Organization of preventive work with families of students of mbou "tigilskaya sosh" who are in a socially dangerous situation. The effectiveness of preventive and corrective work with dysfunctional families and minors who find themselves in
Working with families
located in socially precarious position
First of all, it must be said that the term family in socially dangerous position, is not found in the scientific literature, the concepts are used there dysfunctional family And social risk family, which most often finds itself in a socially dangerous position. In addition, due to certain circumstances (a natural or sociogenic disaster, forced migration of the population, a serious illness or injury received by a child or his parents, loss of parents, and a number of others), any family may find itself in such a situation. But since the documents defining the functions of social educators and other employees of departments of guardianship and guardianship, there is such a type of family, we tried to choose from the theoretical literature and from sources describing best practices, something that is somehow related to our issue - work with families in a socially dangerous situation.
There are many reasons why a family can be classified in this category. If they are not differentiated, then the efficiency of work will depend on
What resources are available in the region within the framework of various departments and to what extent these departments can coordinate their actions if necessary,
How clearly defined are the legal standards for children in need of state protection,
How clearly perform the functions of specific employees in solving the problems of families in a socially dangerous situation.
If we consider the problem already - namely, only dysfunctional families, whose very life activity constantly creates a threat of getting them into a dangerous situation, then the main factor here is preventive work. The sooner we intervene in the situation, the more likely it is that we will be able to foresee a socially dangerous situation, and then we can not bring it to this extreme point, but help the child in such a family in advance.
In my speech, I will talk specifically about working with dysfunctional families, which at any moment may find themselves in a socially dangerous situation.
Having reviewed a large number of literature, both scientific and describing the experience of the practical work of guardianship and guardianship authorities, I have identified all models of child protection work. They are the following:
* Identification and registration of children in a socially dangerous situation;
* implementation in educational institutions of individual programs for the socio-pedagogical rehabilitation of children in a socially dangerous situation, and the improvement of family functions;
* the formation of mechanisms for interdepartmental interaction in the work to remove the family from a socially dangerous situation, to prevent the displacement of a child from it, child neglect, delinquency, child abuse;
* recognition of children in need of state protection by decision of the guardianship and guardianship authority or the commission on juvenile affairs;
* approval by the head of the local executive and administrative body of an interdepartmental plan for the protection of the rights and legitimate interests of a child recognized as in need of state protection;
* taking the child away from the parents for a period of up to 6 months, implementing during this period a plan to protect the rights and legitimate interests of the child;
* social patronage of the family, combining all the resources available in the region to bring the family out of a socially dangerous situation;
* submission to the court of documents for the deprivation of parents parental rights after evaluating the effectiveness of working with the family.
Characteristics of families in a socially dangerous situation
Family types:
Families of refugees or internally displaced persons,
low-income,
With an excessive dependency load, (large families or those with disabilities, families raising children with disabilities, incomplete),
families of the unemployed.
Families where parents or legal representatives of minors do not fulfill their duties for their upbringing, education and maintenance, negatively influence their behavior or treat them cruelly.
One of the typical behaviors in a socially disadvantaged family is leaving minors and family members who are not capable of independent existence without care, “pushing” children out into the street, inducing or inducing them to an asocial lifestyle.
In families, there is an increase in various manifestations of child abuse, inappropriate methods of education. As a result, teenagers are increasingly running away from home, commit suicide, and commit crimes.
In addition, with the growth in the number of families in a socially dangerous situation, the number of social orphans with living parents increases (parents leave their children to be raised by their elderly parents, refuse to support, educate and educate them); there is a degradation of families (they drink, lead an immoral lifestyle, live in unsanitary conditions, do not work, etc.) the houses of such families become “dens”, where groups of people gather without a fixed place of residence and occupation, drink alcohol, arrange fights and etc.
The technology of working with a family includes several stages:
collection and analysis of information about asocial families;
setting a social diagnosis (identifying the main problems of a family in a socially dangerous situation, determining their indicators and causes);
Choice of methods of influence and planning of work with the family;
practical work to help the family.
Principles of work of specialists with a family in a socially dangerous situation
1. The problems of individual family members are always problems of the family as a whole, and vice versa, any family problem entails certain problems for everyone family member. For example, the problem of a poorly performing and conflicted student at school may be associated with neurotic parents or their poor care for the child due to illiteracy, an antisocial lifestyle, certain difficulties, etc.
2. As a rule, the social pedagogue has to work with all family members, to "block" those aspects of the relationship that aggravate the position of each of them. This is especially significant when providing social assistance to children: the rehabilitation of children and adolescents with weakened family ties should be accompanied by the rehabilitation of their families, the restoration of their ability to be the natural environment for the child's life. Therefore, the "withdrawal" of the child from the family for some time may be justified.
3. The family worker can help the client deal with the problem. Help lies in the fact that the family understands their problem and realizes the need for a solution. It is unacceptable to remove the responsibility for solving the problem from the client and lay on the shoulders of a specialist the responsibility for the consequences of the behavior of family members, for the result of their life. However, given the marginality of the asocial family, it should be understood that, as a rule, it does not always want to change its way of life; therefore, the social worker (or social educator) must act primarily in the interests of the child and improve his living conditions.
4. When working with a family, one should not impose one's (personal) opinion on the value system on people, since the specialist's idea may not coincide with the client's worldview. However, educational work with the family, especially with its adult members, must be carried out.
5. The family is autonomous in its life and has the right to choose the type of relationship, methods of raising children, and so on. Therefore, interference in family relations occurs only when there is a direct threat to the physical, mental health of the child or one of the family members.
6. Working with a family requires the highest delicacy and confidentiality, because it involves information, the disclosure of which can cause serious damage to the client, and incorrect communication of a specialist irreparably destroys the possibilities for their further cooperation.
Collection and analysis of information about a family in a socially dangerous situation
The first step in working with families is collection and analysis of information, which is necessary to identify asocial families with minor children, and to determine areas for further work.
To organize the work, a specialist needs certain information.
General information (address of residence and registration, family composition: full name of parents and children, their age, nationality; information from institutions indicating that the family is not well, for example, from KDN, school, clinic, etc.) .
Special information (information about the social status of the family: complete, incomplete, unemployed, having many children, low-income; state of health, level of education, dysfunction of the family, etc.).
General information gives an idea of all socially disadvantaged families in a certain area and the nature of their disadvantage.
Special information allows you to more deeply and objectively assess the state of family problems, identify their causes, plan work to provide targeted social assistance and family support.
Through the requests of a social work specialist, collection is carried out general information, mainly documentation provided by the local administration, housing department, guardianship and guardianship authorities, school, juvenile affairs inspection, police department, etc.
The collected data is analyzed, and based on the results obtained, family cards
allowing to organize work on a territorial basis. In the future, information is entered into the cards that reflects special information about families, as well as the directions, forms and terms of work of various specialists with the family.
Special information is collected more purposefully, taking into account the categories of specific families in a socially dangerous situation.
Sources of information about the family and the child .
School social teachers can provide information about the child's social status, attendance and academic performance in the subjects of the school curriculum, the interests of the minor, his relationships in the family, in the school team, etc. If the family is registered, then you can get information about the character the relationship of family members, the fulfillment of their duties by parents, the work with the family carried out by the school's specialists, and its results.
Specialists of the KDN or JDN (whether the minor is registered, whether he committed offenses before, whether he was prosecuted; registered cases of ill-treatment of a minor by parents).
Specialists of the guardianship and guardianship authorities additionally inform about minors left without parental care, or who are in an environment that poses a threat to their life and health.
unsatisfactory living conditions;
alcoholism, drug addiction, substance abuse of family members
health disorder;
family maladjustment;
Spiritual and moral degradation of the family.
The problems listed above can be identified on the basis of observation, analysis of documentation and factual information about the family according to certain indicators.
Indicators and causes of social maladaptation of the family
Uncertainty of civil status of family members characterized by the absence of an adult or a minor of any document confirming his civil status or giving the right to receive benefits and benefits established by law (passport, birth certificate, pensioner's certificate, certificate of a disabled person, certificate of education in educational institution, registration, etc.). Due to the fact that able-bodied family members do not have the opportunity to get a job (since there is no registration), they are forced to be content with temporary earnings. The main reasons for the uncertainty of civil status is the loss, damage or late execution of the document.
low income. The average per capita income is lower living wage(confirmed by a certificate of family income).
In a conversation with school employees, you can find out that the child does not eat in the canteen, is poorly dressed, and does not have the necessary school supplies. During family patronage or examination of living conditions, a lack of food, clothing, fuel, and basic necessities is recorded. The main causes of poverty are low-paid work, unemployment of one or more family members, unregistered social benefits, allowances, subsidies.
Unemployment. Lack of a permanent source of income for adult able-bodied family members (confirmed by a certificate of registration as unemployed and factually). Reasons for unemployment: downsizing at the place of work, dismissal, lack of special education, work experience, etc. A common phenomenon in the above category of families is the lack of formation of motivation for employment in its adult members, i.e. desire to work.
. Lack of permanent housing, its dilapidated condition, non-compliance of living space with established standards, non-compliance of sanitary and hygienic conditions with established requirements: dampness, dirt, rotten floors, collapsed ceilings, broken stoves (confirmed by a certificate, act or conclusion of the housing department, SES). Indirect indicators of the problem: unsatisfactory living conditions lead to diseases of both parents and children; because of the unsatisfactory state of living conditions, children do not want to live at home ("... I don't want to live at home, because it's uncomfortable, damp, dirty").
Alcoholism, drug addiction and substance abuse parents when there is regular use of alcohol, drugs; clients are registered in a narcological dispensary (confirmed by a medical certificate). As a rule, in such families there are fights, swearing, companies gather, quarrels arise, etc. In such families, children grow up with mental disabilities; they are severely injured nervous system showing signs of mental retardation. The cause of drug addiction, substance abuse, alcoholism are hereditary or acquired (social or psychological) factors.
health disorder. The presence of chronic diseases, the disability of one of the parents, often or long-term ill family members (documented by a medical certificate or factually). The cause of health problems is congenital pathology, disability, poor nutrition, alcoholism, poor living conditions.
Family maladaptation. Violation of relationships between family members, constant destructive conflicts between parents, between parents and children (confirmed factually). Frequent conflicts in the family lead to a violation of the mental state of all its members, which especially affects minors.
Reasons for family maladaptation: inability to build relationships correctly, constructively, personal psychological characteristics, low level of pedagogical competence of adults, lack of attention to the child by parents.
Spiritual and moral degradation of the family- loss of family values, traditions, child abuse, lack of motivation for healthy lifestyle life, inability to organize family leisure, violation of morality and law, antisocial forms of behavior, loss of social ties with family and school, a sharp deterioration in neuropsychic health.
The system of work with families in a socially dangerous situation
After conducting social diagnostics, it is necessary to develop an individual program or plan for working with a family in a socially dangerous situation, determine goals and objectives, forms and methods of work, and determine the timing of specific activities.
The root causes of social maladaptation of minors lie in family problems generally. Given this circumstance, the practical work of a specialist should be associated with activities aimed at changing the situation in his family.
Work planning can be carried out in the following sequence:
making a list of real problems and their causes;
Determination of the purpose of the impact (expected result);
· definition of participants of influence ("narrow" experts);
determination of the content of the activities of specific specialists, the choice of methods of influence;
· definition of terms of performance of all planned actions ;
Develop a family work plan.
An important factor in the success and efficiency of the work will be the conclusion of a kind agreements (oral or written) with the family or its individual members about joint activities that will be aimed at achieving positive results, and its content will be prescribed in this plan.
