A child in a difficult life situation and the need for his social and pedagogical support. Children in difficult life situations

Topic. 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 situation;

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 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;

in) 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
terms);

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
a child in foster families (assistance of psychologists, teachers, social educators; assistance in improving 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 in 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 a caregiver 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 the Interior (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 adolescents. 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 kids 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.

Orphanage family type This 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 guardianship and guardianship body 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 to
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
preparing 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 overseas experience and seek to expand the scope of their service delivery activities. In this regard, the experience of foreign
countries is of great interest.

QUESTIONS AND TASKS

Expand the concept of "difficult life situation" for a person
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?
What are the responsibilities of parents regulated by Russian regulations?
In what cases is it possible to terminate parental rights?
Expand the purpose and main responsibilities of guardianship and guardianship authorities.
What are the main forms of placement of orphans and children left behind?
without parental care?
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.

production inventory
Request interdepartmental
Total floor area
Address reference
industrial facility
military personnel
Road facilities
Descent leading railway track
Mobilization task
Postiger work
Cryptocurrency
Production activity

Children in difficult life situations

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 jobs in favor of work with a more flexible schedule and convenient location;
isolation from society: difficulty attending entertainment venues and events due to insufficient readiness 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.

Children in difficult life situations

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 abused lives with a deep trauma from an early age. 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 abuse, when a child is beaten, while marks of beatings may remain 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.

The concept of "difficult life situation".

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 an anonymous helpline 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

Children in difficult situations are:

Important

Children without parental care The number of orphans increases 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.

Features of working with children in difficult life situations

It is necessary to single out certain styles of family relationships leading to the formation of antisocial behavior of minors: - a disharmonious style of educational and intra-family relations, combining, on the one hand, indulgence in the wishes of the child, overprotection, and on the other hand, provoking the child into conflict situations; or characterized by the statement in the family of double morality: for the family - one rule of conduct, for society - completely different; - unstable, conflicting style of educational influences in an incomplete family, in a situation of divorce, long-term separation of children and parents; — an asocial style of relations in a disorganized family with the systematic use of alcohol, drugs, immoral lifestyle, criminal behavior of parents, manifestations of unmotivated “family cruelty” and violence.

Concepts and essence of a difficult life situation

Traditionally, the main criterion for classifying a child as “difficult” is, in the overwhelming majority of cases, poor academic performance and indiscipline. This is a consequence of the difficult situation for the child in which he finds himself in the school team from the very beginning of his studies.

Attention

The main thing here is the inner feelings of the child himself, his personal attitude towards the teacher, his classmates around him, and himself. The child becomes “difficult” when there is a coincidence, the imposition of negative external influences, failures at school and pedagogical mistakes of teachers, the negative influence of family life and intra-family relations.

In other words, the child falls out of the sphere of education at once in many links and is in the zone of active negative influences.

Dubna department of social protection of the population

A difficult childhood is not always the worst. A bad childhood is homeless, unkind, in which the child is lost, like an unnecessary thing. A "difficult" child is someone who has a hard time. That is how you need to understand what is happening to him. "Difficult" it is not only for adults, but primarily for themselves. "Difficult" child - suffering, rushing about in search of warmth and affection. Destitute and almost doomed. He feels it. All "difficult" children, as a rule, did not have a friendly, caring environment either in the family or at school.

At first, difficulties with adaptation, lack of abilities, and then unwillingness to learn led these children to disorganization, violations of discipline. It is difficult for the child. This is his unsatisfied need to be like everyone else, to be loved, desired, treated kindly.

The fact that these children are rejected at home and in the classroom further alienates them from other children.

Children in difficult life situations

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.

Children in difficult situations

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

Reproduction of patterns of interaction and behavior adopted in the parental family.
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.
Changes in the surrounding world, entailing changes in every family system.
For example, the economic crisis, wars, etc.

Children in difficult situations 1.

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

Reproduction of patterns of interaction and behavior adopted in the parental family.
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.
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 has often appeared at the entrance in a state of intoxication 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, each month such a family is paid a child care allowance, which is additional factor involvement in solving this problem of people who are ready to take custody of a child from an orphanage.

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.

To implement such social programs and projects require 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.

AT 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, their overall development becomes more difficult, academic performance and interest in life decrease. 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

The abused child lives with deep trauma from an early age. 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.

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.

