Features of children in difficult life situations

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

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

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

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

Federal state educational institutions include:

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

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

health care institutions (orphanages);

other similar institutions.

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

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

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

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

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

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

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

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

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

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

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

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

labor (service) relations and other directly related relations;

protection of the family, motherhood, fatherhood and childhood;

social protection, including social security;

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

health care, including medical care;

ensuring the right to a healthy environment;

education.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

dismissal of a claim for reinstatement parental rights ah (clause 4, article 72 of the RF IC);

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

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

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

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

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

read written evidence;

examine physical evidence;

listen to audio and watch videos.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Introduction

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

Conclusion

Literature

Applications

Introduction

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

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

The leading causes of "social orphanhood" are:

-deprivation of parental rights (up to 70%);

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

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

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

social work minor rehabilitation

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

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

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

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

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

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

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

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

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

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

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

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

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

) as a difficulty detector;

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

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

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

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

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

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

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

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

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

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

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

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

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

promotion and clarification of the rights of children, families;

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

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

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

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

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

organization of rehabilitation camps for maladjusted children;

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

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

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

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

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

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

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

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

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

commissions on juvenile affairs and protection of their rights;

healthcare institutions.

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

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

1.2 Technologies of social work with children in difficult life situations

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

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

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

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

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

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

) proper domestic ties and separation from relatives;

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

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

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

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

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

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

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

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

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

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

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

The main indicators of socialization can be noted:

how successfully the pupil managed to get a job;

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

development of social activity, independence, responsibility;

absence of deviant behavior.

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

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

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

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

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

1.3 Main areas of work with children in difficult life situations

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

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

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

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

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

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

The third stage includes organizing and conducting different kind rehabilitation work with children. At this stage, individual and group forms of work with children and adolescents are assumed during the entire stay in the center.

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

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

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

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

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

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

professional self-determination of the pupil;

purpose of his independent life. .

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

Chapter 2

2.1 Analysis of the activities of the rehabilitation center for minors

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

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

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

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

Analyze the received data.

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

Research base:

GBUSO "Social rehabilitation center for minors Dubrovsky district".

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

The main goals and objectives of the institution

social assistance to families in difficult life situations;

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

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

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

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

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

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

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

The outpatient department provides the following services:

provision of temporary residence for minors;

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

organization of medical examination of minors by doctors - specialists;

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

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

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

providing comprehensive medical and psychological assistance to minors;

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

Department of assistance to families and children:

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

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

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

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

the decline in the social prestige of the family;

-material and housing difficulties;

-interethnic conflicts;

-growth of out-of-wedlock birth rate;

-a high percentage of parents leading an asocial lifestyle;

-an increase in the number of divorces;

-spread of child abuse.

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

Social problems:

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

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

Medical problems:

pathological deviations in the state of health of pupils;

severe mental trauma, nervous disorders, developmental delay;

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

Psychological problems:

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

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

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

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

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

Pedagogical problems:

socio-pedagogical neglect of children;

deviant behavior;

low level of culture;

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

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

Children from socially disadvantaged incomplete families Those who are characterized by social exclusion, unsatisfactory living conditions, whose parents have a low-class occupation or are unemployed are more likely to abuse alcohol and drugs.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The objectives of the program were:

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

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

Creation of conditions for social adaptation of both parents and children in order to develop their interests and individual features,

Monitoring the state of the family after rehabilitation measures.

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

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

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

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

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

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

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

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

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

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

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

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

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

Consider the results of our diagnostics

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

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

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

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

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

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

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

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

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

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

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

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

Group cohesion rate is 83.3%

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

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

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

Group cohesion ratio is 100%

Pay attention to Ch. Sergey and Sh. Dmitry.

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

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

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

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

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

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

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

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

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

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

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

create an emotionally comfortable environment for pupils;

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

include pupils in a variety of activities for full development;

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

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

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

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

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

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

Conclusion

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

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

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

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

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

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

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

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

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

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

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

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

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

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Applications

Annex 1

Appendix 2

Annex 3

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Municipal autonomous institution of additional education

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

Methodical message

Topic: "Peculiarities of working with children,

Those in a difficult life situation"

Conducted by: Ignatieva E.B.,

piano teacher

2017

1. Introduction.

1. Main part:

1. characteristics of children in difficult situations

1. social support system for such children

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

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

1. Conclusion.

1. Bibliography.

Introduction.

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

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

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

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

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

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

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

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

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

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

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

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

Children in difficult situations are:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Conclusion .

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

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

Bibliography:

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

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

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

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

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

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

1. Internet resource: compresium.ru

Subject. Features of children in difficult life

situations

1. The essence of the concept of "difficult life situations" for children, their typology;

2. Foster and substitute families for children in difficult life situations;

3. State and non-state institutions for orphans and children left without parental care.

LITERATURE

1. The upbringing and development of children in an orphanage / Ed.-comp. N.P. Ivanova. M., 1996.

2. Civil Code of the Russian Federation // Complete collection of codes of the Russian Federation. M., 2002. Art. 31-33, 36, 39-40.

