russian Federation.

For example, the Center for Curative Pedagogy, which has been operating in Moscow as a public organization since 1989, provides effective rehabilitation and educational assistance to children with severe developmental disabilities. The Center conducts personnel training for specialists from children's institutions, state and non-state organizations, participates in the development of an integrative education system for children with disabilities, and provides psychological assistance to families with children with developmental disabilities. The Center organizes comprehensive information and legal support for parents (up to the consideration of issues in court), aimed at realizing the rights of children with disabilities to education and rehabilitation.

Since 2005, the Center's specialists have repeatedly participated in lawsuits to protect the rights of children to develop an individual development program and pay compensation to parents who paid for rehabilitation measures included in the individual development program in non-governmental organizations. Thus, the organization has repeatedly defended the right of disabled children to rehabilitation.

In protecting the rights to education, the Center managed to resolve many issues out of court. After a lengthy correspondence with educational institutions and educational authorities, parents began to receive a fixed compensation in the amount of the cost per child in an educational institution in case of choosing family form education for your child with severe developmental disabilities.*(45)

The tax legislation of the Russian Federation provides for a number of benefits for organizations engaged in activities to protect the rights of children in difficult life situations. The Letter of the Department of Tax and Customs Tariff Policy of the Ministry of Finance of the Russian Federation dated September 18, 2009 N 03-05-04-02 / 72 states that, by virtue of clause 3 of Art. 381 and paragraph 5 of Art. 395 of the Tax Code of the Russian Federation (hereinafter referred to as the Tax Code of the Russian Federation), the following organizations of disabled people are exempted from paying corporate property tax and land tax at the federal level:

1) all-Russian public organizations of the disabled (including those established as unions of public organizations of the disabled), among whose members the disabled and their legal representatives make up at least 80 percent, in relation to property and land used to carry out their statutory activities;

2) organizations, the authorized capital of which consists entirely of the contributions of the indicated all-Russian public organizations of the disabled, if the average number of disabled people among their employees is at least 50 percent, and their share in the wage fund is at least 25 percent, in relation to property and land plots used for the production and (or) sale of goods (with the exception of excisable goods, mineral raw materials and other minerals, as well as other goods according to the list approved by the Government of the Russian Federation in agreement with all-Russian public organizations of the disabled), works and services (with the exception of brokerage and other intermediary services);

3) institutions, the sole owners of whose property are the indicated all-Russian public organizations of disabled people, in relation to property and land plots used by them to achieve educational, cultural, health-improving, physical culture and sports, scientific, informational and other goals of social protection and rehabilitation of disabled people , as well as to provide legal and other assistance to the disabled, disabled children and their parents.

4. When regulating judicial and some extrajudicial procedures related to the participation of children and the protection of their rights and legitimate interests, it is mandatory to take into account the opinion of the child. Of course, the child must reach the age at which he is able to express his opinion in a form accessible to everyone around him. As a rule, the opinion of a child who has reached the age of 10 is taken into account. on any issue concerning him (Article 57 of the RF IC). including it should be taken into account by the body of guardianship and guardianship.

The UN Convention on the Rights of the Child contains a provision on the right of the child to express his opinion in resolving any issue affecting his interests, incl. to be heard in any judicial and administrative proceedings affecting his interests.

By law, the opinion of the child is taken into account when:

choice by parents of an educational institution, form of education (clause 2, article 63 of the RF IC);

resolution by parents of issues related to family upbringing of children, their education (clause 2, article 65 of the RF IC);

resolution by the court of a dispute over the place of residence of children when separation parents (clause 3, article 65 of the RF IC);

consideration of the claim of the child's relatives for the removal of obstacles to communication with him (clause 3 of article 67 of the RF IC);

consideration of the claim of parents for the return of their children (clause 1 of article 68 of the RF IC);

refusal of a claim for the restoration of parental rights (clause 4, article 72 of the RF IC);

refusal to satisfy the claim for the cancellation of the restriction of parental rights in judicial order(Clause 2, Article 76 of the RF IC);

consideration of cases on disputing a record of paternity (clause 9 of the Resolution of the Plenum of the Supreme Court of the Russian Federation of October 25, 1996 N 9 "On the application by the courts of the Family Code of the Russian Federation when considering cases of establishing paternity and collecting alimony").

