Socio-psychological aspects of preventive work with the family. Preventive work with the schoolchildren's family

Organization of preventive work with families of students who are in a socially dangerous situation

Social teacher

MBOU "Tigilskaya secondary school"

Kutova Natalia Anatolievna

The life of any person begins with a family.

Just as there are no perfectly similar people, so there is no perfect

identical

The family is the subject of study of various social sciences. Each has its own definition of the term.

From point of view sociology, is a group of people connected by blood relationship and marriage ties.

legal science complements this definition and says that a family is an association of several persons living together who are interconnected by legal relations, a certain range of duties that arise after marriage and entry into kinship.

In pedagogy and psychology focuses on the personal relationships of family members and different generations, on the educational and social role of the older generation in the development of younger members of the social group.

This concept is multifaceted. But every definition confirms that it is small group, a cell of society in which people are interconnected by certain relationships.

A FAMILY THAT IS IN A SOCIALLY DANGEROUS SITUATION - this is a family with children in a socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their duties in their upbringing, education and (or) maintenance and (or) negatively influence their behavior or treat them cruelly them (according to the Federal Law No. 120 of 06/24/1999 "On the basics of the system for the prevention of neglect and juvenile delinquency")

The main criteria for determining families in this category are

• failure by parents to fulfill their obligations to provide for children (lack of necessary clothing for children, regular meals, non-compliance with sanitary and hygienic conditions);
• lack of conditions for raising children (lack of work for parents, housing, etc.)
• involvement of children in illegal activities (begging, prostitution, etc.);
• abuse of people by parents;
• lack of control over the upbringing and education of children (lack of communication with the school, parents' inattention to the child's progress);
• families in which children have committed a crime or offense.

Types of families in a socially dangerous situation:

• conflict- the most common type (up to 60% of all families in the category), with a predominance of a confrontational style of relations;
• immoral- characterized by oblivion of any moral and ethnic norms; conflict and immoral families are united by the fact that the situation in them is directly dependent on intra-family relations, and the educational factor acquires the value of a derivative;
• pedagogically untenable- with a low level of general and lack of psychological and pedagogical culture; characterized not only by mistakes and defects in the upbringing of children, but also by an unwillingness to change and correct anything in the content and methods of upbringing: such a family consciously or unwittingly sets the child to disobey social norms and requirements, to confront the leader.
• asocial- in it, children from an early age are in an atmosphere of disregard for generally accepted social and moral norms, they perceive the skills of deviant and illegal behavior.

Any family can become a family in a socially dangerous situation, since there are a number of social problems: difficult financial conditions, lack of jobs, conflicts between spouses and much more. Closer to this step, of course, are families at risk .

Families at risk- these are families whose members are vulnerable due to the prevailing circumstances or may suffer damage from certain social influences of a social nature.

These families include: low-income; incomplete families; large families; single mothers; families with disabled children; parents suffering from a mental disorder, mental retardation; families with children under guardianship or guardianship.

These families require a lot of attention from the school. And the task of specialists is to start preventive work with this category of families as early as possible so that they do not cross the line that will lead them to trouble.

Signs of social disadvantage in a student

• Tired, sleepy look
• Sanitary and hygienic neglect
• Tendency to faint, dizziness due to constant malnutrition
• immoderate appetite
• Growth retardation, lag in speech, motor development
• Attracting attention in any way
• Excessive need for affection
• The manifestation of aggression and impulsivity, which are replaced by apathy and depression
• Relationship problems with peers
• Learning difficulties

Signs of Physical Abuse in the Family

• Fearfulness of a child
• Thumb sucking, rocking
• Fear of going home
• Animal abuse
• Trying to hide the cause of the injury

Stages work of MBOU"Tigilskaya secondary school" with a family in a socially dangerous situation (SOP).

• Stage 1. Early identification of families in the SOP and the formation of a data bank.
• Stage 2. The work of the class teacher to work with the family SOP.
• Stage 3. The family is considered by the Governing Council.
• Stage 4. School Council for the Prevention of Juvenile Delinquency.
• Stage 5 Registration of the family in the MBOU "Tigilskaya secondary school" and the organization of correctional and rehabilitation work to improve the situation in the family.
• Stage 6 Submission to the commission on juvenile affairs and protection of their rights. Notification of various services of the district involved in preventive work with families.

Stage 1. Early identification of families in the SOP and the formation of a data bank.

In order to early identify disadvantaged families living on the territory of the MBOU "Tigilskaya secondary school", at the beginning of each academic year, a social teacher, based on the social passport of the class, draws up a social passport of the school, in which all families of the risk group are included. In the future, these families are always under close control.

The most effective form of work with a family is an individual one. Individual forms of work include: conversations with parents, legal representatives, recommendations and consultations, family visits, questionnaires, diagnostics, identification and accounting.

Stage 2. The work of the class teacher for working with the family SOP:

• ensures the connection of the educational institution with the family;
• establishes contact with parents (other legal representatives) of students;
• advises parents (other legal representatives) on the upbringing and education of children through specialists from the Tigilskaya secondary school;
• organizes in the classroom an educational space that is optimal for the development of the positive potential of each student;
• studies the individual characteristics of students and their dynamics;
• studies and analyzes the degree of satisfaction of the participants in the educational process of the life of the class team, educational institution.
• monitors the attendance of training sessions and the progress of each student;
• analyzes the conditions and causes of negative manifestations among students in the class and determines measures to support pedagogical assistance and support for families in this category.

Stage 3. The family is considered by the Governing Council

The class teacher talks about the results of the individual preventive work done with the SOP family.

Stage 4. School Council for the Prevention of Juvenile Delinquency.

The class teacher provides documentation for the family: an act of examining living conditions, a presentation on the family, a description of the minor, a report card and attendance, and information about the work done with the family.

Stage 5 Statement on intra-school registration of the SOP family in the MBOU "Tigilskaya secondary school" and the organization of correctional and rehabilitation work to improve the situation in the family.

The decision on intra-school registration is made in accordance with the regulation of the Council for the Prevention of Juvenile Delinquency in the MBOU Tigilskaya Secondary School.