3. The Convention on the Rights of the Child and its Implementation in Modern Russia// Reference Research Institute of Family and Education. Ed. 2nd. M., 2001.

4. Family Code of the Russian Federation // Complete collection of codes of the Russian Federation. M., 2002. Art. 121, 123, 151-155.

1. The essence of the concept of "difficult life situations"
for children, their typology

Difficult life situationmeaning the experiences of a person who finds himself in a position that seriously affects his
well-being, life safety and from which it is not
always able to get out (cannot find a worthy
exit).

In this case, he needs the help of the state, society.
Children who find themselves in a difficult life situation especially need help. It is more difficult for them to find an acceptable way out on their own
from the established position. Given this fact, the state is trying to predict and determine the most appropriate ways
helping a child in a difficult life situation. The main goal of the state (society) is to createthe most optimal conditions for the life of the child and his upbringing.

In the Federal Law of the Russian Federation "On the main
Guarantees of the Rights of the Child in the Russian Federation” dated 24 July
1998 No. 124-FZ, art. 1 formulated typicaldifficult life situationsfor a child, in which the state takes on
obligation to provide him with the necessary assistance. These includeloss of parental care.Such a phenomenon may
place in some cases:

a) death of parents;

b) refusal of parents take your children out of social institutions
protection of the population, educational, medical and other institutions;

V) self termination parents fulfillment of parental responsibilitiesin relation to his child (self-withdrawal from raising a child);

G) non-fulfillment by parents for one reason or another of their
responsibilities towards their children(for example, according to
health danger of infecting a child, etc.);

e) prolonged absence of parents(for example, a long business trip);

e) restriction of parents in parental rights.The decision is made by the court taking into account the best interests of the child. It may take place when
condition when leaving a child with parents (one of them) is dangerous for the child due to circumstances, the parents (one of them) do not
dependent (mental disorder or other chronic illness, a combination of difficult circumstances, and others);

and) deprivation of parental rights.It acts as a legislative measure for parents,non-performing dutiestowards their minor children, andabusing parental rights.

Parents' responsibilities include:

creation of normal conditions for their life activity;

be their legal representatives and advocate for them
rights and interests in all institutions without special powers;

educating them.

Depriving parents of parental rights is aimed at protecting the rights
children raised in a family to protect them from abuse and other abuse by their parents. It can only be carried out by a court order. Parents deprived of parental rights lose all rights based on the fact of kinship with the child,
but are not exempted from the obligation to maintain it. If such
If the parent makes it impossible for the child to live with him/her by his behavior, then he/she can be evicted without providing another accommodation. Upon termination of parental rights
both parents, the child is placed in the care of guardianship authorities and
guardianship;

h) the impossibility of parents for one reason or another to fulfill their parental responsibilities:

serving a sentence;

recognition of their legal incapacity when they cannot, for health reasons, perform duties in relation to their children
(physical abilities or mental deviations);

the crisis state of the family, which does not allow it to fulfill parental responsibilities in relation to the child (unemployment and forced to look for work, difficult material
conditions);

And) children who find themselves in conditions in which they need
special professional assistance and (or) protection:

disability. We are talking about children who, for health reasons
equal to children with disabilities. They need special
(correctional), correctional-compensatory development, training and education;

deficiencies in mental and (or) physical development. Such
children also need special (correctional), correctional-compensatory development, training and education;

victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters. In this case, a complex of medical, psychological, pedagogical
And social measures to help the child;

Children in families of refugees and internally displaced
migrants who find themselves in extreme conditions;

Children are victims of violence. This phenomenon can be observed in
family when availableabuse of parental rights.
Itis the use by parents of their rights to the detriment of
interests of children (for example, creating barriers to learning, inducing begging, theft, prostitution,
spirits or drugs, etc.);

children serving a sentence of imprisonment in an educational colony;

children in a special educational institution;

children whose life activity is objectively impaired as a result of the circumstances that do not independently
can be overcome, including by the family.

In these cases, the child isguardianship and guardianship authoritieslocal self-government bodies responsible for
obligations to protect the rights and interests of children left without parental care.

Guardianship authorities are called upon to:

identify children left without parental care;

take such children into account;

select forms of placement for children left without care
parents. At the same time, they try to arrange them first of all in the family.
To this end, they contribute to the establishment of reception, guardianship and
other types of families;

provide patronage to foster families, provide them with
necessary help (obtaining vouchers for summer camps, rest homes, sanatoriums; placement of children in schools, creative teams);
contribute to the creation of normal living conditions and education
child in foster families (assistance of psychologists, teachers, social educators; promoting the improvement of living conditions),

exercise control over the conditions of the child's maintenance, the fulfillment of the parental duties assigned to the foster family for his upbringing and education.