The goals, objectives and content of the social impact on the family, aimed at helping it and overcoming problems, will be directly determined by the causes of their occurrence. For example, a social worker identified the problem of unemployment. The reason was the reduction from the place of work of the head of the family. A social work specialist (social pedagogue) assists him in finding a job through the employment center.
Most effective methods work with a family in a socially dangerous situation.
Conversation. This method, firstly, allows a specialist to find out the difficulties of a given family or its members, that is, it is one of the diagnostic tools; secondly, it becomes a method of influencing the family; thirdly, it performs an advisory function. The specialist who conducts the conversation should be able to: build a conversation in such a way as to win over the child, family members; listen; during a conversation, vary different tones of speech, depending on the change in the situation; be tactful. It is very important during the conversation to win over the family, to make it clear that you really want to help her.
It is necessary to prepare in advance for a conversation with the family: analyze the information already available, prepare questions, draw up a conversation plan. Questions thought out in advance should be woven into the course of the conversation; they should not be put directly if they do not concern formal data. If the task of a certain conversation includes consultation or a corrective, educational influence, then the specialist must clearly represent (think over) the result of the meeting.
Support method. It is used when the child, the family is in a difficult situation. The specialist helps the client analyze his condition, his position in life, formulate what needs to be radically changed, and try to form a life attitude. A social educator helps to improve the child's living conditions, relationships between family members.
Method of overcoming conflict is used when there is a conflict in the family, at school, between peers: teacher - student, parents - child, parents - teacher, child - child. First of all, the specialist finds out what led to the conflict. You should imagine yourself in this situation and try not to jump to conclusions. It is impossible to draw new participants into the conflict - this will complicate the solution of the problem. The specialist must calmly analyze the opinions of the conflicting parties, think over the stages of conflict resolution, find positive points of contact between the conflicting parties (most often this is a common activity)
Method of social patronage. The type of social service for clients and risk groups, mainly at home, consists in constant social supervision, regular visits to their faces by social workers, and providing citizens with the necessary support.
During the patronage, the specialist visits the apartment, examines the living conditions, gets acquainted with the family, relatives, observes the family in a normal home environment, examines its psychological climate, the environment in which children live. It is possible to catch the psycho-emotional atmosphere that reigns in the family only in the environment familiar to it.
Thanks to social patronage, a specialist has the opportunity to conduct confidential conversations that free parents from fear and uncertainty in the face of official authorities.
When conducting patronage, the specialist must be in a good mood, with all his behavior show interest in everything that the teenager and his family live in, respect for all its members, whatever they really are, readiness for contacts with them. The specialist should not judge or criticize; it is better for him to express his disagreement gently, allowing for the possibility of the existence of a different opinion. At the same time, you need to find ways for yourself to get answers to all the questions posed in a casual conversation; advice should be given in a friendly tone so that when parting, clients have a pleasant feeling that mutual language found. It helps to reinforce this impression. positive feedback, a statement about the family when a specialist meets a child, an expression of satisfaction from getting to know his house.
In practice, in the implementation of patronage of socially disadvantaged families, specialists often have to deal with the aggressive attitude of its members towards a specialist (scoldling, threats, etc.). In these cases, it is recommended: do not respond with rudeness, do not raise your voice to the interlocutor; behave tactfully; family patronage is carried out by two specialists.
The specialist must remember that his main argument is protection
rights and interests of minors.
Consulting.
Practical work to overcome the problems of families,
those in a socially dangerous position
If the reason uncertainty about the civil status of family members is the loss, damage or untimely execution of the document, then it is necessary: to send the client to the advisory service, internal affairs bodies, social services, where he will be given competent legal advice; together with the client to develop an action plan for paperwork; timely control over the implementation of each item of the plan.
As a rule, in families leading an antisocial lifestyle, they do not think about the fact that documents are important not only in order to get a job, but also in order to send the child to school, to enroll in kindergarten. With the help of a lawyer of the center, a social pedagogue, an inspector of the passport and visa service at the Internal Affairs Directorate, the family will be able to draw up the necessary documents.
So, in case of loss of civil status associated with the loss, damage or incompleteness of a document (passport, residence permit, etc.), the social teacher sends the client to the housing department, registry office at the place of residence. Specialists explain in detail to the client what documents need to be collected in order to receive a new document. If some issues remain unresolved, you can be advised to contact the passport and visa service at the Internal Affairs Directorate, for advice - to a lawyer. The lost birth certificate will be restored in the registry office at the place of birth.
Main reasons low-income are: a) low-paid work; b) unemployment of one or more able-bodied family members; c) the lack of registration of social benefits and benefits. The most common of these are unemployment and low-paid work.
To solve them, specialists of the employment center are involved, who can help in selecting a job that matches the qualifications of the client, or in providing opportunities for professional retraining.
Often a family, when contacting a social work specialist, formulating problems related to low income, reports that the average per capita income in the family is below the subsistence level and because of this, the family cannot purchase the necessary things, school supplies for the child. A specialist, having identified the causes of a family's low income, can not only contribute to the provision of material assistance to her, but also carry out work aimed at overcoming this problem (help in getting a higher paid, permanent or temporary job).
So, if the cause of low income is a low-paid job or unemployment of able-bodied family members, the specialist directs clients to the employment center to register for unemployment or search for a higher paid job. If family members are in no hurry to find a job, the social teacher connects the district inspector to talk with the unemployed, the public, the school, relatives, etc. to have a positive impact on his mind.
However, as practice shows, finding a job is still not enough to solve the problem. Often, unemployed members of a family in a socially dangerous situation have long been leading an antisocial lifestyle (drunkenness, crime, etc.) and have low motivation to work.
If the problem of unemployment is related to the lack of demand for the profession in the labor market (including due to physical or age limitations of the client), the specialist may advise the family to contact the employment center in order to retrain in another profile for further employment.
If the client does not have a professional education, a specialist can refer him for a consultation to the employment center, where he will be assisted in training, so that as a result the person gets a profession and gets a job.
In addition, a social work specialist, together with representatives of other departments (KDN, Department of Internal Affairs, guardianship authorities), public organizations, sometimes needs to do a lot of painstaking work with a low-income family, aimed at: changing social attitudes and family values; formation of motivation for treatment for alcoholism and drug addiction.
The expected result of all this activity is the employment of all able-bodied family members or their placement in a higher-paying job.
To assist in obtaining family-guaranteed pensions, benefits, allowances, an employee of the center must refer the client to the department of social protection of the population or to the department of pension provision of the population at the place of residence to a specialist in calculating pensions, benefits, benefits, who advises and helps in their registration Specialist of a social protection institution can himself give advice to the client within his competence, help collect or restore some certificates on the calculation of benefits, pensions (meaning child benefits, survivors' pensions).
Poor living conditions can arise in a family with a lack of material resources to repair an apartment or in the absence of their own housing.
To solve the family's housing problems, it is necessary to involve legal and social services that will provide advice and legal support, as a result of which, for example, the previously violated rights of a minor to housing can be restored, or housing conditions can be improved, and assistance in housing repairs can be provided.
In addition, a social worker should know that if there is or may be a threat of loss of housing by a child (parents drink, sell housing), then a timely petition to the guardianship and guardianship authorities to secure housing for a minor will avoid the problem of his "homelessness" in the future.
If the housing is in need of repair, the social worker may try to assist family members in solving this problem.
In case of serious destruction of housing (broken stoves, rotted floors, destroyed sewers, etc.), after examining the living conditions and drawing up an act, the specialist sends the client to the social protection authorities in order to issue targeted material assistance for repairs. Also, a specialist can use the opportunity to apply with a petition to an organization where parents, adult family members work or worked, to the municipality administration, to a deputy or to private entrepreneurs, sponsors with a request to help in carrying out a family home renovation. It may be necessary to contact the management of the organization in which the family members work with a request to help repair the housing at the expense of the organization or relocate it to another departmental premises (if the housing is the property of the enterprise).
At the same time, taking into account the contingent of the family, the social work specialist must take responsibility for monitoring the use of the material or in-kind assistance provided for the intended purpose, and in the future - for the safety of the results of the repair. The patronage of such a family should be regular.
Causes health problems in children or adults there may be congenital pathologies, poor nutrition, non-compliance with sanitary and hygienic standards, unfavorable environmental conditions, disability, etc.
When identifying maladjusted families with health problems (disability, chronic diseases, often or long-term ill family members), the social pedagogue has the right to suggest that the client contact the health authorities, who will send him to undergo a full medical examination on an outpatient basis or in a hospital, receive treatment, recommendations for placement in rehabilitation centers. If there is a disability, the client can be assisted in an extraordinary examination for re-registration to another group (if there are necessary indicators for this).
At individual mental disorders a psychologist or a psychiatrist should work with the client, who will diagnose, according to its results, prescribe treatment or a course of classes, measures to restore the mental state.
When working with an asocial family, one has to face the problem of its indifference to the presence of mental illness in relatives. Therefore, the intervention of a social work specialist is necessary if a child has a mental illness. Depending on the disease (on the recommendation of a psychiatrist), the specialist organizes the necessary conditions care for a child at home (contributes to the preferential purchase of medicines, household items, etc.), assists in registering a minor in a stationary institution.
If health problems are associated with irrational, inadequate food (this is one of the most common reasons), after drawing up an act of examining the living conditions of the family, its members must be sent to the social protection authorities to receive free coupons for food in the social canteen, to apply for targeted social assistance. The social worker may apply to the school administration, kindergarten on placing a child from such a family on free meals. It is possible to carry out explanatory work with charitable organizations about providing such a family with one-time assistance in the form of a food package.
In case of health problems caused by non-compliance with sanitary and hygienic standards and living conditions, a social work specialist (possibly, together with representatives of the school, administration, KDN) conducts purposeful work with family members to restore order in the house and maintain it.
If rodents (mice, hamsters or rats) are wound up in the house, the owners are advised to seek help from the sanitary and epidemiological station with a request to process the dwelling in order to clean it from rodents, insects, airborne infections. If the family does not seek to change the situation, then in order to protect the health of minors, district medical workers and specialists from the sanitary and epidemiological station are involved in sanitizing the premises.
When health problems are associated with the unfavorable ecological environment of the clients' life, the social educator may recommend that the family go to the hospital for consultation about the permanent illnesses of its members. After finding out the causes of the disease and assessing the possibility of their elimination, the social worker, together with family members or representatives of other organizations and institutions interested in preserving and maintaining the health of children, organizes work to overcome these causes and reduce risk factors.
The reasons for family maladaptation are also a negative emotional and psychological situation, the causes of which are as follows:
Personal psychological characteristics of family members;
Low level of pedagogical competence of adults;
Lack of attention to the child from the parents;
Differences in life attitudes and status (the husband has a higher education, and the wife has a primary one, or vice versa);
Disagreements on national or religious grounds;
Inability to constructively resolve conflicts.
To resolve them, clients can seek help from a psychologist, social pedagogues. But most often, members of asocial families do not need to go to these specialists, anywhere else, therefore, for example, the problems of lack of attention to the child by parents and the low level of pedagogical competence of adults should compensate for the joint actions of specialists.
In case of family maladjustment, a social work specialist motivates the family to contact a psychological service, where the client will be consulted on conflict resolution issues, taught how to get out of conflict situations, and helped to restrain and overcome negative emotions;
the client can visit sensory classes, relaxing and relieving stress, tension.
The activity of a social pedagogue when working with a family (unlike the activity of a social work specialist) has some specifics and represents three main components of social and pedagogical assistance: educational, psychological, and mediation.
Educational includes assistance in training and education. Assistance in learning is aimed at preventing emerging family problems in parent-child relationships and the formation of the pedagogical culture of parents.