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 a 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 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 workers. But each of us can help a child in a difficult life situation. You just have to stop, do not pass by and do not turn away from the little man in trouble.

Questions and answers - Questions on family problems, motherhood, childhood

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

"Difficult" children, what are they?

The first sign of children who are called "difficult" is the presence of deviant behavior. This may be behavior that includes a chain of misdemeanors, misdemeanors, petty offenses and crimes that are different from criminal ones, i.e. criminal offenses and serious offences. And there may be other behavioral disorders: such as crime, drug addiction, alcoholism, prostitution, suicide.

“Difficult” also refers to those children and adolescents whose behavioral disorders are not easily corrected. Here it is necessary to distinguish between the concepts of "difficult" children and "pedagogically neglected" children. The latter are not always "difficult" in this sense and are relatively easy to re-educate. "Difficult" children especially need individual approach on the part of educators and the attention of the peer group.

Childhood is preparation for adulthood. It will be well organized - a person will grow up good; badly directed will always turn into a difficult fate. A difficult childhood is not always the worst. A bad childhood is homeless, unkind, in which the child is lost, like an unnecessary thing.

A "difficult" child is someone who has a hard time. That is how you need to understand what is happening to him. "Difficult" it is not only for adults, but primarily for themselves. "Difficult"the child is suffering, rushing about in search of warmth and affection. Destitute and almost doomed. He feels it. All "difficult" children, as a rule, did not have a friendly, caring environment either in the family or at school. At first, difficulties with adaptation, lack of abilities, and then unwillingness to learn led these children to disorganization, violations of discipline.

It is difficult for the child. This is his unsatisfied need to be like everyone else, to be loved, desired, treated kindly. The fact that these children are rejected at home and in the classroom further alienates them from other children. Traditionally, the main criterion for classifying a child as “difficult” is, in the overwhelming majority of cases, poor academic performance and indiscipline. This is a consequence of the difficult situation for the child in which he finds himself in the school team from the very beginning of his studies. The main thing here is the inner feelings of the child himself, his personal attitude towards the teacher, his classmates around him, and himself.

The child becomes “difficult” when there is a coincidence, the imposition of negative external influences, failures at school and pedagogical mistakes of teachers, the negative influence of family life and intra-family relations. In other words, the child falls out of the sphere of education at once in many links and is in the zone of active negative influences.

The "difficult" also usually include those children who are characterized by certain deviations in moral development, the presence of fixed negative forms of behavior, indiscipline.

Typification of "difficult" children and adolescents.

Psychologists and educators have proposed several systems for typing "difficult" children. Almost all of them refer to children of a later age, when the "difficult" child becomes an antisocial teenager. One of the most developed systems belongs to Professor A.I. Kochetov. He distinguishes the types difficult children.

Children with communication disorders.
Children with increased or decreased emotional reaction (with increased excitability, acute reaction, or, conversely, passive, indifferent).
Children with mental retardation.
Children with abnormal development of volitional qualities (stubborn, weak-willed, capricious, self-willed, undisciplined, unorganized).

From "difficult" children, asocial adolescents are formed, which the professor of psychology M.S. Neumark describes it like this:

cynics; leaders antisocial groups with an established immoral system of views and needs; violate the order and rules out of conviction and consider themselves right; consciously oppose themselves to society;
unstable, do not have strong moral convictions and deep moral feelings; their behavior, views, assessments entirely depend on the situation; subject to bad influence, unable to resist it;
teenagers and older schoolchildren who are pushed into antisocial acts - strong personal immediate needs in the presence of very weak brakes; immediate needs (for spectacles, delicious food, often - tobacco, wine, etc.) are stronger for them than their moral feelings and intentions, and are satisfied in an unlawful way;
affective children who experience constant resentment based on the belief that they are underestimated, infringed, do not admit that they are unfair.

The main signs of the abnormal behavior of "difficult" children: a tendency to loiter, vagrancy, deceit, the formation of gangs with leaders, aggressiveness.

Some reasons why a child becomes "difficult" and then asocial.