To eliminate problems in the family, the school conducts purposeful work with parents. The main task is to provide effective assistance to the family in matters of successful social adaptation children and teenagers.

During the work with the family, the following tasks are solved:

• provide assistance to parents in solving problems that arise in the process of education and training;
• help parents develop individual characteristics their child;
• coordinate the educational assistance of parents to their children;
• identify the educational opportunities of parents and involve them in the life of class groups;
• provide assistance to parents in solving emerging problems;
• study the way of life and traditions of the families of students;
• organize psychological and pedagogical education of parents;
• provide assistance in conflict resolution.

In working with families, the main areas of work can be identified:

• checking the living conditions of the family;
• collecting information about the family, identifying the causes of trouble;
• drawing up a plan for working with the family;
• holding consultations, lectures for parents;
• providing them with socio-psychological, mediation and legal assistance;
• tracking the progress and attendance of students from disadvantaged families;
• organization of leisure activities for children from these categories of families during after hours and during holidays;
• assistance in organizing the employment of adolescents during the summer holidays (from the age of 14).

The main criterion for evaluating the effectiveness of individual preventive work with the family :

• improving the situation and quality of life of the child;
• elimination of the causes of trouble;
• expanding opportunities to protect the right to life, to a decent life, to health and education.

Evaluation of the effectiveness of working with the family:

• compliance of family problems with the goals, objectives and areas of work that the social pedagogue has determined.

An assessment of the positive dynamics of the situation may include the following indicators:

• the standard of living of the family has been brought to average levels (parents are trying to lead a normal life, the living situation in the family has improved);
• parents show concern for children;
• children attend a general education institution;
• decreased consumption of alcoholic beverages by parents;
• the family maintains contact with the educational institution;
• other significant adults (relatives, close acquaintances) appeared in the social environment, whose help the family accepts and is positively disposed to interact with them;
• the family positively accepts help and social contacts with patrons.

The social educator forms individual preventive maintenance card, which reflects the joint work of the class teacher, social teacher, teacher-psychologist (currently this work is not carried out due to the lack of a specialist), deputy director of the Institution for educational work.

Stage 6 Submission to the commission on juvenile affairs and protection of their rights. Notification of various services of the district involved in preventive work with families.

Collaboration with the specialists of these services.

Conclusion

Having considered the problem of families in a socially dangerous situation or in a difficult life situation Having studied the available literature, the specialists of the MBOU "Tigilskaya secondary school" selected the most effective forms and methods of work for their work.

Most effective form working with a family in a socially dangerous situation or in a difficult life situation is an individual form. Help in working with the family is diagnostics, patronage, conversations, and the provision of psychological and pedagogical assistance.

They also realized that no matter what kind of work is done with a family that is in a socially dangerous situation or in a difficult life situation, in order to obtain a positive result, it must be carried out in the system. The process must be continuous. The weakening of control over the lives of children from these families can lead to irreversible consequences, since most often children from such families are forced to take the path of delinquency and crime, sometimes for self-affirmation, and sometimes for survival, left alone with the cruel world around them.

In the context of this topic, the concept of a "dysfunctional family", or a family at risk, is used for the general name of families that do not satisfactorily perform the main functions - socialization and upbringing of children, as well as families with conflict relationships.

The main causes of violation of seminal functions are: drunkenness of one or both parents; failure by parents to fulfill their duties of raising and supervising children, scandals and fights of parents in front of children; their antisocial behavior; one of the parents is serving a prison sentence; etc.

Families with direct or indirect desocializing influence on their children deserve special attention.

Families with direct desocializing influence demonstrate antisocial behavior and antisocial orientations, thus acting as institutions of desocialization. Obviously, children from such families need measures of social and legal protection, which can most reliably be provided by employees of inspections for minors, district police officers, and representatives of law enforcement agencies. In relation to such families, it is unlawful to use the ideology of “social services”, the actions of the subjects of prevention should be “outstripping”, ensuring both the protection of family members and the protection of society from its negative impact.

Families with an indirect desocializing influence experience difficulties of a socio-psychological and psychological-pedagogical nature, expressed in violations of marital and parent-child relationship, these are the so-called conflict and pedagogically insolvent families, which are more often due to psychological reasons lose their influence on children.

In accordance with Federal Law No. 120, which regulates the prevention of family and child ill-being in the Russian Federation, prevention is divided into primary, secondary and tertiary.

primary prevention, covers all families, especially young ones or those in situations of normal developmental crises and includes:

Correction of violations of parent-child relationships that cause a decrease in the emotional well-being of the child and deviations in his optimal mental development in infancy, early and preschool age;

Teaching young spouses the basics of competent relationships in the family, ways to resolve conflicts that arise, etc.;

Teaching young parents the basics of caring for a child at various stages of its development, the rules of family education, building relationships in the family.

Secondary prevention applies to families with early signs of family trouble:

Early intervention and correction of clinical and biological disorders in a child (if any);

Correction of family relationships, physical and emotional ties, assistance in defining clear family roles;

Information and advisory assistance to individuals and families based on requests from individual family members, etc.

Tertiary prevention is carried out in relation to families and adolescents who find themselves in a socially dangerous situation, criminal-immoral, alcoholic families and families where cruel treatment of children and individual family members is revealed. The essence of this prevention is to protect the most vulnerable family members (usually children) from the corrupting influence of a dysfunctional family environment. It may consist in the temporary removal of children from the family or raising the issue of deprivation parental rights, about the punishment of parents who do not fulfill parental responsibilities, who show rigidity, etc.

Conceptually, among them, one can single out, first of all, information approach. It is based on a widely held notion that deviations from social norms in people's behavior occur because they do not know them. Such a point of view in itself predetermines the direction of preventive actions and the choice of means, forms and methods for their implementation, namely: informing people about the regulatory requirements imposed on them by the state and society, about the principles and norms of building family life and raising children, the active use of for these purposes, the media.