The most typical mistakes in family upbringing include: the lack of uniform requirements in the upbringing of the child on the part of the mother and other family members, indifference to the child, excessive severity shifting the care of education to educational institutions, quarrels in the family, lack of pedagogical tact in relationships with the child, the use of physical punishment, etc.
Therefore, the social educator should plan, together with the administration of educational institutions, teachers, and a psychologist of the social service, the inclusion in the topics of parent meetings, conversation meetings, classes on the problems of raising children and family relationships.
The reason for the spiritual and moral degradation of the family there may be a low cultural and educational level of parents, a low culture of family education, a deformation of the system of value orientations.
The social teacher in the plan of work with the family must necessarily include activities aimed at preserving and promoting the best family traditions, development of family creativity.
When revealing the spiritual and moral degradation of a family, a specialist in a conversation with its members can unobtrusively ask about the roots of the clan (where they come from, who their grandfathers and grandmothers are, what they did, etc.), find out the general positive interests of the family. In the future, based on the most interesting information, a social work specialist (social teacher) will attract family members to joint events held as part of school holidays, invite them to excursions, to theaters, to concerts.
A promising form of work with the family are family clubs, where children and adults will be offered to take part in exhibitions, in sports events, where parents will replenish their knowledge about raising a child. Such family events contribute to the strengthening of the family, its unity. A psychologist, conducting club classes, will help restore their motivation for a healthy lifestyle.
Regular social and psychological patronage, conversations of specialists with family members are especially significant for her spiritual and moral education. And representatives of various organizations, including religious and public ones, can be involved in the conversation.
The social pedagogue personally carries out patronage of the minor's family until positive changes occur in it.
Homelessness and neglect of minors.
Many children run away from home because of cruel treatment and humiliation of their human dignity. Teenagers are injured, become victims of various kinds of attacks. Poverty, constant drunkenness of parents, lack of care and attention from relatives lead to the fact that children loiter on the streets, do not attend educational institutions, commit anti-social acts, many completely leave their families, children's boarding schools, and commit suicide.
Institutions and services have been created to take care of the social rehabilitation of children who have lost family ties. The social educator must find the best option for each individual child.
In the prevention and fight against delinquency and neglect of minors, an important place is occupied by the organization of leisure at the place of residence, since the nature of spending free time and the value orientations of the young generation in the field of leisure largely reflect the moral and social orientation of the teenager and his behavior in general. Free time takes the longest period in a child's life, so the social pedagogue is obliged to help the minor organize his free time more tightly and meaningfully.
In this, the social worker will be assisted by specialists from institutions of additional education, culture, health care, etc.
A social work specialist can assist in visiting a child from a socially disadvantaged family in the juvenile day care department at the centers of social services for the population or in placing him for temporary residence in an inpatient department, where complex rehabilitation work will be organized with him. Qualified specialists will work with the child to provide him with medical, psychological and pedagogical assistance. Upon completion of rehabilitation work with children and adolescents, the medical-psychological-pedagogical commission (council) develops recommendations for the further work of specialists with the minor at the place of his residence.
While children and adolescents are being rehabilitated in social service centers (social shelters), the social pedagogue works in parallel with the family to return the child to the family or to take him under guardianship. To do this, the specialist performs:
- family patronage;
Search for relatives (if there is no prospect of returning the child to the birth family);
Collection required documents for further life arrangements (birth certificate, copy of the death of one of the parents or both, a copy of the court depriving parents of parental rights, a copy of the court verdict, etc.), to establish the status of a minor.
When organizing assistance to a family in a socially dangerous situation, a specialist must remember about dependent and marginal sentiments of its members. Therefore, "educational" work with such a family is of great importance, aimed at increasing the motivation to change the current situation on one's own, finding the internal reserves of the family team.
The positive experience of another family, various forms of "encouragement", stimulation (morally, financially, etc.), as well as specific forms of influence with the involvement of a district police inspector, an inspector of the IDN, a representative of a public organization, etc. - all this is in the professional arsenal of a specialist to work with the family.
Unfortunately, the activity of a specialist working with a family, especially with a family in a socially dangerous situation, is not always crowned with success and often brings disappointment. But the specialist must remember himself and all the time remind clients that the goal of their joint efforts and the desire for positive changes are primarily caused by the need to create favorable conditions for the growth and development of the child.
If there is a problem in the family alcoholism, substance abuse or drug addiction of a minor or adult family member, it is desirable for a specialist to convince the client of the need to undergo a course of treatment and rehabilitation, to give up the old life, from old friends, to go for a consultation with a psychologist or psychotherapist, narcologist.
If a child is a drug addict or substance addict, then the specialist is obliged to guide the family to contact a psychologist to find out the reasons that led the minor to this, to assist in his placement in a drug treatment clinic, and then rehabilitation.
In an antisocial family, it is unlikely that anyone will begin to treat themselves or their child due to lack of money or because the "sick" is satisfied with such a life; therefore, specialists have to take on "parental" responsibilities and, first of all, help the child. In this case, the social worker, together with the district police inspector, the IDN, the class teacher of the school, apply to the health authorities (narcological hospital, narcological dispensary) or to rehabilitation institutions, where a course of health recovery will be offered to the “addicted”.
After rehabilitation, a minor needs social control and support. It is imperative to offer the family that the child either attends a circle that he likes, or does something interesting for him; pay more attention to him, try not to leave him alone. The specialist will need to regularly patronize the minor's family to prevent relapses.
In the event that the family remains indifferent to the fate of the child, then the solution to the issue of his salvation is possible in judicial order: restriction, deprivation of parental rights and transfer of a minor under the care of other relatives or the state (registration in a residential institution). To prevent this from happening, specialists can, in parallel with the rehabilitation of a minor, carry out a number of activities with the family aimed at "educating" her, motivating her to participate in the fate of the child.
One option that the social worker can take is to offer to "code" an adult patient or minor and assist him in this. And since there is no and will not be money for “coding” in an asocial family, it will be necessary to seek help from public organizations, contact the bodies or institutions of social protection of the population, at the place of work of one of the family members, in order to obtain one-time material assistance for treatment.
Health authorities can provide preventive and outpatient care in the treatment of the disease. Psychologists will help eliminate its psychological "roots" and provide psychological support.
Alcoholic and other dependence on PAS of one family member gives rise to codependence of others. This is a serious psychological problem, which also requires psychocorrection.
The result of the complex work of specialists will be the cure of the patient or his temporary abstinence from taking drugs, alcohol. If sick family members do not agree to voluntary treatment, then the team of specialists has to take extreme measures (withdrawal of minors from the family and their placement in children's social institutions).
Literature
1. The law on guardianship and trusteeship in the Novosibirsk region (Adopted by a resolution of the Novosibirsk Regional Council of Deputies dated 01.01.2001).
2. Galaguz pedagogy. Lecture course. - M., 200s.
3., Falaleeva, the basics of organizing work with families in a socially dangerous situation. - Volgograd, 200p.
4. Psysoeva of family psychology and family counseling.- M., 200p.
5. Tseluiko of a dysfunctional family.- M., 200
6.http://www. aistday. ru/smf/index. php? topic=298.0
7. http://dtsr. nso. en/component/poll/.html
Municipal budgetary educational institution
"Aktash secondary school named after. Stanislav Mokhov"
Agreed: I approve:
Deputy Director for BP Director MBOU Aktashskaya
Krasnykh N.Yu. School them. Art. Mokhov
Abugalimova R.Z.
Order dated "___" ____ 2014 No.
PROGRAM
PREVENTIVE WORK WITH UNSUCCESSFUL FAMILIES
"HOPE"
for 2014 - 2017
With. Aktash, 2014
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Structural Components |
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Program Passport |
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Purpose, tasks and stages of the program implementation |
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Stages of interaction with the family. Program implementation algorithm |
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The main directions of the program implementation Plan of preventive measures "Family at risk" |
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The main functions of the class teacher in working with dysfunctional families and children from dysfunctional families. |
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System of program activities and expected results |
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Individual plan of preventive measures for the family |
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Scientific and methodological literature |
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Name programs |
Program of preventive work with dysfunctional families HOPE for 2014 - 2017 |
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Implementation timeline programs |
2014 - 2017 years. |
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Reasons for development programs |
1. Constitution Russian Federation as amended by decrees of the President of the Russian Federation No. 841 dated July 25, 2003. (current version as of 01.01.2009) 2. Convention on the Rights of the Child. (Adopted by a resolution of the UN General Assembly on November 20, 1989. Entered into force on September 2, 1990). 3. Family Code of the Russian Federation of December 29, 1995 N 223-FZ. 4. Federal Law "On Education in the Russian Federation" dated 29.12.12. No. 273-FZ 5. Declaration of the principles of tolerance of the United Nations and UNESCO (Approved by resolution 5.61 of the UNESCO General Conference of November 16, 1995 6. Charter MBOU Aktash secondary school named after. Art. Mokhov |
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Program developers |
The teaching staff of MBOU Aktash secondary school named after. Art. Mokhov
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Program executors |
Administration of MBOU Aktash secondary school named after. Art. Mokhova, teaching staff, student team, parent community. |
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Purpose of the program |
Creating conditions for the successful socialization of a child from a dysfunctional family, social protection of children's rights, establishing a connection between the family and the educational institution. |
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Main objectives of the program |
1. Diagnosing and identifying problems that have a negative impact on the formation and development of the child's personality in the family. 2.Organization of educational work to master the psychological and legal culture of parents in the field of family education. 3. The implementation of mediation in crisis situations for the family and the child. |
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Priority areas |
1. Creation and maintenance of a favorable psychological climate in the team; 2. Prevention of the psycho-emotional state of children; 3. Giving the child the maximum possible independence and freedom; 4. Building a health-saving environment at school; 5. The use of medical, social, psychological and pedagogical support for the educational process of students; 6. Removal of psychological stress in a traumatic situation; 7. Reducing emotional dependence and rigidity; 8. Formation of compensatory mechanisms of behavior; 9. Work with the parent community; 10. Formation of an adequate attitude to life and death. |
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Program Implementation Stages |
1st stage - January - May 2014 year - organizational Purpose: preparation of conditions for the creation of a system of work with socially disadvantaged families. · To study and analyze the state of work in schools with socially disadvantaged families. · Study the regulatory framework. Develop, discuss and approve a program for working with socially disadvantaged families · To analyze the material and technical, pedagogical conditions for the implementation of the program. · Select diagnostic methods in the main areas of the program. · Conduct MO class teachers on the problems of identifying socially disadvantaged families. · Carry out patronage, questioning and identification of the criteria for the need of a particular family. Purpose: implementation of the HOPE program. · Create psychological and pedagogical conditions for working with socially disadvantaged families. · Develop and implement individual programs with families; · Implement work with socially disadvantaged families according to special programs and methods. · Encourage parents to participate with their children in various classroom and school activities. 3rd stage - January - May 2017 - control - analytical. Purpose: analysis of the results of the program implementation. · Analysis of program results. · Summarizing the experience of working with socially disadvantaged families at school. · Creation of a bank of methods for working with socially disadvantaged families. · Definition of a strategy for further work with socially disadvantaged families. |
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Expected results of the program implementation |
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- Explanatory note
Traditionally, the main institution of upbringing is the family, what a child acquires in the family in childhood, he retains throughout his life. The importance of the family as an institution of education is due to the fact that the child lives in it for a significant part of his life, and in terms of the duration of his impact on the personality, none of the institutions of education can be compared with the family. It lays the foundations of the child's personality, and by the time he enters school, he is already more than half formed as a person.
The family has a special place in the life of every person. A child grows up in a family, and from the first years of his life he learns the norms of the hostel, the norms of human relations, absorbing good and evil from the family, everything that is characteristic of his family. It is in the family that the individual receives the first life experience, therefore it is very important in which family the child is brought up: prosperous or dysfunctional.