Taking into account the opinion of the child means that his opinion is necessarily heard and taken into account when making a decision. Parents, as a rule, resolve all issues related to the upbringing and education of children by their mutual agreement, based on the interests and taking into account the opinions of the children.

In accordance with Art. 157 Code of Civil Procedure of the Russian Federation the court when considering cases, incl. concerning the fate of children, is obliged to directly examine the evidence in the case, including:

hear the explanations of the parties and third parties, the testimony of witnesses, the conclusions of the guardianship and guardianship authority, consultations and explanations of specialists;

read written evidence;

examine physical evidence;

listen to audio and watch videos.

When deciding which parent the child will live with after the divorce and how often he will communicate with the other parent, the court is obliged to take into account the opinion of the child who has reached 10 years of age (clause 2, article 24 of the RF IC). In case of disagreement with the opinion of the child, the court is obliged to substantiate the reasons why it considered it necessary not to follow the child's wishes.

The opinion of a child left without parental care is taken into account by the guardianship and guardianship body in cases of appointing a guardian or trustee, transferring him to a foster family, adoption or termination of guardianship, guardianship and transferring the child to a children's institution.

5. If law enforcement procedures are carried out with respect to the child, then mandatory conditions for making final decisions or taking actions in relation to the child are to ensure the priority of the personal and social well-being of the child, taking into account his interests, age and social status of the child.

The concept of "child consideration" is contained in principle 2 of the Universal Declaration of Human Rights of 1948, according to which the child must be provided with special protection by law and other means and provided with opportunities and favorable conditions that would allow him to develop physically, mentally, morally, spiritually and socially in a healthy and normal way and in conditions of freedom and dignity. In legislating for this purpose, the best interests of the child should be the primary consideration. In addition, principle 7 of the Declaration establishes the best interests of the child as a guiding principle for parents and others who have responsibility for the education and training of the child.

The UN Convention on the Rights of the Child uses the concept of "the best interests of the child". According to this Convention:

Parents or, where applicable, legal guardians have the primary responsibility for the upbringing and development of the child. The best interests of the child are their primary concern (art. 18);

a child who is temporarily or permanently deprived of his family environment, or who, in his own best interests, cannot remain in such an environment, is entitled to special protection and assistance provided by the state (art. 20).

In national law, incl. in the commented article, the concept of "the best interests of the child" was transformed into two more specific separate concepts - "ensuring the priority of the personal and social well-being of the child" and "the interests of the child".

Family law contains many norms that indicate to the court, guardianship and guardianship authorities, other bodies and interested parties the need to take into account the interests of the child when resolving issues related to his fate, for example:

1) in the interests of the child himself and taking into account the priority of his personal and social well-being in the event of a child being placed for adoption, the secrecy of adoption is protected by law;

2) in the interests of the child, the court may depart from the general rule on the impossibility of being adoptive parents to persons whose housing does not meet sanitary and technical standards, and still transfer the child to such a person who, by his personal qualities, is suitable for the role of an adoptive parent and is able to take care of the child. The obligation to establish compliance with the interests of the child is assigned to the guardianship and guardianship authority, which prepares an opinion on the validity of the adoption and provides it in court (clause 2 of article 125 of the RF IC);

3) in order to protect the rights and legitimate interests of the adopted child, the guardianship and guardianship body at the place of residence of the adopted child exercises control over the conditions of his life and upbringing. A follow-up examination is carried out during the first three years, and if necessary, periodic examinations can be carried out until the child reaches 18 years of age;

4) permission to change the name or surname of the child is given by the guardianship and guardianship authorities only on the basis of the interests of the child (Article 59 of the RF IC);

5) the court may refuse a claim for invalidation of a marriage entered into with a person who has not reached marriageable age if the interests so require. minor spouse(Art. 29 RF IC);

6) by virtue of their position, parents have the right to demand the return of the child from any person who retains him not on the basis of law or on the basis of a court decision. When considering these claims, the court is not bound by the rights of the parents and may refuse to satisfy their claim if it comes to the conclusion that the transfer of the child to the parents is not in the interests of the child (clause 1, article 68 of the RF IC).