Social preventive approach can be generally effective only when preventive measures are of a national nature. Let's take for example such social problems as employment of the population, forced migration and refugee, the impoverishment of a significant part of the country's population, specific issues of social security and others that can only be resolved at the state level.

Among the main areas of prevention of deviant behavior, violations of family life, in addition to those already considered, a special place is occupied by biomedical approach. Its essence lies in the prevention of possible deviations from social norms by purposeful measures of a therapeutic and prophylactic nature in relation to persons suffering from various mental anomalies, i.e. pathology at the biological level. At the same time, it should be borne in mind that this method does not exclude, but only complements the previous approaches, since in this case we are talking about the prevention of not biological abnormalities, but social ones, although often associated with a mental state young man, which is confirmed by special studies.

social control expressed in the desire of others (usually the majority) to prevent deviant behavior, punish deviants or "return them to society." Methods of social control include the identification, isolation, isolation, rehabilitation of deviations in life or behavior. Historically, the first reaction of society is to suppress, intimidate, and destroy violators of the order. When society was fed up with torture, gallows, bonfires, etc., doubts began to creep in about the effectiveness of punishment, repression, which led to the idea of ​​the priority of preventing crimes and other antisocial phenomena (C. Beccaria, C. Montesquieu, etc.). The idea of ​​preventing socially undesirable phenomena was a significant step forward compared to the concept of revenge.

The general model of preventive work with families at risk includes the following steps:

identification of dysfunctional families;

studying and diagnosing their problems;

development of plans and programs of work with the family;

implementation of the developed program;

family monitoring, providing support and accompaniment in overcoming life's difficulties.

Let's consider these stages in more detail.

Individual preventive work

with the family of a minor.

Mentor: Ivanova E.Yu.

ACCOUNTING FAMILY MAP,

in a socially dangerous position, in which
raising minor children

MAOU Tobolovskaya secondary school - branch of Ershovskaya secondary school

Date of identification __________________________________________________

(day month Year)

Information about family members

№ pp	Full Name	Day, month, year of birth	Address residence	Place of work, study

Reasons for the family to be in a socially dangerous position:

parents or legal representatives abuse alcoholic and alcohol-containing drinks.

Information about the person who filled out the card, Ivanova Elena Yuryevna, class teacher of the 8th grade, +79612003855, ________________

(last name, first name, patronymic, position, contact phone number, signature)

Family characteristics

J.E. lives with his mother Zh.O. and father J.E..S. Dmitry has 3 younger brothers, Zh.K. 1st grade student, JA. 5th grade student, J.D. 7th grade student.

Father - J.E. has permanent employment, works under temporary contracts in construction campaigns as a driver, recently also works as an independent individual entrepreneur. During the period of absence of work, he often drinks.

Mother - J.O. does not work. Systematically drinks both in the absence of her husband, and with him. At this time, children are left to their own devices.

The house where the family livesZhelomsky Dmitry, located in the village of Maloudalovo. The house has two rooms. In general, the apartment has a modest, but unkempt appearance, no frills. Since people smoke and drink alcohol in the house, the air in it is stale and all items of clothing and furniture are saturated with this smell. Family income is low. Of the permanent sources of income, only the salary of the father. When a father works, he gets good, andDmitrybuy the necessary things. The boy has seasonal clothes and shoes school uniform and educational supplies. He takes care of his appearance, tries to look neat, dresses modestly.

Dmitryinvolved in all household chores. WhenDmitrystudied in the 5th, 6th and 7th grades, she ate for free on a certificate from social security. This school year, he often does not eat in the school cafeteria, as his parents did not apply for free meals due to his father's unstable job or lack of employment. The mother is not on the labor exchange.

Dmitryhas an average level of health. In the last academic year, he managed to get 4 and 5 in all subjects. In the educational process, the father takes part, and the mother tries to control. But every year she succeeds less and less.Dmitryshows a desire for learning. In general, the situation in the family is unfavorable. This affects both the boy's health and his academic performance.

PLAN

with family J.

for 2016 - 2017 academic year year.

	Event (Kind of activity)	Target	the date holding	Responsible
	family visit	Families living housing survey	2 times per year	class leader
	Organization of preventive conversations on the topics: - “Unconditionally accepting a child means loving him”; - "Spiritual and moral climate of the family"; - The games children play. Let's talk about profession	Psychological and pedagogical education, exchange of opinions	November April	class leader
	Conducting a business game "Culture of relationships between teachers, students, parents."	Prevention of conflict situations	January	class leader
	Assistance in organizing the rehabilitation of children from families in a situation of social risk	Assistance in finding vouchers for recreation and treatment of children	During holidays	class leader
	Conducting interviews with parents: - « Ideal Parents through the eyes of children, the ideal child through the eyes of parents”; - "Features of communication with the child"; - "Styles family education»; - "Health of parents - health of children"; - "Meaning family traditions in the formation of the personality of the child”; - “My child becomes difficult…”; - "Aesthetic education of the child in the family."	Psychological and pedagogical education	During a year	class leader
	Inviting parents to school events	Involving parents in extracurricular activities	According to the VR plan	Cl. leader

Compiled class teacher: ____________ / Ivanova E. Yu.

patronage magazine

individual preventive work

with my family.....

Working with families

located in socially dangerous position

First of all, it must be said that the term family in socially dangerous position, is not found in the scientific literature, the concepts are used there dysfunctional family and social risk family, which most often finds itself in a socially dangerous position. In addition, due to certain circumstances (a natural or sociogenic disaster, forced migration of the population, a serious illness or injury received by a child or his parents, loss of parents, and a number of others), any family may find itself in such a situation. But since the documents defining the functions of social educators and other employees of departments of guardianship and guardianship, there is such a type of family, we tried to choose from the theoretical literature and from sources describing best practices, something that is somehow related to our issue - work with families in a socially dangerous situation.

There are many reasons why a family can be classified in this category. If they are not differentiated, then the efficiency of work will depend on

What resources are available in the region within the framework of various departments and to what extent these departments can coordinate their actions if necessary,

How clearly defined are the legal standards for children in need of state protection,

How clearly perform the functions of specific employees in solving the problems of families in a socially dangerous situation.