The increased tension of life, the increased anxiety of most people.
Many tend to revise the norms of behavior, to simplify them.
School tension, expressed in an increase in the volume and intensity of classes, an increase in pace.
A lot of pressure on the fragile minds and nerves of schoolchildren causes a mismatch between what the child sees in real life, and what he is taught, what is required of him at school.
A wide range of possible shortcomings of moral education - from a lack of understanding of moral norms to an unwillingness to reckon with them.
Intellectual underdevelopment, mental callousness, emotional deafness of a significant part of children.
Unfavorable heredity.
Defects in self-esteem, its overestimation, unwillingness to recognize objective assessments and reckon with them.
Instability of nervous processes under conditions favorable for the occurrence of deviant behavior
Lack of volitional self-regulation (impulsivity, disinhibition, incontinence).
Antisocial behavior of parents (drunkenness, fights, drug addiction, criminal lifestyle, etc.).
Complete indifference to the child or, conversely, excessive control by adults.
Incitement of adults, involvement of minors in groups of asocial behavior.
Unfavorable course of crisis periods in the development of the child, rebellion against the limitation of independence.
Slowed rates of intellectual, social and moral development.
Pedagogical neglect as part of general social neglect.

In domestic and international practice, there is an expression - a difficult life situation, meaning the experiences of a person who finds himself in a situation that seriously affects his well-being, life safety and from which he is not always able to exit with honor (he cannot find a worthy exit for him). 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 of the situation on their own. Given this fact, the state is trying to predict and determine the most appropriate ways to help a child in a difficult life situation. The main goal of the state (society) is to create the most optimal conditions for the life of the child and his upbringing.
In the Federal Law of the Russian Federation "On the Basic Guarantees of the Rights of the Child in the Russian Federation" dated July 24, 1998 No. 124-FZ, art. 1 formulates typical difficult life situations for a child, in which the state assumes the obligation to provide him with the necessary assistance. These include the loss of parental care. This phenomenon can occur in a number of cases:
a) death of parents;
b) refusal of parents to take their children from institutions of social protection of the population, educational, medical and other institutions;
c) independent termination by parents of the fulfillment of parental responsibilities in relation to their child (self-elimination from raising a child);
d) non-fulfillment by parents for one reason or another of their obligations in relation to their children (for example, for health reasons - the danger of infecting a child, etc.);
e) prolonged absence of parents (for example, a long business trip);
f) restriction of parents in parental rights. The decision is made by the court, taking into account the interests of the child. It can take place under the condition that leaving a child with parents (one of them) is dangerous for the child due to circumstances beyond the control of the parents (one of them) (mental disorder or other chronic illness, a combination of difficult circumstances, and others);
g) deprivation of parents of parental rights. It acts as a legislative measure for parents who do not fulfill their obligations in relation to their minor children, as well as those who abuse parental rights.
Parents' responsibilities include:
maintenance of children;
creation of normal conditions for their life activity;
be their legal representatives and act in defense of their rights and interests in all institutions without special powers;
educating them.
The deprivation of parents of parental rights is aimed at protecting the rights of children brought up in the family, to protect them from cruel treatment and other abuses by 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 released from the obligation to maintain it. If such a parent by his behavior makes it impossible for the child to live together with him, then he can be evicted without providing another living space. In case of deprivation of parental rights of both parents, the child is transferred to the care of guardianship and guardianship authorities;
h) the impossibility of parents for one reason or another to fulfill their parental responsibilities:
serving a sentence;
recognition of them as incapacitated 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);
i) children who find themselves in conditions in which they require special professional assistance and (or) protection:
disability. We are talking about children who, for health reasons, are equated 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), corrective-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 is needed to help the child;
children who are part of families of refugees and internally displaced persons who find themselves in extreme conditions;
children are victims of violence. Such a phenomenon can be observed in the family when there is abuse of parental rights. It consists in the use by parents of their rights to the detriment of the interests of children (for example, creating obstacles to learning, inducing begging, stealing, prostitution, drinking alcohol 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 circumstances that cannot be overcome on their own, including by the family.
In the above cases, the child ends up in the guardianship and guardianship bodies - local self-government bodies, which are responsible for protecting the rights and interests of children left without parental care.
12 - 5887
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 parental care. At the same time, they try to arrange them first of all in the family. To this end, they contribute to the creation of foster, guardian and other types of families;
carry out patronage of foster families, provide them with the necessary assistance (obtaining vouchers for summer camps, rest homes, sanatoriums; placing children in schools, creative teams); contribute to the creation of normal living conditions and the upbringing of a child in foster families (assistance from psychologists, teachers, social pedagogues; assistance in improving 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.