Under a dysfunctional family, we tend to accept a family in which the structure is broken, the basic family functions are devalued or ignored, there are obvious or hidden defects in education, as a result of which “difficult” children appear.
A dysfunctional family is not only a family whose material life is far from normal, but also a family that has lost faith in the possibility of changing its life for the better and continues to head towards complete collapse. Lack of confidence in one's own strengths and lack of outside help increase confidence in the impossibility of living differently, form an appropriate way of life, which children also learn. We are talking about children from dysfunctional families, i.e. about children, families, about what happens to a child if he ends up in a dysfunctional family. What is a dysfunctional family? It is impossible to answer in one word. After all, everything in the world is relative - both well-being and trouble in relation to the child. But after all, children are all different: some are more enduring, others are not, some are vulnerable, but they are all responsive, and others are all trynta, you can’t get them through anything.
Unfortunately, at present, an increasing number of children find themselves in a situation of acute social disadvantage. Bad ecology, growth of social aggression, economic problems, spread of drugs, family instability, parental and pedagogical incompetence - these and many other factors become external constraints on the development of the child.
This problem is very relevant, the number of such families is rapidly increasing, new types of dysfunctional families appear in modern society, which is aggravated by the lack of specialists in this field.
The school strives to prevent the problem of the family as much as possible, to identify and eliminate the causes that give rise to it in a timely manner, to ensure the prevention of various kinds of negative phenomena, and makes every effort to ensure that the family develops correctly and harmoniously pedagogically, psychologically, socially and materially. Need to do right choice forms and methods of working with parents, taking into account all the features of a dysfunctional family who need active and long-term support.
The social insufficiency of many families is due to objective reasons, therefore, they need support.
It is possible to conditionally divide dysfunctional families into three groups:
1. Preventive - families in which problems have an insignificant manifestation and are at the initial stage of trouble.
2. Families in which social and other contradictions aggravate the relationship of family members with each other and the environment to a critical level.
3. Families that have lost any life perspective, inert in relation to their fate and the fate of their children.
The following classification of dysfunctional families is possible:
- by the number of parents- full, incomplete, guardian, adoptive, family of adoptive parents;
-by the number of children- small, large, childless;
- for material well-being- low-income, medium-income, well-off;
- parenting issues- a family of alcoholics, drug addicts, unemployed, criminogenic, deprived of parental rights, socially maladaptive.
Families stand out pedagogically untenable; most often they are found when they have children of adolescence.
Identification of a family in need of assistance and rehabilitation should take place as early as possible. For 10 years of living in a dysfunctional family, the child has time to gain a huge experience of antisocial behavior, to break down psychologically, to establish himself in such a variant of life self-determination, which is contrary to the norms of society.
A child from a dysfunctional family reveals himself by his appearance, clothing, manner of communication, a set of obscene expressions, mental imbalance, which is expressed in inadequate reactions, isolation, aggressiveness, anger, lack of interest in any kind of training. child's behavior and appearance not only talk about his problems, but also cry for help. But instead of helping, the environment of the child often reacts to him with rejection, rupture of relations, suppression or oppression of him. The child is faced with a lack of understanding of others, rejection and, as a result, finds himself even more isolated. The age of the child may be different, but the problems of such children are approximately the same.
The main areas of work with the family:
- The study of the causes of family trouble, the relationship in the family to the child.
- Psychological and pedagogical education of parents on issues of family education, acquaintance with the positive experience of raising children.
- Providing practical assistance and psychological support to the family.
- Purpose, tasks, terms of the program implementation.
TARGET- creation of conditions for successful socialization of a child from a dysfunctional family.
Tasks:
1. Diagnose and identify problems that have a negative impact on the formation and development of the child's personality in the family.
2. Organize educational work to master the psychological and legal culture of parents in the field of family education.
3.To carry out mediation in crisis situations for the family and the child.
- Stages of interaction with the family
Family work is carried out in stages. Its effectiveness depends on the degree of establishing contact and trusting relationships with parents. Separation of families for reasons of trouble is relative, since one reason is inextricably linked with another. For example, in a family where alcohol is abused, conflict relations between parents and children are almost always observed, in addition, such families, as a rule, have an unstable financial situation and are low-income. It is logical to conclude that there may be several reasons for family distress, and they are interconnected. However, one of them plays a leading role, the other - a secondary one. And the choice of forms and methods of influencing the family depends on the leading cause of family trouble.
Working with a dysfunctional family is carried out in the following stages:
1st stage. Establishing contact, establishing trusting relationships with parents, positive foundations for further cooperation.
Facilities:
1) conversation, setting the dates for the next meeting (parents are invited to the school);
2) visiting at home, getting to know parents, relatives, closest
the social environment of the family.
3) filling out a social passport, psychological assistance card, psychological, medical and social assistance card for a child
4) at the beginning of each school year accurate diagnosis of personality and environment is carried out.
The goals of diagnostics are:
Early identification of dysfunctional families in order to implement a set of measures to provide socio-psychological assistance to children, adolescents and families;
Coordination of efforts of all bodies working with families of social risk;
Familiarization of families with legal norms.
In order to strengthen contacts within the family, three generations are involved (grandmother, grandfather - mother, father - child, teenager). If parents make contact with a psychologist and a social pedagogue, you can proceed to the 2nd stage of interaction with the family. If contact is not established, then the family may be influenced by the police, the department for the protection of children's rights of the education department, etc.
2nd stage. 1) Family study.
Socio-pedagogical and psychological diagnostics of the family. The study of the microclimate in the family, parenting styles. Clarification of information about parents, their social status, other immediate relatives. Material security and living conditions. The study of relationships between adults in the family. Knowledge and application of methods and techniques of educational influence.
2) Diagnosis of the causes of family dysfunction.
Facilities:
Home visits, acts of examination of living conditions, consultations, conversations, questionnaires, analysis of information about the family from documentation, survey;
Use of methods of psychological diagnostics (tests, projective methods, etc.).
3rd stage. Processing the results of socio-pedagogical and psychological diagnostics. Summarizing. Establishing the leading cause of family distress
4th stage. The choice of forms and methods of work, depending on the leading cause of trouble and ways to implement them.
- Family where parents abuse alcohol
- Conflict family requiring correction inside family relations
- Families where parents often get sick suffer from chronic diseases. In such a family, the child lacks communication with parents who need help and support from teachers, the public, and society.
- Low-income family: individual conversations, consultations, home visits.
- Raising children by close relatives (grandmother, grandfather, uncle, aunt). The following forms and working methods are acceptable: individual conversations, consultations, both with a psychologist and with other specialists, home visits, trainings, psychological games, planning joint activities.
5th stage. Family surveillance. Tracking development dynamics parent-child relationship. The study of the psychological microclimate in the family.
6th stage. Summing up the results of psychological and pedagogical interaction with a dysfunctional family.
Program implementation algorithm
First stage - organizational ( September) - analysis of families of social disadvantage, direct planning, coordination of plans, bringing them together into a single comprehensive plan, taking into account the situation and recommendations, studying the needs and requests of children, adolescents and their families.
Second phase - active(October - May) coordination of actions, implementation of planned activities, development of a system for monitoring their implementation.
Third stage - final(June) - analysis and summarizing the work, planning for next year taking into account the recommendations developed as a result of the analysis.
5. The main directions of the program implementation
1. Visiting families.
2. Psychological and pedagogical education of parents:
Invitation of specialists;
Demonstration of video materials, slides.
3. Open days
4. Formation of an understanding among parents of their belonging to the school educational space:
Excursions: acquaintance with the school and school services;
Holidays in the classroom;
Meeting with the school administration and socio-psychological service;
parent meetings;
Meeting of parents "Traditions of the class to be";
Participation in parent conferences;
Round tables;
Weekend club meeting;
Organization and conduct of parenting lessons.
5. Diagnostics.
6. Corrective work.
7. Improvement of the classroom.
8. Pedagogical consultations: individual and group.
9. Trainings and surveys.
Plan of preventive measures "Family at risk"
MBOU Aktash secondary school named after. Art. Mokhov
for 2014-2015 academic year
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No. p / p |
Theme of the event |
Implementation timeline |
Responsible |
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Diagnosis, identification of dysfunctional families |
September, as needed throughout the year |
Social pedagogue, teacher psychologist, Class teachers. |
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Mapping dysfunctional families |
September October |
Teacher-psychologist, Class teacher, social worker teacher |
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Individual work: visiting, drawing up an act |
constantly |
Social teacher class teachers. |
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Individual counseling for parents and children from disadvantaged families |
constantly |
Social pedagogue, class teachers. |
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Parent lecture of the topic:
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October, April |
social teacher |
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Collaboration for the rehabilitation of dysfunctional families with the department of social. protection of the population, PDN, KDN. Raids on dysfunctional families; Call to KDN; Appeal to the prosecutor's office; Assistance of the social service; Assistance in finding jobs for unemployed parents, providing children from disadvantaged families with vouchers to a health camp |
Constantly |
Teacher-psychologist, Class teacher, Social pedagogue, PDN inspector |
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Interactive forms of work with disadvantaged families
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During a year |
Educational psychologist |
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Involvement of parents to organize "Parents and Children" events with the involvement of children from disadvantaged families. |
Constantly |
Classroom teachers |
- The main functions of the class teacher in working with dysfunctional families and children from dysfunctional families.
1. Create a supportive classroom environment around a student from a dysfunctional family.
2. Establish a relationship of partnership and cooperation with a dysfunctional family.
3. Plan work with dysfunctional families.
4. Create a data bank on disadvantaged families and children from disadvantaged families studying in the classroom.
5. Create and implement individual programs for raising children from dysfunctional families.
6. Work with students of the group to improve the social status of a child from a dysfunctional family.
7. Be the initiator of the creation of individual educational programs for children from disadvantaged families.
8. Involve a child from a dysfunctional family in hobby groups and clubs, including weekend work.
9. If necessary, be the initiator of active actions to protect the rights of the child.
Memo for class teachers when interacting with dysfunctional families.
1. Never take parenting action in a bad mood.
2. Clearly and clearly define for yourself what you want from the family, what the family thinks about this, try to convince her that your goals are, first of all, their goals.
3. Do not give final ready-made recipes and recommendations. Do not teach parents, but show possible ways to overcome difficulties, analyze correct and false decisions leading to the goal.
4. The class teacher is obliged to encourage success, to notice even the smallest successes.
5. If there are errors, incorrect actions, point them out. Evaluate and pause for the family to take in what they have heard.
6. Let the family know that you sympathize with her, believe in her, despite the oversights of the parents.
Working with disadvantaged families class teacher necessary:
1. Identification of dysfunctional families as a means of preventing social orphanhood (knowledge of the living conditions of the child, the presence of an act of material inspection).
2. Increasing the pedagogical culture of all categories of parents:
Organization of pedagogical education. Persuasion of parents that family education is not morality, lectures or physical punishment, but the whole way of life of parents (primarily healthy), way of thinking, actions of the parents themselves, constant communication with children from the standpoint of humanity.
Involving parents as active educators ( family holidays at school, extracurricular extracurricular activities, participation in school management).
3. To avoid violence, cruelty, aggressive behavior in relation to their children to form the legal culture of parents.
4. Carrying out control and correctional work with parents (questionnaires, testing, analysis of the level of upbringing, education of children, individual conversations, etc.).
5. Take into account the peculiarities of upbringing in each individual family, based on positive experience, increase the priority of the family and family traditions in all subjects educational activities: children, parents, teachers.
6. Eliminate the feeling of guilt of parents for their failure (a separate plan for working with problem groups of parents).