6. Part 4 of the commented article defines the protection of the rights of children, when regulating extrajudicial procedures related to the participation of children and (or) protecting their rights and legitimate interests, as well as when deciding on penalties that may be applied to minors who have committed offenses.

The juvenile justice system is primarily concerned with the welfare of the juvenile and ensuring that any action taken against juvenile offenders is always commensurate with both the personality of the offender and the circumstances of the offence.

Therefore, court decisions in respect of minors should be made only after a full study of all the materials of the case, incl. personality traits of the child, his age and social status, with the imposition of penalties that may be applied to minors, and not in conflict with the generally recognized principles and norms of international law, the norms provided for by international treaties of the Russian Federation.

So, for example, in Art. 431 of the Code of Criminal Procedure of the Russian Federation, the legislator provides for minors the possibility of replacing criminal prosecution with the use of compulsory educational measures. Compulsory educational measures may be imposed if during the preliminary investigation of a criminal case on a crime of small or medium gravity it is established that the correction of a minor accused can be achieved without the application of punishment. At the same time, when making a final decision, the court evaluates the behavior of the accused during the preliminary investigation (observance of the chosen measure of restraint, his appearance when summoned to the preliminary investigation bodies), as well as his readiness to make amends for the harm caused.

Usually, criminal cases involving juveniles are brought to ordinary courts of general jurisdiction. However, in some subjects, juvenile courts have been established on an experimental basis. It is perhaps too early to judge the results of their work. The main tenet of juvenile justice is that children cannot be judged as adults. There are no bars in the courtrooms, the judge calls teenagers exclusively by name, avoiding the address "defendant", strangers are not allowed into the hall, while the defendant, lawyer, prosecutor and victim sit at the same pentagonal table. * (46) Most often, teenagers are sentenced to juvenile courts to suspended sentences, correctional labor and forced education in a closed special school. In addition, the courts often take private submissions to the employment center, to the commission for minors, to social security services, i.e. those instances that can help the child in the future to resolve the difficulties that prompted him to commit a crime.

In general, juvenile justice leads to a decrease in the growth of juvenile delinquency, incl. reduce recidivism, as it allows for a more careful consideration of individual characteristics children.

Despite the efforts made, Russian system of justice is largely imperfect and does not comply with the provisions of the UN Standard Minimum Rules for the Administration of Juvenile Justice ("Beijing Rules"), approved by resolution 40/33 of the UN General Assembly on November 29, 1985. In particular, paragraph 8.2. of these rules indicates that, in principle, no information should be published that could lead to the identification of juvenile delinquent. However, the Criminal Code of the Russian Federation does not contain any restrictions on the publication of information about minors, and during the preliminary investigation such information may well be freely disclosed at the discretion of the investigator or prosecutor.

Unfortunately, Russia does not borrow the positive experience of Western countries in implementing special programs to support the reconciliation of a minor offender and victim, organizing public supervision of a minor released from punishment. * (47)

Children in difficult life situations. The Federal Law "On the Basic Guarantees of the Rights of the Child in the Russian Federation" contains a list of children in difficult life situations.

• children left without parental care;
• disabled children;
• children with disabilities, i.e. having deficiencies in physical and (or) mental development;
• children - victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters;
• children from families of refugees and internally displaced persons;
• children in extreme conditions;
• children are victims of violence;
• children serving sentences of imprisonment in educational colonies;
• children who are in educational institutions for students with deviant (socially dangerous) behavior, who need special conditions for education, training and require a special pedagogical approach (in special educational and educational institutions of open and closed type);
• children living in low-income families;
• children with behavioral problems;
• children whose life activity is objectively impaired as a result of the circumstances and who cannot overcome these circumstances on their own or with the help of the family.