In case of failure to fulfill their obligations in relation to foster children, the guardianship and guardianship authorities are obliged to take
measures to protect their rights.

2. Foster and substitute families for children who are
in a difficult life situation

There are variousforms of placement of orphans and children,
left without parental care.The main ones include
social services for children(Law “On Basic Guarantees of Rights
child in the Russian Federation”, art. 1.) They are understood as institutions, regardless of organizational and legal forms and forms of ownership, carrying out activities for the social services of children ( social support, providing social services,
medical and social, psychological and pedagogical, legal services and financial assistance, social rehabilitation of children in
in a difficult life situation, providing employment for such children
reaching working age), as well as citizens engaged in entrepreneurial "activities for social services to the population, including children, without forming a legal entity.

The main forms of placement of orphans and children left behind
without parental care are:

Transfer of the child to the family.For the transfer of a child to a family, Russian legislation provides for:

Adoptive family family that adopted (adopted)
child(ren).Adoption (adoption) -this is the most preferred form of placement for children deprived of parental care. It is allowed V concerning minor children and only in their interests. In this case, the child is legally fully equated with his own children, acquires parents in
face of adoptive parents and family. Adoptive parents who voluntarily assume the entirety of the obligations imposed by law
on parents, are equated with them in all respects and endowed with the same rights.Adoption is carried out by the courtat the request of persons
(persons) wishing to adopt a childwith the participation of guardianship and guardianship authorities(Family Code of the Russian Federation, Art. 129130).

When deciding on the adoption of a child who has reached the age of ten, his consent to adoption is required precisely
this face. Adopted children and their offspring in relation to adoptive parents and their relatives, and adoptive parents and their relatives in relation to
in relation to adopted children and their offspring are equated in
personal and property rights and obligations to relatives
origin (Family Code of the Russian Federation, Art. 137);

transfer of the child to the guardian (custodian) family. Custodial (trustee) familythis is a form of placement of orphans and children left without parental care, for the purpose of their maintenance,
upbringing and education, as well as to protect their rights and interests.
The concepts of "guardianship" and "guardianship" as forms of family education are identical.

guardianship established over children under the age of 14 years.
guardianship established from 14 to 18 years.They are installed within a month fromthe moment it became known that the minor was without protection. Only legally capable persons of full age shall be appointed guardians (custodians) of children. This takes into account the moral and other personal qualities of the guardian (trustee), his ability to perform the relevant duties, the attitude of family members towards the child, and also, if possible, the desire of the child himself (Family Code of the Russian Federation, Articles 150-151).

Guardian parents receive moneyfor food,
purchase of clothes, footwear, soft equipment for wards,
prices of the respective region until the child reaches the age of 16
(for students of a general education institution up to 18 years old) of age. No funds are assigned or paid for those
children whose parents can personally carry out the upbringing and maintenance of children, but voluntarily transfer them under the guardianship (guardianship) of other persons, are on long business trips;

Foster Familydevice shapeorphans and children left without parental care,on the basis of an agreement on the transfer of a child (children) to be raised in a family between the guardianship and guardianship authorities and foster parents(spouses or separate
citizens wishing to take children to be brought up in a family). The activities of the foster family are carried out on the basis of Decree of the Government of the Russian Federation No. 829 dated July 17, 1996, which approved the Regulations on the foster family.

Citizens (spouses or individual citizens) who wish to take on
raising a child (children) left without parental care,
are called adoptive parents, the child (children) transferred to
foster care, called adopted child, A
such a family adoptive.The total number of children in such a family, including
relatives and adoptive, as a rule, should not exceed 8 people.

Adoptive parents in relation to the adopted child (children)
have the rights and duties of a guardian (custodian).Organ
guardianship and guardianship provides the necessary assistance to the adoptive
parents and monitors the living conditions and upbringing of the child (children).

Upkeep each adopted child (children)
familypaid out monthlyfor food,
purchase of clothing, footwear and soft furnishings, household items, personal hygiene, games, toys, books and benefits established by the legislation of the Russian Federation for pupils of educational institutions for orphans
and children left without parental care. Statealso pays for the work of foster parents as educators.Children device
into a foster family does not entail the emergence of alimony and inheritance legal relations between foster parents and foster children.

Based on the experience of foreign countries in Russia, the creation of
foster familyfor the placement of orphans and children left without
parental care. This activity is based on the desire
to give every child the experience of life in a family one of the fundamental
ideas of the concept of improving the state system for the prevention of neglect and juvenile delinquency in modern conditions. Such a concept was developed and approved by the Interdepartmental Commission on Juvenile Affairs under the Government of the Russian Federation No. 1/1 p. 125 of July 7, 1998.