If we consider the problem already - namely, only dysfunctional families, whose very life activity constantly creates a threat of getting them into a dangerous situation, then the main factor here is preventive work. The sooner we intervene in the situation, the more likely it is that we will be able to foresee a socially dangerous situation, and then we can not bring it to this extreme point, but help the child in such a family in advance.

In my speech, I will talk specifically about working with dysfunctional families, which at any moment may find themselves in a socially dangerous situation.

Having reviewed a large number of literature, both scientific and describing the experience of the practical work of guardianship and guardianship authorities, I have identified all models of child protection work. They are the following:

* Identification and registration of children in a socially dangerous situation;

* implementation in educational institutions of individual programs for the socio-pedagogical rehabilitation of children in a socially dangerous situation, and the improvement of family functions;

* the formation of mechanisms for interdepartmental interaction in the work to remove the family from a socially dangerous situation, to prevent the displacement of a child from it, child neglect, delinquency, child abuse;

* recognition of children in need of state protection by decision of the guardianship and guardianship authority or the commission on juvenile affairs;

* approval by the head of the local executive and administrative body of an interdepartmental plan for the protection of the rights and legitimate interests of a child recognized as in need of state protection;

* taking the child away from the parents for a period of up to 6 months, implementing during this period a plan to protect the rights and legitimate interests of the child;

* social patronage of the family, combining all the resources available in the region to bring the family out of a socially dangerous situation;

* submission to the court of documents on deprivation of parental rights after evaluating the effectiveness of work with the family.

Characteristics of families in a socially dangerous situation

Family types:

Families of refugees or internally displaced persons,

low-income,

With an excessive dependency load, (large families or those with disabilities, families raising children with disabilities, incomplete),

families of the unemployed.

Families where parents or legal representatives of minors do not fulfill their duties for their upbringing, education and maintenance, negatively influence their behavior or treat them cruelly.

One of the typical behaviors in a socially disadvantaged family is leaving minors and family members who are not capable of independent existence without care, “pushing” children out into the street, inducing or inducing them to an asocial lifestyle.

In families, there is an increase in various manifestations of child abuse, inappropriate methods of education. As a result, teenagers are increasingly running away from home, commit suicide, and commit crimes.

In addition, with the growth in the number of families in a socially dangerous situation, the number of social orphans with living parents (parents abandon their children to be raised by their elderly parents, refuse their maintenance, upbringing and education); there is a degradation of families (they drink, lead an immoral lifestyle, live in unsanitary conditions, do not work, etc.) the houses of such families become “dens”, where groups of people gather without a fixed place of residence and occupation, drink alcohol, arrange fights and etc.

The technology of working with a family includes several stages:

collection and analysis of information about asocial families;

setting a social diagnosis (identifying the main problems of a family in a socially dangerous situation, determining their indicators and causes);

Choice of methods of influence and planning of work with the family;

· practical work to help the family.

Principles of work of specialists with a family in a socially dangerous situation

1. The problems of individual family members are always problems of the family as a whole, and vice versa, any family problem entails certain problems for everyone family member. For example, the problem of a poorly performing and conflicted student at school may be associated with neurotic parents or their poor care for the child due to illiteracy, an antisocial lifestyle, certain difficulties, etc.

2. As a rule, the social pedagogue has to work with all family members, to "block" those aspects of the relationship that aggravate the position of each of them. This is especially significant when providing social assistance to children: the rehabilitation of children and adolescents with weakened family ties should be accompanied by the rehabilitation of their families, the restoration of their ability to be the natural environment for the child's life. Therefore, the "withdrawal" of the child from the family for some time may be justified.

3. The family worker can help the client deal with the problem. Help lies in the fact that the family understands their problem and realizes the need for a solution. It is unacceptable to remove the responsibility for solving the problem from the client and lay on the shoulders of a specialist the responsibility for the consequences of the behavior of family members, for the result of their life. However, given the marginality of the asocial family, it should be understood that, as a rule, it does not always want to change its way of life; therefore, the social worker (or social educator) must act primarily in the interests of the child and improve his living conditions.

4. When working with a family, one should not impose one's (personal) opinion on the value system on people, since the specialist's idea may not coincide with the client's worldview. However, educational work with the family, especially with its adult members, must be carried out.

5. The family is autonomous in its life and has the right to choose the type of relationship, methods of raising children, and so on. Therefore, intervention in family relationships occurs only when there is a direct threat to the physical, mental health of the child or one of the family members.

6. Working with a family requires the highest delicacy and confidentiality, because it involves information, the disclosure of which can cause serious damage to the client, and incorrect communication of a specialist irreparably destroys the possibilities for their further cooperation.

Collection and analysis of information about a family in a socially dangerous situation

The first step in working with families is collection and analysis of information, which is necessary to identify asocial families with minor children, and to determine areas for further work.

To organize the work, a specialist needs certain information.
General information (address of residence and registration, family composition: full name of parents and children, their age, nationality; information from institutions indicating that the family is not well, for example, from KDN, school, clinic, etc.) .
Special information (information about the social status of the family: complete, incomplete, unemployed, having many children, low-income; state of health, level of education, dysfunction of the family, etc.).

General information gives an idea of ​​all socially disadvantaged families in a certain area and the nature of their disadvantage.
Special information allows you to more deeply and objectively assess the state of family problems, identify their causes, plan work to provide targeted social assistance and family support.

Through the requests of a social work specialist, collection is carried out general information, mainly documentation provided by the local administration, housing department, guardianship and guardianship authorities, school, juvenile affairs inspection, police department, etc.

The collected data is analyzed, and based on the results obtained, family cards allowing to organize work on a territorial basis. In the future, information is entered into the cards that reflects special information about families, as well as the directions, forms and terms of work of various specialists with the family.
Special information is collected more purposefully, taking into account the categories of specific families in a socially dangerous situation.
Sources of information about the family and the child .