Each of the listed groups of children in difficult life situations requires special care and protection from state authorities and local self-government. The specifics of the care and arrangement of these children, their social adaptation and rehabilitation, as a rule, require special legal regulation.

Children left without parental care. Among the children in a difficult life situation, the largest part are children left without parental care. Federal Law No. 159-FZ of December 21, 1996 “On Additional Guarantees for Social Support for Orphans and Children Left Without Parental Care” refers to such children persons under the age of 18 who are left without the care of a single parent or both parents due to with certain circumstances:

Deprivation of parents of parental rights, restriction of their parental rights;

recognition of parents as missing, incapacitated (partially incapacitated), declaring them dead;

• - Establishment by the court of the fact of loss of parental care by a person;
• - by parents serving sentences in institutions executing sentences of deprivation of liberty, by being in places of detention of suspects and those accused of committing crimes;
• - avoidance of parents from raising their children or protecting their rights and interests;
• - refusal of parents to take their children from educational organizations, medical organizations, organizations providing social services;
• - in case the single parent or both parents are unknown;
• - in other cases of recognition of children left without parental care in the manner prescribed by law.

Statistical data

In 2014, 61,621 children deprived of parental care were identified in Russia, which is 10% less than in 2013.

The law also extends additional guarantees of social support to orphans and persons from among orphans and children left without parental care.

Orphans- these are also children who are actually left without parental care due to the death of both or the only parent. To persons from among orphans and children left without parental care, the law ranks persons aged 18 to 23 who need additional guarantees of social support, whose both or only parent died when they were under the age of 18 , as well as those left without the care of a single or both parents.

The device of children left without parental care. Children left without parental care must first of all be provided with the necessary accommodations. In accordance with family law, the protection of children, their rights and interests is entrusted to the guardianship and guardianship authorities (Article 121 of the RF IC). Therefore, it is the guardianship and guardianship authorities that elect children's device shapes, left without parental care. These forms include the transfer of a child:

• - in a family for education (adoption (adoption));
• - in a family under guardianship or guardianship;

to a foster family or, in cases provided for by the laws of the constituent entities of the Russian Federation, to an iatronate family.

In the absence of the possibility of placement in a family, the child is temporarily transferred to organizations for orphans and children left without parental care, of all types (educational, medical organizations, organizations providing social services). Children in these institutions are fully supported by the state. Norms of material support for orphans and children left without parental care, studying and educated in federal state educational institutions, approved by Decree of the Government of the Russian Federation of 07.11.2005 No. 659.

The procedure for the placement of children left without parental care is governed by family law. The area of ​​social security law includes issues of social support for such children.

Adopted (adopted) children are equated in personal non-property and property rights and obligations with their own children. Adoptive parents are engaged in their maintenance and upbringing.

Children placed under guardianship (guardianship) live and are brought up in the family of the guardian (custodian), who takes care of them. This form of placement of children deprived of parental care, as a foster family, is provided for by Art. 152-153.2 RF IC. The maintenance and upbringing of children in a foster family is based on an agreement concluded between persons wishing to become foster parents and the guardianship and guardianship authority. The rules for creating a foster family, as well as a number of other documents regulating the issues of guardianship and guardianship, were approved by Decree of the Government of the Russian Federation dated May 18, 2009 No. 423 “On Certain Issues of Guardianship and Guardianship in Respect of Underage Citizens”.

A one-time allowance for the transfer of a child to be raised in a family. The placement of children left without parental care is accompanied by such a measure of social support as a lump-sum allowance when a child is transferred to a family for upbringing.