In Russia, there has been a processcreation of family, educational
groups.This form of social service is provided to minors who are in a socially dangerous position.

Family educational grouprepresentsdivision of a specialized institutionfor minors in need of social rehabilitation, operating on the basis of the Charter and Regulations. The basis for creating such
group is real family Russian citizens, which takes
take care of the pupil of a specialized institution and
implements it with the active support of the latter.

The legal basis for the formation of a family educational group are:

Family Code of the Russian Federation, art. 123, which reads:
“Children left without parental care are subject to transfer to
upbringing in a family (for adoption, adoption, under guardianship (guardianship) or in a foster family) ... Other forms of placement of children left without parental care may be provided for by the laws of the constituent entities of the Russian Federation.

The Government of the Russian Federation adopted a Decree
No. 896 dated November 27, 2000 "On the Approval of Model Provisions
on specialized institutions for minors in need of social rehabilitation”. In a fixed position
the right of specialized institutions to create family educational groups.

The Ministry of Labor and Social Development of the Russian Federation has developed recommendations for specialized institutions
for work with minors, they are accompanied by an “Approximate
regulation on the family educational group", on the basis of which
today they are created and function. When opening such institutions in the field, the recommended provision is specified with
taking into account local conditions.

As a rule, children are placed in the family group who have discovered
positive trends in the process of social rehabilitation.

Family educational group, as practice shows, can
change your status, i.e. become a transitional form to a foster, foster family or adoption. In this case, it plays the role of a center for adapting the child to family conditions, identifying and
development of his predisposition to live in a family.

A child in a family educational group has the status of a pupil, and the educator is an employee who is responsible for the pupil.Responsibility for the effectiveness of the ongoing rehabilitation process lies with the educator
family group and institution specialist.The work of the educator is contractual and has an urgent character.The contract is automatically terminated after the task assigned to the teacher is solved.The state pays for the maintenance of children in the family and the work of one of its members as an educator,assists in the social and individual development of pupils.

In Russia, there are other forms of placement of orphans and
children left without parental care in the family. These forms include:

foster (replacement) family istemporary family,adopting a child left without parental careon a contractual basis With local authorities of guardianship and guardianship and under their control.She cares, cares and
child education. Parental responsibility between the Foster family and local authorities is determined by the contract.
If the family fails to comply with the contractual provisions, the guardianship authorities
and the guardianship has the right to terminate it. Their positive role is
that the child is brought up in a family and is under control and
family, and government agency. The negative role of foster
family lies in the fact that if the family fails to fulfill their
duties created again seriously traumatizing the child
fact secondary deprivation of his parental care;

children's villages SOS -Kinderdorf) an institution for raising orphans in conditions close to family ones. First
were created in 1949 by the Austrian teacher Hermann Gmeiner,
currently operating in 120 countries around the world. In Russia, the first such village was Tomilino, Moscow region, then similar villages appeared in the Oryol region and others. They represent
several orphanages family education and independent housekeeping for children of different ages (boys and girls) 68 years old with an educator who takes on the functions of the mother.
They create the most favorable conditions for a “created family”
for the upbringing of children, a joint search by educators for the most optimal methods and methods of life and education
children. One of the most difficult socio-pedagogical problems
in such families, this is the personal life of educators. They dedicate
themselves to children and life in such families. In case of violation of these duties, they may be deprived of the right to exercise parental functions for
relation to the created family.

The conditions for the functioning of the children's village are as follows:

mother (an unmarried woman who devoted herself to raising
children, housekeeping) the head of the family. For her it is
vocation and profession;

brothers and sisters are children different ages, siblings and
sisters are not separated;

each family lives in a cozy separate house house
families;

The village (1215 family houses) is not only
a complex of buildings for permanent residence of pupils and mothers
educators, but also a community of like-minded people.

The director of the village with his family lives here, actively
helping.

International and domestic practice shows that
this form of accommodation for children left without parental care
lei, represents the best option for their education.

3. State and non-state institutions
for orphans and children left without parental care

Russia has traditionally accumulated considerable experience in the device
orphans and children left without parental care to specialized institutions for minors in need of social rehabilitation. Such institutions are created by the executive authorities of the constituent entities of the Russian Federation. The Russian Government introduced Approximate Regulation No. 1092 on September 13, 1996,
regulating the activities of such institutions.