7. System of program activities and expected results
Based on the tasks set in working with a dysfunctional family, the main areas of activity were selected:
1. Identification of dysfunctional families and the reasons for their trouble.
Forms of work:
· Diagnosis, identification of dysfunctional families.
· Visiting families.
Questioning of parents and children.
· Individual conversations with parents and children.
Family supervision.
Results:
Drawing up a map of a dysfunctional family and family visit certificates; act of examination of living conditions. Identification of the degree of trouble in the family, asocial phenomena, maladaptation of the child. Preparation of material for PDN. Making decisions, drawing up an individual work plan
with a family.
2. Education of parents on issues of family education, the rights of the child.
Forms of work:
· Home visits.
· Individual and thematic consultations for parents and children from dysfunctional families.
· Release of information sheets.
· Making a stand for parents.
· Implementation of information assistance to the family.
· Transfer of positive experience of families.
· Conversations, parent meetings.
Results:
Establish partnerships between teachers, parents and children. Creation of general education of parents, involvement of parents in pedagogical self-education. Motivating parents to solve problems on their own. Increasing parental responsibility for the maintenance and upbringing of minors. Improving the microclimate of the family, preventing delinquency, overcoming asocial phenomena and maladjustment of the child at school.
3. Providing practical assistance to the family and the child.
Forms of work:
· Assistance to the family in problems related to education, upbringing, looking after the child.
· Assistance to parents in collecting documents for registration of child allowances, vouchers to a sanatorium, unemployment benefits.
· Assistance in the provision of benefits provided by law.
Assistance in obtaining material assistance to a dysfunctional family at the expense of the fund social support population.
· Assistance in the employment of parents through the employment service.
· Involvement of parents, children, the public in socially significant events.
Providing educational assistance to the child.
Determination of the level of development of the child (if necessary - referral to PMPK)
Organization of leisure activities for children.
· Organization during the holidays of the camp with a day stay of children on the basis of the school.
· Providing children from dysfunctional families with vouchers to a health camp.
· Assistance in the employment of children during the holidays through the employment service.
moral support for the family.
· Motivation for alcohol addiction treatment of parents who abuse alcohol.
Involvement of socially prosperous families, the School Council, parent committee, PDN, KDN and ZP, guardianship and guardianship authorities for working with dysfunctional families
Involvement of next of kin in the upbringing of the child.
· Coordinating activities with a health worker.
8. Individual plan of preventive measures for the family
Mother
Date of Birth ________ Place of work________
Address______________________________________________________
Statement on _______________
family problem_________________________________________________________________________________________________________________________________________________________
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Responsible |
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Intraschool interaction |
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Family Study: Interview with the class teacher; Interrogation of neighbors. |
September |
Social educator class head |
Characteristic |
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Survey of living conditions |
September |
Social educator class head |
Survey report |
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home visit |
Social educator class head |
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Meetings at school |
Throughout the year as needed |
School administration, social teacher class head |
Protocol |
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Accounting for the progress of children at the end of the quarter |
Daily and at the end of the quarter |
Social educator class head |
Grading sheet |
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Summing up the preliminary results of the progress of children for a quarter |
2 weeks before the end of the quarter |
Social educator class head |
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Involving children in extracurricular activities:
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September and throughout the year |
Social educator class head deputy director of VR, physical education teacher. |
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Psychological support of the family
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During a year |
Psychologist |
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Participation of parents in activities to prevent neglect, delinquency, promotion of healthy lifestyles
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During the year according to the BP plan |
Social educator PDN inspector class head deputy director of VR |
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Conversations on the problems of discipline, academic performance and attendance of children
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During a year |
Social educator class head deputy director of VR |
Mark in the notebook of work with students |
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raids |
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"Education for all children" |
During the promotion |
Social educator class head |
Raid schedule, acts |
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"Protection" |
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"Street Children" |
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"Teenager" |
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Prevention Council |
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1 quarter |
As needed |
Social educator |
Protocol |
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2 quarter |
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3 quarter |
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4 quarter |
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Interdepartmental interaction |
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As needed |
Social educator |
Information |
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Public organizations |
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Scientific and methodological:
1. Ivantsova A. About working with problem families. Education of schoolchildren - No. 10, 2000.
2. Goncharova T. Dysfunctional families and work with them / / Public education. No. 6, 2002.
3. Mustaeva F.A. Fundamentals of prevention of neglect and homelessness of minors: Tutorial for universities. - M.: Academic Project. 2003.
4. Nikitina L.E. Social educator at school. - M.: Academic Project: Gaudeamus, 2003.
5. Smirnova E. O., Bykova M. V. Structure and dynamics parental relationship//Questions of psychology. No. 3, 2000.
6. Sultanova T.A. Working with disadvantaged families. Toolkit- Ufa; 2005
7. Tkacheva V.V. Harmonization of intra-family relations: dad, mom, me - Friendly family. Workshop on the formation of adequate intra-family relations. - M., 2000
8. Shulga T.I., slot V. Spaniard H. Methods of working with children at risk. M., 2000
The family is the most important environment for the formation of personality and a key link in preventive work, but not all parents, for a number of reasons, are enlightened in psychological and pedagogical issues, they cannot competently work with a child and achieve a positive result in education. Psychologists, social educators, class teachers act as assistants for them. The article presents the main aspects of the work of a school psychologist in the prevention of child smoking in the family, his role in the formation of a general school environment without tobacco, describes such methods of work as the educational activities of the parental staff of the school, its importance in educational process, psychological and pedagogical analysis of families. The features of work on the prevention of children's tobacco smoking in various families special situations, psychological counseling and support for families faced with the problem of children's smoking, psychocorrectional and psychotherapeutic work with families at risk.
Key words: family, psychology, prevention, therapy, child smoking, social design, education, family at risk.
The family is a microsociety where the socialization of children is carried out, thanks to the efforts of all its functions - educational, recreational (physical, material, moral, psychological support, organization of leisure), commutative (communication and through it - socialization), regulatory, femetsitologic (feeling of happiness in the family ).
It was the family that was, is and will always be the most important environment for the formation of personality and
a key element in preventive work. Unfortunately, many families
reasons are unenlightened in psychological and pedagogical issues, cannot
competently work with the child and achieve a positive result in education.
Often, specialists come to their aid - a school psychologist, a social pedagogue,
a class teacher, a specialist in a psychological center who can offer
program of systematic purposeful work on the formation of a healthy
Lifestyle.
To date, the prevention of smoking is extremely relevant in the work of a school psychologist and is presented very widely - class hours, parent-teacher meetings, meetings with doctors, public events, etc.
Before starting complex preventive work with a child or a children's team, a psychologist works with parents.
The school psychologist faces a set of tasks of preventive work in the family:
. Educational activities of the parental staff of the school on the issues of a healthy lifestyle, the creation of an information field, the formation of the need for self-education among parents;
. Psychological and pedagogical analysis of families;
. Psychological counseling and support for families faced with the problem of children's smoking;
Psychocorrectional and psychotherapeutic work with families at risk.
Educational activities of the parental staff of the school on healthy lifestyles, the creation of an information field
This method of work is the main type of preventive activity of the entire teaching staff of the school, especially psychologists and social pedagogues.
The educational activities of parents include systematic classroom or school-wide parent meetings, which discuss the age and psycho-physiological characteristics of children, ways to communicate effectively with them, give specific recommendations for maintaining and maintaining a healthy lifestyle in the family. A psychologist or social educator, carrying out educational activities, can use thematic stands, provide informative and relevant information in electronic form, maintain his own section on the school website, and answer questions on-line.
This area of preventive work has become the basis of the comprehensive program for the prevention of children's smoking "Responsible Parents", where work with the family begins with a conversation on the problem in the form of parent meetings from the 1st to the 11th grade, then a psychological and pedagogical analysis of families is carried out and further preventive measures are carried out. Job .
Psychological and pedagogical analysis of families
It is with this that the psychologist begins work with parents. In the course of the psychological and pedagogical analysis, the level of development of the family in the material and cultural sphere is studied, the values and guidelines are singled out, with the help of which the upbringing and development of the child is carried out, a conclusion is made about the psychological, pedagogical and social viability of family members. The psychologist observes the types of family relationships, highlights the status roles and place of the child. And the most important task at this stage is to determine in what emotional and moral atmosphere the child is.
Psychological counseling and support for families facing a problem
Children's smoking.
With such a request from parents, it is important to collect as much information as possible about the fact of smoking. It is not necessary to conduct in-depth work if the child tried a cigarette once out of curiosity, in this situation it is necessary to explain that children are affected environment; you need to find out from the child where he observed smoking people and who they are, for what purpose he smoked, who offered him the first cigarette. Further, parents will be able to independently talk about the dangers and consequences of smoking, using visual material and information that can be obtained in the psychologist's office.
Comprehensive long-term work should be carried out if the child smokes systematically and he develops physiological and behavioral changes - drowsiness, excitability, excessive appetite or lack of it, a characteristic smell from clothes, hands and hair, etc. Depending on the situation and orientation, help is allocated several of its models: pedagogical, diagnostic, medical, psychological (psychotherapeutic), social. Health care should be provided in specialized health care facilities.
Psychological counseling takes place in an individual or group form and contains the following steps.
1. Establishing contact and joining the consultant to clients.
2. Gathering information about the client's problem.
3. Discussion of the psychotherapeutic contract.
4. Study of the request.
5. Actually consultation.
6. Checking the worked models and fixing the result.
7. Support and targeted consulting.
The work uses the widest range of methods and techniques - group and family
psychotherapy, structured interview, work with metaphor, fairy tale therapy, art -
therapy, gestalt therapy, trainings, body-oriented therapy,
psychomodelling, social design and others, depending on the specific
request.
Psychocorrectional and psychotherapeutic work with families at risk
Family trouble is a complex of reasons of a different nature, associated with a violation of the educational function of the family, causing deformation of the child's personality and leading to deviant behavior. Families at risk include:
. Destructive family - autonomy and separation of individual family members, lack of reciprocity in emotional contacts, chronic marital or parent-child conflict; Incomplete family;
. Rigid, pseudo-solidary family - unconditional dominance of one of
Family members, strict regulation family life, overwhelming type
Education;
. Broken family - one of the parents lives separately, but maintains contacts
With the former family and continues to perform any functions in it, while
There is a strong emotional dependence on him.
It is in these families that children are most susceptible to early tobacco use, even
Starting from 6-7 years old, looking at the negative example of parents. Therefore, the main tasks
Psychologist in this situation - to provide early diagnosis and protect the child from antisocial influences. The complex of work with families at risk includes screening (observation), diagnosis and correction of family behavior.
In case of urgent need, a school psychologist can include employees of guardianship authorities, medical workers, a specialist in the department for juvenile affairs and the protection of their rights.
The main method of work is family counseling, during which the psychologist helps to correct and model such behavior in which the child will develop in a healthy emotional atmosphere. Parents are explained in detail the current situation, the possible consequences of not eliminating the problem, and work is being done to prevent the "cold mother" or "cold father" syndrome. Most effective forms works - joint art - therapeutic activities (bibliotherapy, fairy tale therapy, mask therapy, drama therapy, work with clay, sand therapy, music therapy, color therapy, photo and video therapy, origami, game therapy, isotherapy, artsintezterapiya) and social design (my house, me and the environment, our family, etc.). The psychologist works only with the use of those methods that do not cause aggression and feelings of inferiority in a particular family. In the process of joint play activity, the child and the adult experience a therapeutic effect, and the psychologist develops and consolidates it. It is necessary to provide constant supervision and support to such families, to inspire trust and create an information need in the field of prevention. Work to support such families is carried out until the child graduates from school.