School social teachers can provide information about the child's social status, attendance and academic performance in the subjects of the school curriculum, the interests of the minor, his relationships in the family, in the school team, etc. If the family is registered, then you can get information about the character the relationship of family members, the fulfillment of their duties by parents, the work with the family carried out by the school's specialists, and its results.

Specialists of the KDN or JDN (whether the minor is registered, whether he committed offenses before, whether he was prosecuted; registered cases of ill-treatment of a minor by parents).
Specialists of the guardianship and guardianship authorities additionally inform about minors left without parental care, or who are in an environment that poses a threat to their life and health.

unsatisfactory living conditions;

alcoholism, drug addiction, substance abuse of family members

health disorder;

family maladjustment;

Spiritual and moral degradation of the family.

The problems listed above can be identified on the basis of observation, analysis of documentation and factual information about the family according to certain indicators.

Indicators and causes of social maladaptation of the family

Uncertainty of civil status of family members characterized by the absence of an adult or a minor of any document confirming his civil status or giving the right to receive benefits and benefits established by law (passport, birth certificate, pensioner's certificate, certificate of a disabled person, certificate of education in educational institution, registration, etc.). Due to the fact that able-bodied family members do not have the opportunity to get a job (since there is no registration), they are forced to be content with temporary earnings. The main reasons for the uncertainty of civil status is the loss, damage or late execution of the document.

low income. The average per capita income is lower living wage(confirmed by a certificate of family income).

In a conversation with school employees, you can find out that the child does not eat in the canteen, is poorly dressed, and does not have the necessary school supplies. During family patronage or examination of living conditions, a lack of food, clothing, fuel, and basic necessities is recorded. The main causes of poverty are low-paid work, unemployment of one or more family members, unregistered social benefits, allowances, subsidies.

Unemployment. Lack of a permanent source of income for adult able-bodied family members (confirmed by a certificate of registration as unemployed and factually). Reasons for unemployment: downsizing at the place of work, dismissal, lack of special education, work experience, etc. A common phenomenon in the above category of families is the lack of formation of motivation for employment in its adult members, i.e. desire to work.

. Lack of permanent housing, its dilapidated condition, non-compliance of living space with established standards, non-compliance of sanitary and hygienic conditions with established requirements: dampness, dirt, rotten floors, collapsed ceilings, broken stoves (confirmed by a certificate, act or conclusion of the housing department, SES). Indirect indicators of the problem: unsatisfactory living conditions lead to diseases of both parents and children; because of the unsatisfactory state of living conditions, children do not want to live at home ("... I don't want to live at home, because it's uncomfortable, damp, dirty").

Alcoholism, drug addiction and substance abuse parents when there is regular use of alcohol, drugs; clients are registered in a narcological dispensary (confirmed by a medical certificate). As a rule, in such families there are fights, swearing, companies gather, quarrels arise, etc. In such families, children grow up with mental disabilities; they are severely injured nervous system showing signs of mental retardation. The cause of drug addiction, substance abuse, alcoholism are hereditary or acquired (social or psychological) factors.

health disorder. The presence of chronic diseases, the disability of one of the parents, often or long-term ill family members (documented by a medical certificate or factually). The cause of health problems is congenital pathology, disability, poor nutrition, alcoholism, poor living conditions.

Family maladaptation. Violation of relationships between family members, constant destructive conflicts between parents, between parents and children (confirmed factually). Frequent conflicts in the family lead to a violation of the mental state of all its members, which especially affects minors.

Causes of family maladaptation: inability to build relationships correctly, constructively, personal psychological features, low level of pedagogical competence of adults, lack of attention to the child by parents.

Spiritual and moral degradation of the family- loss of family values, traditions, child abuse, lack of motivation for healthy lifestyle life, inability to organize family leisure, violation of morality and law, antisocial forms of behavior, loss of social ties with family and school, a sharp deterioration in neuropsychic health.

The system of work with families in a socially dangerous situation

After conducting social diagnostics, it is necessary to develop an individual program or plan for working with a family in a socially dangerous situation, determine goals and objectives, forms and methods of work, and determine the timing of specific activities.

The root causes of social maladaptation of minors lie in family problems generally. Given this circumstance, the practical work of a specialist should be associated with activities aimed at changing the situation in his family.

Work planning can be carried out in the following sequence:

making a list of real problems and their causes;

Determination of the purpose of the impact (expected result);

· definition of participants of influence ("narrow" experts);

determination of the content of the activities of specific specialists, the choice of methods of influence;

· definition of terms of performance of all planned actions ;

Develop a family work plan.

An important factor in the success and efficiency of the work will be the conclusion of a kind agreements (oral or written) with the family or its individual members about joint activities that will be aimed at achieving positive results, and its content will be prescribed in this plan.

The goals, objectives and content of the social impact on the family, aimed at helping it and overcoming problems, will be directly determined by the causes of their occurrence. For example, a social worker identified the problem of unemployment. The reason was the reduction from the place of work of the head of the family. A social work specialist (social pedagogue) assists him in finding a job through the employment center.

Most effective methods work with a family in a socially dangerous situation.

Conversation. This method, firstly, allows a specialist to find out the difficulties of a given family or its members, that is, it is one of the diagnostic tools; secondly, it becomes a method of influencing the family; thirdly, it performs an advisory function. The specialist who conducts the conversation should be able to: build a conversation in such a way as to win over the child, family members; listen; during a conversation, vary different tones of speech, depending on the change in the situation; be tactful. It is very important during the conversation to win over the family, to make it clear that you really want to help her.

It is necessary to prepare in advance for a conversation with the family: analyze the information already available, prepare questions, draw up a conversation plan. Questions thought out in advance should be woven into the course of the conversation; they should not be put directly if they do not concern formal data. If the task of a certain conversation includes consultation or a corrective, educational influence, then the specialist must clearly represent (think over) the result of the meeting.

Support method. It is used when the child, the family is in a difficult situation. The specialist helps the client analyze his condition, his position in life, formulate what needs to be radically changed, and try to form a life attitude. A social educator helps to improve the child's living conditions, relationships between family members.