The right to this allowance when transferring a child for upbringing to a family (adoption, establishment of guardianship (guardianship), transfer for upbringing of children left without parental care to a foster family) has one of the adoptive parents, guardians (trustees), foster parents. The transfer of a child to be brought up in a family is possible in the case when the child is left without the actual care of the parents, without parental care.

If two or more children are placed in foster care, the allowance is paid for each child.

A one-time allowance when a child is transferred to a family for upbringing is paid in the same amount as a one-time allowance for the birth of a child - from February 1, 2016, it amounts to 15,512.65 rubles.

In case of adoption of a disabled child, a child over the age of seven, as well as children who are brothers and (or) sisters, the allowance is paid in the amount of 100,000 rubles. for each such child (from February 1, 2016 - 118,529.25 rubles, including indexation).

Other payments when transferring a child to be raised in a family. In accordance with the law, the duties of guardianship and guardianship are performed, as a general rule, free of charge. However, the body of guardianship and guardianship, based on the interests of the ward, has the right to conclude an agreement with the guardian or trustee on the implementation of guardianship or guardianship on reimbursable terms. The remuneration to the guardian or custodian may be paid out of income from the property of the ward, funds from third parties, as well as from the budget of the constituent entity of the Russian Federation.

Foster parents in relation to the adopted child or children exercise the rights and perform the duties of a guardian or trustee on the basis of a concluded agreement. The amount of remuneration due to foster parents, the amount of money for the maintenance of each child, as well as the measures of social support provided to the foster family, depending on the number of children adopted for upbringing, are determined by the agreement on the foster family in accordance with the laws of the constituent entities of the Russian Federation.

The measures of social support provided for by the legislation of the constituent entities of the Russian Federation for children placed for adoption (adoption), for raising in a family (under guardianship, guardianship, in a foster family) may include a monthly allowance for the maintenance of a child transferred for upbringing in a family (under guardianship, guardianship, in a foster family); a one-time allowance for a child upon transfer to a family for upbringing (guardianship, guardianship, foster family), upon adoption (adoption); monthly remuneration to guardians, foster parents.

Children who are under guardianship (guardianship) or transferred to a foster family retain the right to the alimony, pensions, allowances and other social benefits due to them.

Peculiarities orphanage family type. In recent years, special attention has been paid to the organization of family-type orphanages. A family-type orphanage is formed on the basis of a family, if both spouses have expressed a desire to take care of at least five and no more than 10 children aged from birth to 18 years. To create such an orphanage, it is necessary to take into account the opinions of all family members living together. Children are transferred to such an orphanage, taking into account the opinion of the child, and from the age of 10 - only with his consent.

A family-type orphanage is created by decision of an executive authority of a constituent entity of the Russian Federation or a local government. Relations between the founder and the family-type orphanage are built on the basis of an agreement concluded between them. A family-type orphanage is financed by the founder based on the norms for providing pupils of educational organizations for orphans and children left without parental care.

The educators of a family-type orphanage are subject to the terms of remuneration, provision annual leave, as well as benefits and guarantees established for employees of educational organizations for orphans and children left without parental care. Educators of a family-type orphanage enjoy the priority right to receive vouchers for children, including free ones, to sanatoriums, health camps, as well as rest houses and sanatoriums for recreation and treatment together with children.

Spheres of social support for children left without parental care. The federal law "On additional guarantees for social support for orphans and children left without parental care" indicates the main areas in which social support for such children is provided: education, medical care, property and housing rights, employment and employment.

Education. For orphans and children left without parental care, persons from among orphans and children left without parental care, the law establishes free education at the preparatory departments of educational institutions of higher education and free secondary vocational education under the training program for skilled workers.

In the case of receiving secondary vocational education or higher education in full-time education at the expense of the budget, they are credited to full state support until the end of their studies (including if they reach the age of 23 years).

Along with full state support, they are paid a scholarship (in accordance with the Federal Law "On Education in the Russian Federation"), an annual allowance for the purchase of educational literature and writing materials in the amount of a three-month scholarship, as well as 100% wages, accrued during the period of industrial training and industrial practice.