Thus, the main task of the school in matters of prevention is to arouse in parents the need for self-education and preventive activities within the family. The main methods of work are joint activities of a child and an adult, therapy, trainings. It is important that the psychologist create a trusting and emotionally rich atmosphere, be a helper for children and parents, be close at a difficult moment and be able to provide a school-wide preventive environment protected from tobacco smoke.
Literature
1. ANtonov A. AND., Medkov IN. M. Sociology of the family. M., 1996.
2. Ovcharova R. IN. Reference book of the school psychologist. 2nd ed., revised. M., 1996.
3. Schneider L. B. Family psychology: Textbook for universities. 2nd ed. M., 2006.
4. Schneider L. B. Family and origins of deviant behavior of children and adolescents. Deviant behavior children and teenagers. SPb., 2005.
5. Deviant behavior of adolescents as a problem of social work // Divitsina N.F. Social work with disadvantaged children and adolescents. Lecture notes. Rostov n/a, 2005.
6. Responsible parents / Teaching aid for teachers high school. / Ed. 1st. M., 2007.
7. Family in psychological counseling: Experience and problems of psychological counseling / Ed. A. A. Bodaleva, V. V. Stolin. M., 1989.
Social and Psychological Aspects of Preventive Work with Families
Rogozina E.D.
Psychologist, Head of the Educational Resource Center.
Family is the most important environment of personality formation and a key part in prevention work, but for various reasons not all parents are educated in the psychological and pedagogical issues, not all can competently work with their child and achieve positive results in upbringing. Psychologists, social educators, homeroom teachers become their assistants. The article presents the main aspects of the school psychologist’s work in preventing child smoking in the family and his/her role in the formation of general non-tobacco school environment. Educational activities for the parents, their importance in the educational process and method of psychological and pedagogical analysis of families are presented. The specifics of working with prevention of child tobacco use in different family situations, in psychological counseling and support for families that have faced the problem of child smoking and psycho-correctional and psycho-therapeutic work with families at risk are described.
Keywords: family, psychology, prevention, therapy, child smoking, social engineering, education, risk group family.
1. Antonov A. I., Medkov V. M. Sociologiya sem "i. M., 1996.
2. Ovcharova R. V. Spravochnaya kniga shkol "nogo psychologa. - 2nd izd, dorab. M., 1996.
3. Shneider L.B. Semeinaya psychologiya: Uchebnoe posobie dlya vuzov. 2nd ed. M., 2006.
4. Shneider L. B. Sem "ya i istoki deviantnogo povedeniya detei i podrostkov. Deviantnoe povedenie detei i podrostkov. 2005.
5. Deviantnoe povedenie podrostkov kak problema social "noi raboty // Divicina N. F. Social" naya rabota s neblagopoluchnymi det "mi i podrostkami. Konspekt lekcii. Rostov n / D, 2005.
6. Answers roditeli / Uchebno-metodicheskoe posobie dlya uchitelei srednei shkoly / izd. pervoe. M., 2007.
7. Sem "ya v psihologicheskoi konsul" tacii: Opyt i problemy psihologicheskogo konsul "tirovaniya / Pod red. A. A. Bodaleva, V. V. Stolina. M., 1989.
Individual preventive work
with the family of a minor.
Mentor: Ivanova E.Yu.
ACCOUNTING FAMILY MAP,
in a socially dangerous position, in which
raising minor children
MAOU Tobolovskaya secondary school - branch of Ershovskaya secondary school
Date of identification __________________________________________________
(day month Year)
Information about family members
| № pp | Full Name | Day, month, | Address residence | Place of work, study |
Reasons for the family to be in a socially dangerous position:
parents or legal representatives abuse alcoholic and alcohol-containing drinks.
Information about the person who filled out the card, Ivanova Elena Yuryevna, class teacher of the 8th grade, +79612003855, ________________
(last name, first name, patronymic, position, contact phone number, signature)
Family characteristics
J.E. lives with his mother Zh.O. and father J.E..S. Dmitry has 3 younger brothers, Zh.K. 1st grade student, JA. 5th grade student, J.D. 7th grade student.
Father - J.E. has permanent employment, works under temporary contracts in construction campaigns as a driver, recently also works as an independent individual entrepreneur. During the period of absence of work, he often drinks.
Mother - J.O. does not work. Systematically drinks both in the absence of her husband, and with him. At this time, children are left to their own devices.
The house where the family livesZhelomsky Dmitry, located in the village of Maloudalovo. The house has two rooms. In general, the apartment has a modest, but unkempt appearance, no frills. Since people smoke and drink alcohol in the house, the air in it is stale and all items of clothing and furniture are saturated with this smell. Family income is low. Of the permanent sources of income, only the salary of the father. When a father works, he gets good, andDmitrybuy the necessary things. The boy has seasonal clothes and shoes, school uniform and educational supplies. He takes care of his appearance, tries to look neat, dresses modestly.
Dmitriyinvolved in all household chores. WhenDmitriystudied in the 5th, 6th and 7th grades, she ate for free on a certificate from social security. This school year, he often does not eat in the school cafeteria, as his parents did not apply for free meals due to his father's unstable job or lack of employment. The mother is not on the labor exchange.
Dmitriyhas an average level of health. In the last academic year, he managed to get 4 and 5 in all subjects. In the educational process, the father takes part, and the mother tries to control. But every year she succeeds less and less.Dmitriyshows a desire for learning. In general, the situation in the family is unfavorable. This affects both the boy's health and his academic performance.
PLAN
with family J.
for 2016 - 2017 academic year year.
| Event (Kind of activity) | Target | date holding | Responsible |
|
| family visit | Families living housing survey | 2 times per year | class leader |
|
| Organization of preventive conversations on the topics: - “Unconditionally accepting a child means loving him”; - "Spiritual and moral climate of the family"; - The games children play. Let's talk about profession | Psychological and pedagogical education, exchange of opinions | November April | class leader |
|
| Conducting a business game "Culture of relationships between teachers, students, parents." | Prevention of conflict situations | January | class leader |
|
| Assistance in organizing the rehabilitation of children from families in a situation of social risk | Assistance in finding vouchers for recreation and treatment of children | During holidays | class leader |
|
| Conducting interviews with parents: - « Ideal Parents through the eyes of children, the ideal child through the eyes of parents”; - "Features of communication with the child"; - "Styles of family education"; - "Health of parents - health of children"; - "The importance of family traditions in the formation of a child's personality"; - “My child becomes difficult…”; - "Aesthetic education of the child in the family." | Psychological and pedagogical education | During a year | class leader |
|
| Inviting parents to school events | Involving parents in extracurricular activities | According to the VR plan | Cl. leader |
Compiled by the class teacher: ____________ / Ivanova E. Yu.
patronage magazine
individual preventive work
with a family.....
In recent years, there has been an increase in dysfunctional families in the country, in which children are left to the mercy of fate. Preventive work with the family is an important component of activities in a general education institution.
The relevance of this topic lies in the fact that the family in modern conditions does not always get out of difficult life situations. She needs outside help. This assistance can be provided by a social worker.
The volume of solved problems related to dysfunctional families and troubled teenagers, largely depends on the social, legal, educational and other institutions surrounding the family and the social educator working with her.
Therefore, these institutions should do their best to support the family, as well as be directly involved in the work of a social pedagogue with families at risk.
The social educator encounters various dysfunctional families. These are families where the child lives in constant quarrels parents where parents are alcoholics or drug addicts, chronically ill or disabled. Modern conditions have added the unemployment of parents.
In our country there are drastic changes in economic, political, social life.
Today it can be foreseen that these changes will lead to the emergence of new social problems that will primarily affect the upbringing, development, and social formation of children and adolescents.
Real life, analysis of statistical data, demographic forecasts allows us to state the growing trouble in the sphere of childhood: unfavorable trends in demographic processes, an increase in child mortality, deterioration in children's health, their nutrition, everyday life and leisure, an increase in child neglect, crime and social orphanhood, child alcoholism and drug addiction, child abuse.
Over the past decade, the number of children who fled from their parents, from educational institutions, missing, has tripled, many of them became victims of crime.
According to prosecutorial oversight, the main reason for the intensification of this dangerous trend is the lack of proper family and social education, the cruel treatment of adults and peers, which provoked minors to flee and, often, pushed them to suicide.
The lack of humanity and mercy in society affects, first of all, children, as the least protected part of the population. Their problems and experiences were given less attention in the family.
It must be admitted that in modern Russia there is a social bottom. However, not everything is determined by material well-being. Big role here plays the loss of value orientations. Entire segments of the population fall to the social bottom: the disabled, single mothers, refugees, the unemployed, those with many children.
The family as a whole is currently experiencing a crisis, and after all, value norms and rules, love, care, sympathy, and responsibility are cultivated in the family.
Working with a problem family is one of the priority areas in the activities of a social pedagogue.
WHAT IS A DIFFERENT FAMILY?
We mean trouble towards the child. To talk about a child in a dysfunctional family means to talk about:
What are the children with their psychological and psychopathological characteristics, prone to overreaction to family troubles.
How does family trouble affect a child who is prone to an aggravated response to all sorts of unfavorable facts.
How a child can disturb the peace of the family, causes irritation, anger, impatience in parents to turn the family into a dysfunctional one, and the latter, in turn, can further aggravate the mental state of the child
What should teachers do, at least in general terms, to help the child, because it is not his fault that he lives in dysfunctional family conditions.
Article 1 of the Federal Law of June 24, 1999 No. 120-FZ
"On the fundamentals of the system for the prevention of neglect and juvenile delinquency" gives the concept of a family in a socially dangerous situation - this is a family with children in a socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their duties of raising them , training and (or) content and (or) negatively influence their behavior or abuse them.
After making sure that the child lives in difficult conditions, you need to:
Explain to parents that because of their conflicts with each other, the child suffers, that the child should not be a bargaining chip in the difficult game of adults.
If it is not possible to reason with parents who create a psychologically traumatic environment for their child that can disfigure his soul, it is necessary to isolate the child from such parents.
If a student has already developed mental anomalies on the basis of family conversations, he should be consulted.
- child neglect and homelessness
- run away from home
- sexual promiscuity
- offenses
- alcoholism
- addiction and substance abuse.
There are three family groups:
1. Families with an irresponsible attitude to the upbringing of children, where the situation is complicated by the immoral behavior and lifestyle of the parents.
2. Families with a low pedagogical culture of parents, where mistakes are made in the choice of means, methods and forms of work with children, where parents cannot establish the correct style and tone of relationships with children.
3. Families in which neglected children are allowed for various reasons: discord in the family, long business trips, parents being busy with work or social activities.
As the main methods that allow you to quickly obtain reliable data about the child and his situation, I propose to use: "Questionnaire for a teenager at risk" and "Methodology for studying the personality of a socially maladjusted teenager and his immediate environment." The "Questionnaire for teenagers" gives us the opportunity to identify children of the "risk group", the second questionnaire, which is filled out by adolescents of the target group, leads us to the reasons for their troubles, which lie in the personality of the child and his immediate environment (family, school, peers). In addition, it allows you to identify protective factors that are positive for a teenager (favorite activities, people he trusts, his vision of a way out of this situation).
After making sure that the child lives in difficult conditions, the teacher must:
Explain to parents that because of their conflicts with each other, the child suffers, that the child should not be a bargaining chip in the complex game of adults who compete, not cooperate with each other.
If it is not possible to reason with parents who create a psycho-traumatic environment for their child, capable of disfiguring his soul, you need to isolate the child from such parents sometime, place him in a boarding school, in a sanatorium, advise him to transfer many options to other relatives for a while, and in each specific case the best of them will be purely individual.
If a student has already developed mental anomalies, on the basis of family conversations, he should be consulted by a child psychiatrist who comes to school for preventive examinations. And then he decides what to do.