Method of overcoming conflict is used when there is a conflict in the family, at school, between peers: teacher - student, parents - child, parents - teacher, child - child. First of all, the specialist finds out what led to the conflict. You should imagine yourself in this situation and try not to jump to conclusions. It is impossible to draw new participants into the conflict - this will complicate the solution of the problem. The specialist must calmly analyze the opinions of the conflicting parties, think over the stages of conflict resolution, find positive points of contact between the conflicting parties (most often this is a common activity)

Method of social patronage. The type of social service for clients and risk groups, mainly at home, consists in constant social supervision, regular visits to their faces by social workers, and providing citizens with the necessary support.

During the patronage, the specialist visits the apartment, examines the living conditions, gets acquainted with the family, relatives, observes the family in a normal home environment, examines its psychological climate, the environment in which children live. It is possible to catch the psycho-emotional atmosphere that reigns in the family only in the environment familiar to it.

Thanks to social patronage, a specialist has the opportunity to conduct confidential conversations that free parents from fear and uncertainty in the face of official authorities.

When conducting patronage, the specialist must be in a good mood, with all his behavior show interest in everything that the teenager and his family live in, respect for all its members, whatever they really are, readiness for contacts with them. The specialist should not judge or criticize; it is better for him to express his disagreement gently, allowing for the possibility of the existence of a different opinion. At the same time, you need to find ways for yourself to get answers to all the questions posed in a casual conversation; advice should be given in a friendly tone so that when parting, clients have a pleasant feeling that mutual language found. It helps to reinforce this impression. positive feedback, a statement about the family when a specialist meets a child, an expression of satisfaction from getting to know his house.
In practice, in the implementation of patronage of socially disadvantaged families, specialists often have to deal with the aggressive attitude of its members towards a specialist (scoldling, threats, etc.). In these cases, it is recommended: do not respond with rudeness, do not raise your voice to the interlocutor; behave tactfully; family patronage is carried out by two specialists.

The specialist must remember that his main argument is protection
rights and interests of minors.

Consulting.

Practical work to overcome the problems of families,

those in a socially dangerous position

If the reason uncertainty about the civil status of family members is the loss, damage or untimely execution of the document, then it is necessary: ​​to send the client to the advisory service, internal affairs bodies, social services, where he will be given competent legal advice; together with the client to develop an action plan for paperwork; timely control over the implementation of each item of the plan.

As a rule, in families leading an antisocial lifestyle, they do not think about the fact that documents are important not only in order to get a job, but also in order to send the child to school, to enroll in kindergarten. With the help of a lawyer of the center, a social pedagogue, an inspector of the passport and visa service at the Internal Affairs Directorate, the family will be able to draw up the necessary documents.

So, in case of loss of civil status associated with the loss, damage or incompleteness of a document (passport, residence permit, etc.), the social teacher sends the client to the housing department, registry office at the place of residence. Specialists explain in detail to the client what documents need to be collected in order to receive a new document. If some issues remain unresolved, you can be advised to contact the passport and visa service at the Internal Affairs Directorate, for advice - to a lawyer. The lost birth certificate will be restored in the registry office at the place of birth.

Main reasons low-income are: a) low-paid work; b) unemployment of one or more able-bodied family members; c) the lack of registration of social benefits and benefits. The most common of these are unemployment and low-paid jobs.

To solve them, specialists of the employment center are involved, who can help in selecting a job that matches the qualifications of the client, or in providing opportunities for professional retraining.

Often a family, when contacting a social work specialist, formulating problems related to low income, reports that the average per capita income in the family is below the subsistence level and because of this, the family cannot purchase the necessary things, school supplies for the child. A specialist, having identified the causes of a family's low income, can not only contribute to the provision of material assistance to her, but also carry out work aimed at overcoming this problem (help in getting a higher paid, permanent or temporary job).

So, if the cause of low income is a low-paid job or unemployment of able-bodied family members, the specialist directs clients to the employment center to register for unemployment or search for a higher paid job. If family members are in no hurry to find a job, the social teacher connects the district inspector to talk with the unemployed, the public, the school, relatives, etc. to have a positive impact on his mind.

However, as practice shows, finding a job is still not enough to solve the problem. Often, unemployed members of a family in a socially dangerous situation have long been leading an antisocial lifestyle (drunkenness, crime, etc.) and have low motivation to work.

If the problem of unemployment is related to the lack of demand for the profession in the labor market (including due to physical or age limitations of the client), the specialist may advise the family to contact the employment center in order to retrain in another profile for further employment.
If the client does not have a professional education, a specialist can refer him for a consultation to the employment center, where he will be assisted in training, so that as a result the person gets a profession and gets a job.
In addition, a social work specialist, together with representatives of other departments (KDN, Department of Internal Affairs, guardianship authorities), public organizations, sometimes needs to do a lot of painstaking work with a low-income family, aimed at: changing social attitudes and family values; formation of motivation for treatment for alcoholism and drug addiction.

The expected result of all this activity is the employment of all able-bodied family members or their placement in a higher-paying job.
To assist in obtaining family-guaranteed pensions, benefits, allowances, an employee of the center must refer the client to the department of social protection of the population or to the department of pension provision of the population at the place of residence to a specialist in calculating pensions, benefits, benefits, who advises and helps in their registration Specialist of a social protection institution can himself give advice to the client within his competence, help collect or restore some certificates on the calculation of benefits, pensions (meaning child benefits, survivors' pensions).

Poor living conditions can arise in a family with a lack of material resources to repair an apartment or in the absence of their own housing.
To solve the family's housing problems, it is necessary to involve legal and social services that will provide advice and legal support, as a result of which, for example, the previously violated rights of a minor to housing can be restored, or housing conditions can be improved, and assistance in housing repairs can be provided.

In addition, a social worker should know that if there is or may be a threat of loss of housing by a child (parents drink, sell housing), then a timely petition to the guardianship and guardianship authorities to secure housing for a minor will avoid the problem of his "homelessness" in the future.
If the housing is in need of repair, the social worker may try to assist family members in solving this problem.