Graduates who come during holidays, weekends and holidays in the organizations in which they studied, by decision of their management bodies, they can be credited for free meals and accommodation for the period of their stay in them.

Graduates are also once provided at the expense of the funds of the organizations in which they studied and (or) were kept, brought up, with clothes, shoes, soft furnishings and equipment in accordance with approved standards, as well as a one-time cash allowance in the amount of at least 500 rubles. At the request of the graduate, he can be given monetary compensation in the amount necessary for the acquisition of these items, or such compensation can be transferred to the graduate's bank account.

When such students are granted academic leave for medical reasons, they are retained for the entire period of full state support, they are paid a scholarship. The organization in which they study contributes to the organization of their treatment.

During the period of study (at the expense of the federal budget), they are provided with free travel in urban, suburban, rural areas on intra-district transport (except for taxis), as well as free travel once a year to the place of residence and back to the place of study. For students at the expense of the budgets of the constituent entities of the Russian Federation or local budgets, preferential travel is established by legal acts of the constituent entities of the Russian Federation.

Medical service. Orphans and children left without parental care, as well as persons from among orphans and children left without parental care, are guaranteed free health care(including high-tech), conducting medical examinations, health improvement, regular medical examinations, providing vouchers to health camps, sanatorium organizations if there are medical indications, as well as paying for travel to and from the place of treatment.

Property and housing rights. To orphans and children left without parental care, persons from among orphans and children left without parental care who do not have the right or opportunity to live in a residential building, by the executive authority of the constituent entity of the Russian Federation on whose territory the place of residence of these persons is located , in the manner prescribed by the legislation of this constituent entity of the Russian Federation, comfortable residential premises of a specialized housing stock are provided on a one-time basis under contracts for hiring specialized residential premises. Living quarters are provided when they reach the age of 18, as well as in the event that they acquire full legal capacity before reaching the age of majority.

Employment and employment. Job seekers for the first time and registered with the state employment service in the status of unemployed orphans, children left without parental care, persons from among orphans and children left without parental care are paid unemployment benefits for six months in the amount of the average wages prevailing in the republic, territory, region, cities of Moscow and St. Petersburg, autonomous region, autonomous district. The bodies of the employment service during the specified period carry out vocational guidance, send for vocational training or additional vocational education, organize the employment of persons in this category. Employees - orphans and children left without parental care, persons from among orphans and children left without parental care, released from organizations in connection with their liquidation, reduction in the number or staff, employers (their successors) are obliged to provide at the expense of own funds necessary vocational training with their subsequent employment in this or another organization.

Laws and other regulatory legal acts of the constituent entities of the Russian Federation carry out detailed regulation of the measures of social support provided for by federal law for orphans and children left without parental care, and additional measures of such support may also be established.

Social support neglected, homeless, in a socially dangerous situation. Social support for this category of children in difficult life situations is carried out in the course of the implementation of activities to prevent neglect and juvenile delinquency. These relations are regulated by the Federal Law of June 24, 1999 No. 120-FZ “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency”. As the main objectives of the activities for the prevention of neglect and juvenile delinquency, this law proclaims, in particular, the social and pedagogical rehabilitation of minors in a socially dangerous situation, as well as ensuring the protection of the rights and legitimate interests of minors. The solution of the tasks set is entrusted to the bodies and institutions of the system for the prevention of neglect and juvenile delinquency, which include, among other things, management bodies for social protection of the population, management bodies in the field of education (federal, constituent entities of the Russian Federation, local self-government), guardianship and guardianship bodies, bodies for youth, health authorities, employment service authorities.

See: Articles 153, 153.1 of the RF IC.

See: Decree of the Government of the Russian Federation of March 19, 2001 No. 195 “On orphanage family type.

That is, if they are not tenants of residential premises under social rental agreements or family members of the tenant of residential premises under a social rental agreement or owners of residential premises, as well as if their residence in previously occupied residential premises is recognized as impossible.