They are created by various ministries of the Russian Federation: the Ministry of Labor and Social Development (social institutions), the Ministry of Education (special educational institutions), the Ministry of Health (health educational institutions), the Ministry of Internal Affairs (children's correctional institutions). Similar organizations are being formed in other departments.

to the state social institutions for minors are:

a) social rehabilitation centers for minors;

b) social shelters for children and teenagers. As V Dal wrote,
an orphanage is a haven for a child. He is called upon to accept him, despise him, give the child shelter. In modern conditions, a shelter is a place of temporary stay for a child who finds himself in a difficult life.
situations, in order to give him shelter, to identify his place of residence and to determine the possibilities of his expedient arrangement. Currently, a child up to a year old is placed in a shelter (previously they focused on keeping children up to 36 months, but life
demanded to increase the time to one year);

c) centers for helping children left without parental care;

d) institutions for orphans and children left without care
parents created in the education system. Such institutions per are lamented by the Regulations approved by the Government of Russia
No. 1203 of October 14, 1996, No. 1117 of August 28, 1997, No. 366 of 30
March 1998 Main types of educational institutions:

Orphanage is a special institution for keeping,
care, upbringing and education of children left without parental care. The following types of orphanages are distinguished:

for children of early (from 1.5 to 3 years) age;

for children preschool age;

for children of school age;

mixed;

orphanage-school for orphans and children left without parental care;

special (correctional) orphanage for orphans and
children left without parental care.

In order to improve the conditions for education and training
orphans and children left without parental care, the organizational structure of orphanages is brought as close as possible to the family.
For this purpose, new forms are created orphanage. For these forms
relate:

Family orphanagethis is a family that has taken care of one or more orphans or children left without care
parents (deprived of parental rights). Such families are created
several years under a contract. There are several types
family orphanage: a family with one or more children;
several children living with a caregiver; family in which
both their own and adopted children live, etc.

Family type orphanageThis is a specially created orphanage according to the type of family. It has the advantage that the child
falls into the family, which creates the most favorable conditions for the upbringing of the child, his social formation as a person in comparison with a boarding school. Its disadvantages are that the environment of a formed family can be
insufficiently adaptive for this child, as well as educators,
who have assumed the functions of adoptive parents are not ready enough
to parental functions.

The Government of Russia adopted a special Decree
"On the family-type orphanage" No. 195 dated March 19, 2001. With this
The resolution approved the rules for the organization of such a house.

The main tasks of a family-type orphanage are to create favorable conditions for the upbringing, education, health improvement and preparation for an independent life of orphans and children left without parental care in a family environment. Such a house is organized on the basis of a family, if both spouses wish to take up at least 5 and no more than 10 children and take into account the opinions of all family members living together, including relatives and adopted (adopted) children. From the age of 10, a child can be transferred to such an orphanage only with his consent. The total number of children in it, including relatives and adopted (adopted) spouses who are in a registered marriage, should not exceed 12 people.

A house is created, reorganized and liquidated by decision of the executive authority of a constituent entity of the Russian Federation or a local authority
self-government. The body of guardianship and guardianship at the location of the family-type orphanage exercises control over the living conditions and upbringing of children, the protection of their rights and legitimate interests. It provides training for individuals wishing to take children on
upbringing.

boarding school for orphans and children left without parental care. Boarding school (from lat. interims internal) educational institution (school) in which students live, study, being on partial or full state support; hostel for students at an educational institution; home where they are cared for.

Boarding institutions in Russia for orphans and children left without parental care operate on the basis of the following principles: democracy, humanism, accessibility, priority
universal values, citizenship, free development
personality, protection of the rights and interests of pupils, autonomy and
secular nature of education.

Organizationally, residential institutions differ:

residential institution conventional type;

boarding school by family type. In such an institution
children live in different-age (in composition no more than 8 people) or
of the same age (up to 4 years no more 5 children, and from 4 years and older not
more than 10) groups called families. However, they retain
a lot from the boarding school: meals in the canteen, self-service, getting new clothes, etc.

family-type residential institution This is an institution in which children live in separate families, with different entrances and their own
organization and lifestyle. With such an organization, the lives of children
as close to family as possible.

For students with developmental disabilities, Russia has createdspecial (correctional) educational
institutions.Such institutions are regulated by the Regulation approved by the Government of Russia, No. 288 dated March 12, 1997.
Special (correctional) institutions include:

correctional (compensating) institution preschool education;

corrective educational institution;

correctional institution of primary vocational education.

For children with disabilities are created
special (correctional) educational institutions that implement educational programs of the Ministry of General
and vocational education in agreement with the Ministry
healthcare. Such institutions are divided into types depending on the pathology of children. Among them are the following intended for training and education:

deaf children;

hearing-impaired and late deaf children;

blind children;

visually impaired and late blind children;

children with severe speech disorders;

children with disorders of the musculoskeletal system;

children with mental retardation.

mentally retarded children, etc.

For children in need of long-term treatment,health educational institutions are being created.They are intended for
assistance to the family in the upbringing and education, ensuring the implementation of rehabilitation and health-improving
activities, adaptation to society, social protection and all-round development of children in need of long-term treatment.
The activities of such institutions are regulated by the Standard Regulations approved by the Government of Russia, No. 1117 dated August 28
1997 Health educational institutions include:

sanatorium boarding school;

sanatorium-forest school;

sanatorium orphanage for orphans and children left behind
without parental care.