In case of serious destruction of housing (broken stoves, rotted floors, destroyed sewers, etc.), after examining the living conditions and drawing up an act, the specialist sends the client to the social protection authorities in order to issue targeted material assistance for repairs. Also, a specialist can use the opportunity to apply with a petition to an organization where parents, adult family members work or worked, to the municipality administration, to a deputy or to private entrepreneurs, sponsors with a request to help in carrying out a family home renovation. It may be necessary to contact the management of the organization in which the family members work with a request to help repair the housing at the expense of the organization or relocate it to another departmental premises (if the housing is the property of the enterprise).

At the same time, taking into account the contingent of the family, the social work specialist must take responsibility for monitoring the use of the material or in-kind assistance provided for the intended purpose, and in the future - for the safety of the results of the repair. The patronage of such a family should be regular.

Causes health problems in children or adults there may be congenital pathologies, poor nutrition, non-compliance with sanitary and hygienic standards, unfavorable environmental conditions, disability, etc.

When identifying maladjusted families with health problems (disability, chronic diseases, often or long-term ill family members), the social pedagogue has the right to suggest that the client contact the health authorities, who will send him to undergo a full medical examination on an outpatient basis or in a hospital, receive treatment, recommendations for placement in rehabilitation centers. If there is a disability, the client can be assisted in an extraordinary examination for re-registration to another group (if there are necessary indicators for this).

At individual mental disorders a psychologist or a psychiatrist should work with the client, who will diagnose, according to its results, prescribe treatment or a course of classes, measures to restore the mental state.
When working with an asocial family, one has to face the problem of its indifference to the presence of mental illness in relatives. Therefore, the intervention of a social work specialist is necessary if a child has a mental illness. Depending on the disease (on the recommendation of a psychiatrist), the specialist organizes the necessary conditions care for a child at home (contributes to the preferential purchase of medicines, household items, etc.), assists in registering a minor in a stationary institution.

If health problems are associated with irrational, inadequate food (this is one of the most common reasons), after drawing up an act of examining the living conditions of the family, its members must be sent to the social protection authorities to receive free coupons for food in the social canteen, to apply for targeted social assistance. The social worker may apply to the school administration, kindergarten on placing a child from such a family on free meals. It is possible to carry out explanatory work with charitable organizations about providing such a family with one-time assistance in the form of a food package.

In case of health problems caused by non-compliance with sanitary and hygienic standards and living conditions, a social work specialist (possibly, together with representatives of the school, administration, KDN) conducts purposeful work with family members to restore order in the house and maintain it.
If rodents (mice, hamsters or rats) are wound up in the house, the owners are advised to seek help from the sanitary and epidemiological station with a request to process the dwelling in order to clean it from rodents, insects, airborne infections. If the family does not seek to change the situation, then district police officers are involved in order to protect the health of minors. medical workers, specialists of the sanitary and epidemiological station for sanitizing the premises.

When health problems are associated with the unfavorable ecological environment of the clients' life, the social educator may recommend that the family go to the hospital for consultation about the permanent illnesses of its members. After finding out the causes of the disease and assessing the possibility of their elimination, the social worker, together with family members or representatives of other organizations and institutions interested in preserving and maintaining the health of children, organizes work to overcome these causes and reduce risk factors.

The reasons for family maladaptation are also a negative emotional and psychological situation, the causes of which are as follows:

Personal psychological characteristics of family members;

Low level of pedagogical competence of adults;

Lack of attention to the child from the parents;

Differences in life attitudes and status (the husband has a higher education, and the wife has a primary one, or vice versa);

Disagreements on national or religious grounds;

Inability to constructively resolve conflicts.

To resolve them, clients can seek help from a psychologist, social pedagogues. But most often, members of asocial families do not need to go to these specialists, anywhere else, therefore, for example, the problems of lack of attention to the child by parents and the low level of pedagogical competence of adults should compensate for the joint actions of specialists.

In case of family maladjustment, a social work specialist motivates the family to contact a psychological service, where the client will be consulted on conflict resolution issues, taught how to get out of conflict situations, and helped to restrain and overcome negative emotions;

the client can visit sensory classes, relaxing and relieving stress, tension.

The activity of a social pedagogue when working with a family (unlike the activity of a social work specialist) has some specifics and represents three main components of social and pedagogical assistance: educational, psychological, and mediation.

Educational includes assistance in training and education. Assistance in learning is aimed at preventing emerging family problems in parent-child relationships and the formation of the pedagogical culture of parents.

The most typical mistakes in family upbringing include: the lack of uniform requirements in the upbringing of the child on the part of the mother and other family members, indifference to the child, excessive severity, shifting the care of education to educational institutions, quarrels in the family, lack of pedagogical tact in relationships with the child, the use of physical punishment, etc.

Therefore, the social pedagogue must plan together with the administration educational institutions, teachers, social service psychologist inclusion in the subject parent meetings, meetings, conversations, classes on the problems of raising children and family relationships.

The reason for the spiritual and moral degradation of the family there may be a low cultural and educational level of parents, a low culture of family education, a deformation of the system of value orientations.

The social teacher in the plan of work with the family must necessarily include activities aimed at preserving and promoting the best family traditions, developing family creativity.

When revealing the spiritual and moral degradation of a family, a specialist in a conversation with its members can unobtrusively ask about the roots of the clan (where they come from, who their grandfathers and grandmothers are, what they did, etc.), find out the general positive interests of the family. In the future, based on the most interesting information, a social work specialist (social teacher) will attract family members to joint events held as part of school holidays, invite them to excursions, to theaters, to concerts.

A promising form of work with the family are family clubs, where children and adults will be offered to take part in exhibitions, in sports events, where parents will replenish their knowledge about raising a child. Such family events contribute to the strengthening of the family, its unity. A psychologist, conducting club classes, will help restore their motivation for a healthy lifestyle.
Regular social and psychological patronage, conversations of specialists with family members are especially significant for her spiritual and moral education. And representatives of various organizations, including religious and public ones, can be involved in the conversation.

The social pedagogue personally carries out patronage of the minor's family until positive changes occur in it.