Everyone is well aware of the consequences of living and growing up in a dysfunctional family.
child neglect and homelessness.
run away from home.
sexual promiscuity.
offenses and criminal activity.
alcoholism.
The work with such children should be differentiated. For the convenience of this work, three groups of families can be distinguished:
Families with an irresponsible attitude to raising children, where the situation is complicated by the immoral behavior and lifestyle of parents.
Families with a low pedagogical culture of parents, where mistakes are made in the choice of means, methods and forms of work with children, where parents cannot establish the correct style and tone of relationships with children.
Families in which children are allowed to be neglected for various reasons, discord in the family, parents are busy with personal experiences, long business trips, parents are busy with work or social activities.
A TEACHER'S CONVERSATION WITH THE PARENTS OF A CHILD FROM A DISTRIBUTED FAMILY.
1 . What good can I say about a teenager? (for the purpose of psychological location of parents, attracting them to allies).
2. What worries me about him? (the same thing that is the subject of calling parents to school, coming to their home, discussing at a parent meeting).
3. What, in our general opinion, are the reasons for this negative phenomenon, fact? (this causes frankness, which means it will reveal the true reasons)
4. What measures should be taken by the school as well? (development of a common strategy and tactics of education and re-education)
5. What general requirements, general principles of transition to a child should be followed in order for the measures to be effective? (in this situation, parents frankly take the side of the teacher and actively help him).
The task of the entire teaching staff working with adolescents. Brought up in adverse environmental conditions, which they themselves are not yet able to change. To form the internal stability of the individual, a critical perception of negative factors.
SYSTEM OF PRINCIPLES OF FAMILY EDUCATION.
Children should grow up and be brought up in an atmosphere of goodwill, love and happiness.
Parents must understand and accept their child as he is, and contribute to development.
Educational influences should be built taking into account age, gender, individual characteristics.
The diagnostic unity of sincere, deep respect for the individual and high demands on it should be the basis of the system of family education.
The personality of the parents themselves is an ideal model for children to imitate.
Education should be based on the positive in a growing person.
All activities organized in the family for the development of the child should be built on the game.
Optimism and major are the basis of the style and tone of communication with children in the family.
In the first third of the 20th century in Russia, the family was a strong, reliable and effective school for raising children, in which both parents, grandparents, were engaged in upbringing. After the October Revolution, everything changed: the woman was liberated, the private property, family education is being replaced by public education (kindergarten, nursery, boarding school, etc.), parents have ceased to raise children as heirs. Many women have developed a negative attitude towards motherhood.
By the 1980s, the situation was aggravated by economic, civil and social processes that led to drunkenness, drug addiction, theft, prostitution, cruelty and violence against women, children, the elderly and the elderly. The emotional and spiritual closeness between parents and children has been broken, a certain part of fathers and mothers have ceased to be engaged in education, relying on educational institutions. As a result, in many families children grow up with distorted ideas about the meaning of human life, decency, human values, with a lack of respect and the habit of honest work.
The decrease in the level of positive parenthood and the inhumane attitude towards native children in the late 20th and early 21st centuries is due to a variety of objective and subjective factors:
Low income.
Genetic and spiritual degradation of generic feelings (blood ties);
The number of fathers and mothers who abuse alcohol and drugs has increased, the number of suicides has increased, all this leads to an increase in families at risk for children and society. It is in such families that divorce occurs, children become orphans (33,000 orphans and children left without care, of which 86% social orphans with living parents), there is a complete degradation of family members;
The presence of fathers and mothers serving sentences in places of deprivation of liberty, who cannot give anything to their children, either morally or materially;
Unpreparedness of boys and girls for future family life;
Changes in the main functions of the family: reproductive - a tendency towards a youth type, educational - difficulties and difficulties in raising children, establishing contacts with them, moral and normative - worsening relations between parents and children, violence and cruelty in dealing with a wife, children, the elderly, alienation children from parents and vice versa, regulatory - weakening control over the life of children, ignoring healthy lifestyles, weakening parental attention to personality formation, alcohol and drug abuse, an increase in suicides among children.
Under dysfunctional, we tend to accept such a family in which the structure is broken, the basic family functions are depreciated or ignored, there are obvious or hidden defects in upbringing, as a result of which “difficult” children appear.
Given the dominant factors, dysfunctional families can be divided into two large groups, each of which includes several varieties.
first group make up families with a clear (open) form of trouble: these are the so-called conflict, problem families, asocial, immoral-criminal and families with a lack of educational resources (in particular, incomplete families).
second group represent outwardly respectable families, whose lifestyle does not cause concern and criticism from the public, however, the values and behavior of parents in them sharply diverge from universal moral values, which cannot affect the moral character of children brought up in such families. Distinctive feature of these families is that the relationship of their members at the external, social level makes a favorable impression, and the consequences of improper upbringing are invisible at first glance, which sometimes misleads others. Nevertheless, they have a destructive effect on the personal formation of children.
The main activities of the class teacher in working with students and their parents.
The main task of the class teacher (shared with parents) is to create conditions for the free development of the physical and spiritual strengths of students, guided by the interests of children and their age needs, to protect them from all adverse factors that interfere with this.
The class teacher should be aware of the problems of the physical and mental health of students and do everything possible so that both parents and students are not afraid to talk about their problems.
First place in the work of the teacher are taken out students' physical health problems, since it is the quality of the child's health that determines academic success and the level of his development.
To ensure the normal physical health of schoolchildren, the class teacher works in the following areas:
1. Involving children under the Health program.
2. Involvement of physical education teachers and parents in this activity.
3. Preparation and holding of class events aimed at students' awareness of the intrinsic value of health.
4. Informing parents about the specifics physical development, bringing issues of maintaining physical health to parent-teacher meetings, involving medical specialists in educational work with parents and the students themselves.
The second direction of activity of the class teacher is communication.
Communication - it is an influence that determines the maximum development of the child's personality, it is primarily an aesthetic impact aimed at the formation of universally recognized values. Three personal formations contribute to the success of the work of a class teacher: interest in life, interest in a person, interest in culture.
Solving the problem of communication leads children to an understanding of universal human values, they should become the norm for students.
1. The highest value is human life. Nobody has the right to encroach on it.
Interest in life is an indispensable condition for working with children, a condition for the effectiveness of education.
Education from these positions is aimed at the formation of the ability to be happy, which is based on the acceptance of life as a gift of nature.
2. Understanding and perception of a person as a person who has the right to understanding, who is able to improve, who has individual values (family, close people, hobbies).
The class teacher should perceive children as carriers of an individual inner world and therefore be easy to communicate, kind in assessment, calm and unfussy in organizing the case.
3. Cultural values of the world, their significance in the development and formation of a person, the formation of an understanding of their necessity and importance of life.
What universal values can help in the educational process - in introducing the child into the context of modern culture? Their main role is to become a regulator of the norms of communication between people, criteria for evaluating human actions.
The task of the teacher is to help students understand that without accepting the cultural values of the world, without mastering them, they will not be able to take place in adult life.
The third area of activity of the class teacher - This is the cognitive sphere of a child's life. Protecting students in this area means explaining to all subject teachers the individual characteristics of a student. At the same time, the class teacher protects not the student, but the person in him, approaching each child from an “optimistic” position (A.S. Makarenko).
To solve this problem, you need to pay attention to:
To develop, together with the family, a unified tactic in the development of the student's learning skills, his cognitive activity, his future professional definition;
On the implementation of activities that expand the horizons and cognitive interests of the student, stimulate curiosity, research thinking;
To conduct psychological and pedagogical consultations that develop programs for correcting the general educational skills of individual students and the entire class;
Per organization class hours to improve students' learning skills and abilities, self-development.
The fourth area of activity of the class teacher is family, in which the student grows, is formed, is brought up. The class teacher must remember that by educating a student, he primarily affects the educational potential of the family. The object of professional attention is not the family itself and not the parents of the child, but family education. It is within this framework that his interaction with his parents is considered.
The teacher needs to know what is the scope of the material existence of the child, what is the way of his life, what are the traditions and customs of the family. The following is needed here:
1. The study of the family atmosphere surrounding the student, his relationship with family members.
2. Psychological and pedagogical education of parents through a system of parent meetings, consultations, conversations.
3. Organization and joint spending of free time of children and parents.
4. Protection of the interests and rights of the child in the so-called difficult families.
Thus, the class teacher implements the function of parental education (information about the educational concept of the school, the pedagogical position of the class teacher, about the methods of education, about the goals and objectives personal development schoolchildren for this period, about the progress spiritual development child, about the peculiarities of the student's school activities, about the relationship in the group, about the identified abilities in current affairs, etc.) and the adjustment of family education - exactly the groan that is related to the child (the art of loving children), the child's lifestyle and activities , which provides for the correction of the personality of the parents.
Forms of interaction between the teacher and parents of students.
IN practical work with the parents of students, the class teacher uses collective and individual forms of interaction. Moreover, in both cases, both traditional and non-traditional forms of work are implemented.
Traditional forms of work with parents.
1. Parent meetings.
2. All-school and public conferences.
3. Individual consultations of the teacher.
1. Parent meeting should educate parents, and not state the mistakes and failures of children in their studies.
2. The theme of the meetings should take into account age features children.
3. The meeting should be both theoretical and practical: case studies, trainings, discussions, etc.
4. The meeting should not engage in discussion and condemnation of the personality of students.
parent conferences.
are of great importance in the system. educational work schools. Parents' conferences should discuss the pressing problems of society, of which children will become active members.
Problems of conflicts between fathers and children and ways out of them, drugs, sexual education in the family - these are the topics of parent conferences. Parental conferences should be prepared very carefully, with the obligatory participation of a psychologist, social pedagogue, who work at the school.
Their task is to conduct sociological and psychological research on the problem of the conference and their analysis, as well as to familiarize the students of the conference with the results of the research. Parents themselves are active participants in the conference. They are preparing an analysis of the problem from the standpoint of their own experience.
A distinctive feature of the conference is that it makes certain decisions or outlines activities on the intended problem.
Individual consultations.
This is one of the most important forms of interaction between the class teacher and the family. It is especially necessary when the teacher is gaining a class. In order to overcome the anxiety of parents, the fear of talking about their child, it is necessary to conduct individual consultations-interviews with parents.
In preparation for the consultation, it is necessary to determine a number of questions, the answers to which will help the planning of educational work with the class.
Individual counseling should be exploratory in nature and help create good contact between parent and teacher. The teacher should give parents the opportunity to tell him everything that they would like to introduce the teacher to in an informal setting, and find out what is necessary for their professional work with the child:
1. Features of the child's health.
2. His hobbies, interests.
3. Preferences in communication in the family.
4. Behavioral reactions.
5. Features of character.
6. Motivation for learning.
7. moral values families.
During an individual consultation, you can use the "My child" questionnaire, which is filled out together with the parent:
1. When he was born, then ...
2. The most interesting thing in the first years of his life was ...
3. The following can be said about health ...
4. His attitude towards school was…etc.
Conversation.
Conversation in the educational arsenal of the class teacher is of great importance. The conversation is best used to prevent conflict situations between individual teachers and the family. It is necessary to use a conversation in working with parents in order to establish a trusting atmosphere, to identify difficult points of contact in conflict situations. The results of the conversation should not become public if one of the participants in the conversation does not want it. In a conversation, the class teacher should listen and hear more, and not get carried away with edifying advice.
Visiting a student at home.
One of the forms of interaction between the class teacher and the family is visiting the student at home. The teacher should warn about the proposed visit, indicating the purpose and day. Visits are only possible with parental permission. A teacher's visit to a family should leave a good impression on the family. To do this, you need to talk about abstract topics, ask about traditions, customs, joint affairs in the family, and only then discuss the reason for the arrival of the teacher in the family.