There are also other institutionsfor orphans and children left without parental care:

Cadet School;

Cadet boarding school (Standard regulation approved
Government of Russia No. 1427 dated November 15, 1997);

Boarding school with initial flight training (Typical
the regulation was approved by Decree of the Government of Russia No. 1046 of September 5, 1998). Orphans and children left without parental care have the priority right to enroll in such a school.
.from the age of 15, who have expressed a desire to study in it and have appropriate health;

Pupils of military units orphans and children left without parental care, males aged 14 to 16,
citizens of the Russian Federation sent by district (city) military commissariats with the consent of the children themselves and the authorities
guardianship and trusteeship (Regulations on the enrollment of minor citizens as pupils in military units approved
Decree of the Government of Russia No. 124 of February 14, 2000,
Regulations on the status of pupils No. 745 by a resolution of
September 21, 2000").

Shelters for orphans and children left without parental care are being created at the monasteries in many regions of Russia. In that
the centuries-old experience of placing children in difficult
life situation under the patronage of the clergy. At
Monasteries organize the care, upbringing and education of children. Children are actively involved in socially useful work, they develop the skills of self-service, life in a team. Much attention is paid to the formation of a spiritual culture based on the traditions of the Orthodox Church.

In socio-pedagogical terms, the upbringing of children left without parental care has a complex of problems. Reception
families, they are determined, on the one hand, by the readiness and ability of adoptive parents to provide the necessary care and upbringing
children, on the other hand, the need to overcome the problems that arise in connection with the upbringing of a foster child (the manifestation of some
or pathologies, conflict situations between parents and children,
arising from the judgment “not my parents”, etc.)

There is a need for a special socio-pedagogical
preparation of parents of foster families for educational work with
children, the formation of certain relationships "parent child", child care and the accumulation of experience in educational work
with him. Subsequently, social and pedagogical patronage should be provided for the purpose of control, as well as timely counseling, assistance and support for the family in matters of education in
cases of inadequate situations in it, prevention and overcoming of conflict manifestations, etc.

In foreign practice, there are examples of the creation by social services of special foster families intended for
solving problems related to the provision of child care, protection of his rights, depending on emerging social problems.
These families include:

foster families in a crisis situation. They are created in private
cases when it becomes necessary to immediately remove the child from the native (parental) family for a certain period. In that
If so, he is placed in a special foster family. Reasons
requiring isolation of the child, there may be an acute conflict situation in the family between parents, parents and the child, a tragedy,
sudden illness of parents, etc.;

foster family for a short time. The need for it arises when planning business trips, medical examinations,
short-term treatment when there is no one to look after the child. This type of family is used to provide short-term assistance to a family with a child with special care needs.
They create the last opportunity to rest, recover for a short time, which allows you to engage more actively after the rest.
child;

foster family for long time. This family works
on a contractual basis for the arrangement of the child for a long time in
connection with the arisen need of the parents of another family;

family to receive a child during weekends and holidays.
This form of placement of children allows parents to periodically organize their holidays on weekends (weekends);

family for a day stay of a child (a kind of home
kindergarten). In this case, the child spends evenings and nights with his family.

Centers for social services for families and children in Russia use foreign experience and seek to expand the scope of their activities in providing services. In this regard, the experience of foreign
countries is of great interest.

QUESTIONS AND TASKS

1. Expand the concept of "difficult life situation" for a person
2. What typical situations are classified as difficult life situations for a child, in which the state assumes the obligation to provide him with the necessary assistance?
3. What are the responsibilities of parents regulated by Russian regulations?
4. In what cases is it possible to terminate parental rights?
5. Expand the purpose and main responsibilities of guardianship and guardianship authorities.
6. What are the main forms of placement of orphans and children left behind?
   without parental care?
7. Describe the characteristics of the adoptive family and reveal the conditions under which it is formed.

8. Describe the guardianship family and reveal under what conditions it

is being formed.

9. What is a family education group?

10. What institutions are classified as state social institutions for minors and what are their features?

11. What are the special (correctional) educational institutions and their characteristics?

12. Expand the characteristic socio-pedagogical problems that arise in the upbringing of children left without parental care.

The portal I am a parent tells what children can find themselves in a difficult life situation, what are the reasons for getting into such situations and what ways to solve the problems of such children exist in Russia.

The modern world is extremely unstable and full of change. Adults sometimes get stressed out by the precarious economic situation, the rise in crime, the need to worry about what will happen tomorrow. This, of course, cannot but affect the children.

Children's perception is very different from that of an adult. Sometimes a mere trifle can turn into a real tragedy, greatly upset and injure a little person. As a result, the baby finds himself in a difficult situation, and it is important for adults to understand how to help him survive the pain that the child has to face due to various life circumstances.