Non-traditional forms of work with parents.
1. Thematic consultations.
2. Parental readings.
3. Parental evenings.
Thematic consultations.
In each class there are students and families who are experiencing the same problem, experiencing identical personal and educational difficulties. Sometimes these problems are so confidential that they can be solved only in the circle of those people whom this problem unites, and understanding of the problem and each other is aimed at its joint solution.
In order for the thematic consultation to take place, parents must be convinced that this problem concerns them and requires an urgent solution. Parents are invited to participate in the thematic consultation with the help of special invitations. The thematic consultation should involve specialists who can help find the best solution to the problem. This is a social educator, psychologist, sexologist, law enforcement representative, etc. During the thematic consultation, parents receive recommendations on issues that concern them.
Approximate topics of consultations for parents.
1. The child does not want to study. How to help him?
2. Bad memory of the child. How to develop it?
3. The only child in the family. Ways to overcome difficulties in education.
4. Punishment of children. What should they be?
5. Anxiety in children. What can it lead to?
6. shy child. Ways to overcome.
7. Rudeness and misunderstanding in the family.
8. Talented child in the family.
9. Children's friends - friends at home or enemies?
10. Three generations under one roof. Communication problems.
Parent Readings.
This is a very interesting form of work with parents, which makes it possible not only to listen to teachers' lectures, but also to study the literature on the problem and participate in its discussion. Parental readings can be organized as follows: at the first meeting at the beginning of the school year, parents determine the issues of pedagogy and psychology that concern them most. The teacher collects information and analyzes it. With the help of the school librarian and other specialists, books are identified that can be used to get an answer to the question posed. Parents read books and then use recommended literature in parent readings. A feature of parental readings is that, when analyzing the book, parents should state their own understanding of the issue and change their approaches to solving it after reading this book.
Parenting Evenings.
This is a form of work that perfectly unites the parent team.
Parent evenings are held in the classroom 2-3 times a year without the presence of children (it is possible with children).
The theme of parenting evenings can be very different. Most importantly, they must teach to listen and hear each other, themselves.
Approximate topics of parental evenings: “The first books of the child”, “Friends of my child”, “Holidays of our family”, “Songs that we sang and our children sing”, etc.
Methods for studying the student's family.
observation. The teacher observes the parents during family visits, at class meetings, in collective affairs. Observation of children can provide additional material for characterizing the family. For example, the teacher noticed that the student eschews collective affairs, does not go to events with the guys, and refuses public assignments. Such student behavior will alert the teacher and force him to get to know the family. You can use the included observation method, when the facts obtained by the teacher are supplemented by information obtained by the asset of parents or teachers of other classes.
Conversation. This method will help the teacher clarify certain provisions, find out the circumstances that explain or justify the child's behavior. The conversation helps to penetrate deep into the phenomenon, to expose the basis of the act, to find out its motives.
A collective conversation at a class meeting when solving pedagogical problems helps the teacher to find out the opinion of parents on certain issues of education.
Interview. It is used by the teacher when it is necessary to study the opinions of several parents on one or more issues at the same time. For example, when preparing a conference of parents on the daily routine, the teacher needs to know how much time it takes on average to teach junior schoolchildren to independent control over the distribution of time for the main activities. To this end, the teacher interviews parents from various families who require their children to strictly follow the daily routine.
Questioning. This research method allows the teacher to simultaneously obtain mass information. Analyzing the questionnaires, summarizing them, the teacher can draw a conclusion about how the issue of raising children in families is solved, compare the data obtained from previous years, and see the development trend.
But the survey may not give detailed results, since parents do not always give the true answer in the questionnaire. Sometimes these answers require clarification, then the teacher simultaneously gives a questionnaire to fill out for parents and children.
Works. The teacher uses this method of study when he wants to receive detailed, ambiguous answers to individual questions. For example, at one of the class meetings, you can ask the parents to write an essay in certain topic. (“How I would like to see my child after graduation”, “How we relax on the weekends”, etc.).
Method of generalization of independent characteristics. The method is used by the teacher when it is necessary to obtain the most complete knowledge about the family, the level of its spiritual development. To do this, the teacher talks with parents, with roommates, with representatives of public organizations, with members of the class parent committee. The generalized information will help the teacher to more thoroughly assess the level of spiritual development of the family and its influence on the upbringing of the student. But this method must be used very tactfully.
Diary of observations. To identify trends in the development of individual qualities of the child's personality, you can agree with parents on keeping a diary of observations of the child. Parents keep this diary for a long time, when meeting with the teacher they discuss the results of observations, outline new prospects and specific tasks for the near future.
So, the varied work of the teacher with the student's family requires the teacher to have certain skills and abilities:
Use the knowledge gained in a pedagogical educational institution in practical work with parents;
It is good to see the perspective of the development of each child and help the family to outline the ways of its realization;
Establish good relationships with the student's family, be able to maintain business contacts with parents, taking into account their age and individual differences;
Taking into account the specific living conditions of each family, help parents choose the right ways and means to achieve their goals;
Plan work with parents of students, draw up a plan based on the level of upbringing of students in their class;
To see parents as their assistants, to be able to mobilize them to help the teacher at school;
Success in the work of a teacher with a student's family will be when relations with parents are built on a high respect for the interests of the family, parental authority, on every possible assistance to the family in its spiritual enrichment and, thus, in its cultural and moral influence on children.
ra. The characteristics of such dysfunctional families can be supplemented with the following manifestations: distrust, suspicion, denial of everything, impulsiveness, impatience, constant need for something, agitation, quick excitability, lack of knowledge and skills, impracticality, failure, a state of anger with fits of cruelty, violence, infliction family harm.
The behavior of parents in such families resembles the behavior of young children who cannot find contact with adults. Often parents in such a family are people who are unsettled in life, who are in deep depression.
This state of adults makes it impossible for the family to form caring relationships between family members and emotional support. The lack of emotional support for children from parents has profound consequences, which are expressed, in particular, in a decrease in self-confidence in children and adolescents.
The lack of material resources often affects the nutrition of the family, which reduces the resistance of children to diseases, leads to a weakening of their body, exhaustion, etc. Social and psychological detachment turns into an apathetic attitude to life, family passivity, self-destruction of the family personality. A dysfunctional family loses all faith in self-change and continues its forward movement towards complete collapse.
It is possible to conditionally divide dysfunctional families into three groups:
1. Preventive - families in which problems have an insignificant manifestation and are at the initial stage of trouble.
2. Families in which social and other contradictions aggravate the relationship of family members with each other and the environment to a critical level.
3. Families that have lost any life perspective, inert in relation to their fate and the fate of their children.
The following classification of dysfunctional families is possible: by number of parents- full, incomplete, guardian, adoptive, family of adoptive parents; by number of children- small children, large families, childless; for material well-being– low-income, medium-income, well-off; on parenting issues- a family of alcoholics, drug addicts, unemployed, criminogenic, deprived of parental rights, socially maladaptive. Families stand out pedagogically untenable; most often they are found when they have children of adolescence.
The identification of a family in need of assistance and rehabilitation should take place as early as possible. For 10 years of living in a dysfunctional family, the child has time to gain a huge experience of antisocial behavior, to break down psychologically, to establish himself in such a variant of life self-determination, which is contrary to the norms of society.
A child from a dysfunctional family reveals himself by his appearance, clothing, manner of communication, a set of obscene expressions, mental imbalance, which is expressed in inadequate reactions, isolation, aggressiveness, anger, lack of interest in any kind of education. The behavior of the child and his appearance not only speak of his problems, but also cry for help. But instead of helping, the environment of the child often reacts to him with rejection, rupture of relations, suppression or oppression of him. The child is faced with a lack of understanding of others, rejection and, as a result, finds himself even more isolated.
The age of the child may be different, but the problems of such children are approximately the same. Attention should be focused on the problem of a particular child and ways to overcome it, and not on the age factor, which should also be taken into account, but not be the main one.
While working with such a family, the teacher first encounters primary reactions of opposition. This may be denial, accusation, the desire to stigmatize someone, the impulsiveness of parents, children, provocation, avoidance of meetings, rejection of help.
It is often difficult to determine the results of working with a family. Each category of dysfunctional families has its own results in moving to the level at which it could do without outside help.
Indicators for assessing the functioning of the family.
Her standard of living has been brought to average levels (parents are trying to lead a normal life, got a job, take care of children, etc.).
Contacts of the family with the environment have been restored, the child attends school.
Decreased alcohol consumption.
Other family-specific issues have been resolved.
Improvement of living conditions - a very important positive thing has become cleaner in the apartment - it is easier to build relationships, the door has become locked with a key - it is safer for children and adults, etc.
It would be naive to believe that the implementation of correctional and rehabilitation activities can be carried out by only one class teacher. In providing assistance to a dysfunctional family, it is necessary to unite organizations of the city, district, village. Therefore, the issue of interagency cooperation between various institutions directly or indirectly related to helping a dysfunctional family is so acute. These are the Department of Education, the Department of Health, the Department of Internal Affairs, the Department of Social Protection of the Population, the KDN, the Inspectorate for Juvenile Affairs, the Employment Center, the Youth Policy Committee, socio-psychological and rehabilitation centers, narcological and neuropsychiatric dispensaries, etc. Their specialists: teachers, social pedagogues, psychologists, doctors, inspectors, teachers of additional education and other workers will be able to provide assistance and support to a dysfunctional family only when a clear agreement is established between them about who, what kind of assistance and when. Specialists should draw up a general plan for comprehensive support for a dysfunctional family, so as not to duplicate each other, but to complement and provide specific assistance.
Memo for class teachers when interacting with dysfunctional families.
1. Never take parenting action in a bad mood.
2. Clearly define for yourself what you want from the family, what the family thinks about this, try to convince them that your goals are, first of all, their goals.
3. Do not give final ready-made recipes and recommendations. Do not teach parents, but show possible ways to overcome difficulties, analyze correct and false decisions leading to the goal.
4. The class teacher is obliged to encourage success, to notice even the smallest successes.
5. If there are errors, incorrect actions, point them out. Evaluate and pause for the family to take in what they have heard.
6. Let the family know that you sympathize with her, believe in her, despite the oversights of the parents.
Conclusion
When working with dysfunctional families, the class teacher must:
1. Identification of dysfunctional families as a means of preventing social orphanhood (knowledge of the living conditions of the child, the presence of an act of material inspection).
2. Increasing the pedagogical culture of all categories of parents:
Organization of pedagogical education. Persuasion of parents that family education is not morality, lectures or physical punishment, but the whole way of life of parents (primarily healthy), way of thinking, actions of the parents themselves, constant communication with children from the standpoint of humanity.
Involving parents as active educators (family holidays at school, extracurricular extracurricular activities, participation in school management).
3. In order to avoid violence, cruelty, aggressive behavior towards their children, form the legal culture of parents.
4. Carrying out control and correctional work with parents (questionnaires, testing, analysis of the level of upbringing, education of children, individual conversations, etc.).
5. Take into account the peculiarities of upbringing in each individual family, based on positive experience, increase the priority of the family and family traditions among all subjects of educational activity: children, parents, teachers.
6. Eliminate the feeling of guilt of parents for their failure (a separate plan for working with problem groups of parents).
Literature:
1. Sultanova T.A. Working with disadvantaged families. Methodological guide - Ufa; 2005 10-11s; 25-40s.
2. Ivantsova A. About working with problem families. Education of schoolchildren - 2000 - No. 10 - p.18.
3. Kasatkina N.A. forms of interaction between teachers and parents primary school. - Volgograd; 2005. 6-21s;