Causes of difficult life situations in children

One of the main reasons for the emergence of the category "children in difficult life situations" is family trouble, namely:

• drug addiction or alcoholism in the family;
• low material security, poverty;
• conflicts between parents and relatives;
• child abuse, domestic violence.

Causes of family trouble

1. Reproduction of patterns of interaction and behavior adopted in the parental family.
2. A fatal confluence of life circumstances, as a result of which the entire structure and conditions of the existence of the family change. For example, sudden death, disability of one of the family members.
3. Changes in the surrounding world, entailing changes in every family system. For example, the economic crisis, wars, etc.

1. Children without parental care

The number of orphans is increasing in direct proportion to the decline in socio-economic well-being in the country. Babies are left without parental care for a number of reasons. Most often, this is the deprivation of parental rights.

Reasons for termination of parental rights:

• failure to fulfill parental responsibilities or abuse them,
• presence of domestic violence,
• the presence of chronic drug addiction or alcoholism in the family,
• commission by a parent of a crime against the life and health of his child or spouse.

Thus, children can be left without parental care and end up in an orphanage if staying in a family becomes dangerous for their lives.

The primary task of the society is the early identification of families that fall into the risk group, assistance to such families and their support, the desire to preserve the birth family for the child. Sometimes a normal conversation with a neighbor who often appears drunk at the entrance can prevent the development of a real disaster.

Of course, the dream of any child who has lost his parents and ended up in an orphanage and the best outcome for him is to find a new family, to find mom, dad and his own home again.

Babies are most often adopted now, and older children and teenagers have a chance to get into custody or guardianship. Recently, there has been such a form of guardianship as a “foster family”. In law adoptive parents in such a family are entitled to material remuneration due for the upbringing of the child. In addition, every month such a family is paid a child care allowance, which is an additional factor in attracting people who are ready to take care of a child from an orphanage to solve this problem.

2. Children with disabilities (those who have developmental features: mental and / or physical)

The causes of childhood disability can be intrauterine development disorders due to genetic factors, the lifestyle of parents (drug addiction, alcoholism and other types of deviations); birth trauma, as well as subsequent trauma of various origins.

Often children with special needs live and study at home. At present, inclusive education has been developed, in which children with disabilities get the opportunity to live and study in the same environment with their peers.

Very often, the appearance of a child with a disability in a family leads to its disintegration. Men leave the family, unable to withstand the additional difficulties and problems associated with raising a special child. At the same time, it is obvious that the upbringing of such a child requires exorbitant efforts from a woman left alone.

Characteristic features of families with children with disabilities:

• low income: caring for a sick child requires, in addition to large material costs, a lot of personal time, so many have to give up high-paying work in favor of work with a more flexible schedule and convenient location;
• isolation from society: difficulty attending entertainment places and events due to the lack of willingness of society to accept children with disabilities and poor technical support for the needs of people with disabilities;
• difficulties in obtaining education and profession. For the implementation of educational and professional activities, special children need special conditions. In addition, they often encounter rejection and bullying among their peers.

Currently being developed social projects and programs for the socialization and adaptation of disabled children, teaching them labor skills, programs are being introduced to integrate them into the environment of healthy peers. An important factor is the identification of various defects at an early stage of development of children. Now throughout the country there is an early intervention service for children under three years old, where parents who have children with developmental disabilities or who are at risk can apply. Consequences of identifying defects at an early stage of a child's development:

• prevention of the development of secondary disorders in the development of children,
• revealing the rehabilitation potential of the family in supporting the child, providing advice to the family itself,
• social adaptation and inclusion of the child in the peer environment already at an early stage,
• passing earlier preparation for studying according to the school curriculum, reducing difficulties in subsequent education.

The implementation of such social programs and projects requires the active participation of all of us and a sincere desire to change the attitude of our society towards disability. Everyone can help, for example, to take care of a child in the absence of parents, or to help mothers of children with developmental disabilities with employment, to the best of their ability.

And we must start with the fact that we all must try to understand and accept a simple truth: not like me does not mean bad.

There is nothing shameful or shameful in disability, and we should teach this to our children. And most importantly - this can happen in every family, regardless of age, place of residence and income level! It is important not to look away embarrassedly from the boy in wheelchair, but to be able to explain to your child that all people are different and someone is less fortunate, but this does not mean at all that he is less worthy of respect, attention and communication. Families raising children with disabilities can be supported in word and deed. Without a doubt, any help (both psychological support and material participation) is very necessary and invaluable for them!

3. Children who have become victims of interethnic (including armed) conflicts, environmental and man-made disasters, natural disasters; children from families of refugees and internally displaced persons; children in extreme conditions

In fact, these children are victims of extreme conditions, i.e. situations that go beyond normal human experience. The source of childhood trauma is often another person - this includes terrorist acts, attacks, local wars.

IN modern world Unfortunately, the number of such children is on the rise. The first priority in times of emergency is to place children in a safe place and provide them with everything they need, from personal hygiene to the opportunity to receive an education. Indeed, often, being on the street and having lost a roof over their heads, children are forced to independently provide themselves with everything necessary, which can lead them to the path of crime.

The main problem of such children is that very little attention is paid to their experiences associated with a change of residence. But they are faced with a number of issues that are not easy to solve even for adults. Together with the place of residence, children need to change their school, social circle, habitual places of recreation and entertainment, and adapt to a new environment. Often children who find themselves in an extreme situation lose close relatives and even parents. Undoubtedly, they all experience loss.

In the future, such children experience difficulties in communication, it is difficult for them to general development, decreased academic performance and interest in life. Children who find themselves in extreme conditions need qualified help from psychologists in overcoming post-traumatic stress disorder.

4. Children subjected to violence, including in the family

A child who is being abused early years living with deep trauma. The child, as a rule, carefully hides the cause of the injury from others, the pain from the injury can torment him for the rest of his life.

Types of violence:

• physical violence when a child is beaten, while there may be traces of beatings on the body, or they are not fed,
• sexual abuse,

psychological abuse when a child is humiliated, isolated, lied to and threatened in every possible way.

Consequences of violence:

• children develop anxiety and various fears,
• children may experience guilt, shame,
• children do not know how to navigate their feelings and emotions,
• in adult life, children often face a number of difficulties in creating their own family.

Early detection of this difficult situation plays a key role in helping child victims of violence. It is necessary to be more attentive to the children around us in order to notice that the child may be depressed, upset.

First of all, this applies to the parents of the child. It is extremely important for parents to be in close contact with their children. It is very useful to discuss with the child what he does outside the home, with whom he communicates, while it is important to maintain a trusting relationship so that he does not hesitate to tell at home if someone does not behave with him in the way that is customary in his family. It is necessary to pay attention to even minor changes in the behavior of the child. Sudden tears, loss of appetite and other changes are a good reason for a confidential conversation. In order to prevent violence against children, you can develop self-protection skills in children by playing small riddle games. For example, you can ask: "What would you do if a stranger offered you a ride in a car?". A good activity for spending time together is to draw leaflets with your child with basic safety rules: do not leave with strangers, do not open the door for strangers, keep parents aware of their whereabouts, etc. In particular, it is worth paying special attention to any manifestations of children's aggression directed both at themselves and others, try to identify its causes and prevent it from aggravating.

The most terrible thing for a small person can be violence against him in the family, when it seems to him that no one will ever protect him, there is no one to complain to. After all, the tormentors are his closest people, parents who, for personal reasons, have become alcoholics, drug addicts, religious fanatics, or are mentally ill people.

An important role in such situations is played by where children can call without fear of exposure. Everyone can and should report situations of domestic violence that we witness: relatives, neighbors, school psychologists and teachers.

5. Children serving sentences of imprisonment in educational colonies; children in special educational institutions

As a rule, such children are characterized by a desire for deviation in behavior, or deviant behavior, i.e. behavior that does not correspond to the norms that are accepted in society.

Levels of deviation in behavior:

• precriminal level- these are minor offenses, the use of alcohol and psychoactive substances, leaving home;
• criminal level- this is an extreme case of deviant behavior - delinquent behavior that can lead the child to criminal offenses.

Reasons for deviation in behavior:

• socio-pedagogical neglect, the specifics of education;
• family troubles, as a result of which the child experiences deep psychological discomfort;
• personal characteristics of the child: deviations in development, transitional stages of growing up;
• insufficient opportunity for self-realization and self-expression;
• neglect.

In helping this category of children, it is extremely important prevention and warning manifestations of deviant behavior in the early stages of its manifestation. Here the main role is assigned to parents and teachers, since their duty is to treat children with due attention. In the modern world, the most common types of deviant behavior are represented by various forms of addiction - alcohol, tobacco, drugs, computer. In order to know how to behave in a situation if your child is addicted, we recommend watching the following videos:

When a crisis situation arises in the life of a child or in his family, it is necessary to turn to qualified specialists for help and support as soon as possible. For children, adolescents, as well as their parents, there is a phone number that they can call if necessary.

In practice, social assistance to children who find themselves in a difficult situation consists in constant work with their families, when it is dysfunctional. The main type of such assistance is social support for the baby and his family. Accompaniment - social assistance, including pedagogical and psychological assistance. Accompanying is otherwise called patronage. This is a whole complex system of psychological, pedagogical and social assistance provided by social service specialists. But each of us can help a child in a difficult life situation. It is worth just stopping, not passing by and not turning away from a little person in trouble.