Homelessness and neglect of minors.

Many children run away from home because of cruel treatment and humiliation of their human dignity. Teenagers are injured, become victims of various kinds of attacks. Poverty, constant drunkenness of parents, lack of care and attention from relatives lead to the fact that children loiter on the streets, do not attend educational institutions, commit anti-social acts, many completely leave their families, children's boarding schools, and commit suicide.

Institutions and services have been created to take care of the social rehabilitation of children who have lost family ties. The social educator must find the best option for each individual child.

In the prevention and fight against delinquency and neglect of minors, an important place is occupied by the organization of leisure at the place of residence, since the nature of spending free time and the value orientations of the young generation in the field of leisure largely reflect the moral and social orientation of the teenager and his behavior in general. Free time takes the longest period in a child's life, so the social pedagogue is obliged to help the minor organize his free time more tightly and meaningfully.

In this, the social worker will be assisted by specialists from institutions of additional education, culture, health care, etc.

A social work specialist can assist in visiting a child from a socially disadvantaged family in the juvenile day care department at the centers of social services for the population or in placing him for temporary residence in an inpatient department, where complex rehabilitation work will be organized with him. Qualified specialists will work with the child to provide him with medical, psychological and pedagogical assistance. Upon completion of rehabilitation work with children and adolescents, the medical-psychological-pedagogical commission (council) develops recommendations for the further work of specialists with the minor at the place of his residence.

While children and adolescents are being rehabilitated in social service centers (social shelters), the social pedagogue works in parallel with the family to return the child to the family or to take him under guardianship. To do this, the specialist performs:
- family patronage;

Search for relatives (if there is no prospect of returning the child to the birth family);

Collection required documents for further life arrangements (birth certificate, copy of the death of one of the parents or both, a copy of the court depriving parents of parental rights, a copy of the court verdict, etc.), to establish the status of a minor.

When organizing assistance to a family in a socially dangerous situation, a specialist must remember about dependent and marginal sentiments of its members. Therefore, "educational" work with such a family is of great importance, aimed at increasing the motivation to change the current situation on one's own, finding the internal reserves of the family team.

The positive experience of another family, various forms of "encouragement", stimulation (morally, financially, etc.), as well as specific forms of influence with the involvement of a district police inspector, an inspector of the IDN, a representative of a public organization, etc. - all this is in the professional arsenal of a specialist to work with the family.
Unfortunately, the activity of a specialist working with a family, especially with a family in a socially dangerous situation, is not always crowned with success and often brings disappointment. But the specialist must remember himself and all the time remind clients that the goal of their joint efforts and the desire for positive changes are primarily caused by the need to create favorable conditions for the growth and development of the child.

If there is a problem in the family alcoholism, substance abuse or drug addiction of a minor or adult family member, it is desirable for a specialist to convince the client of the need to undergo a course of treatment and rehabilitation, to give up the old life, from old friends, to go for a consultation with a psychologist or psychotherapist, narcologist.
If a child is a drug addict or substance addict, then the specialist is obliged to guide the family to contact a psychologist to find out the reasons that led the minor to this, to assist in his placement in a drug treatment clinic, and then rehabilitation.

In an antisocial family, it is unlikely that anyone will begin to treat themselves or their child due to lack of money or because the "sick" is satisfied with such a life; therefore, specialists have to take on "parental" responsibilities and, first of all, help the child. In this case, the social worker, together with the district police inspector, the IDN, the class teacher of the school, apply to the health authorities (narcological hospital, narcological dispensary) or to rehabilitation institutions, where a course of health recovery will be offered to the “addicted”.
After rehabilitation, a minor needs social control and support. It is imperative to offer the family that the child either attends a circle that he likes, or does something interesting for him; pay more attention to him, try not to leave him alone. The specialist will need to regularly patronize the minor's family to prevent relapses.
In the event that the family remains indifferent to the fate of the child, then the solution to the issue of his salvation is possible in judicial order: restriction, deprivation of parental rights and transfer of a minor under the care of other relatives or the state (registration in a residential institution). To prevent this from happening, specialists can, in parallel with the rehabilitation of a minor, carry out a number of activities with the family aimed at "educating" her, motivating her to participate in the fate of the child.
One option that the social worker can take is to offer to "code" an adult patient or minor and assist him in this. And since there is no and will not be money for “coding” in an asocial family, it will be necessary to seek help from public organizations, contact the bodies or institutions of social protection of the population, at the place of work of one of the family members, in order to obtain one-time material assistance for treatment.

Health authorities can provide preventive and outpatient care in the treatment of the disease. Psychologists will help eliminate its psychological "roots" and provide psychological support.

Alcoholic and other dependence on PAS of one family member gives rise to codependence of others. This is a serious psychological problem, which also requires psychocorrection.

The result of the complex work of specialists will be the cure of the patient or his temporary abstinence from taking drugs, alcohol. If sick family members do not agree to voluntary treatment, then the team of specialists has to take extreme measures (withdrawal of minors from the family and their placement in children's social institutions).

Literature

1. The law on guardianship and trusteeship in the Novosibirsk region (Adopted by a resolution of the Novosibirsk Regional Council of Deputies dated 01.01.2001).

2. Galaguz pedagogy. Lecture course. - M., 200s.

3., Falaleeva, the basics of organizing work with families in a socially dangerous situation. - Volgograd, 200p.

4. Psysoeva of family psychology and family counseling.- M., 200p.

5. Tseluiko of a dysfunctional family.- M., 200

6.http://www. aistday. ru/smf/index. php? topic=298.0

7. http://dtsr. nso. en/component/poll/.html

Municipal budgetary educational institution

"Aktash secondary school named after. Stanislav Mokhov"

Agreed: I approve:

Deputy Director for BP Director MBOU Aktashskaya

Krasnykh N.Yu. School them. Art. Mokhov

Abugalimova R.Z.

Order dated "___" ____ 2014 No.

PROGRAM

PREVENTIVE WORK WITH UNSUCCESSFUL FAMILIES

"HOPE"

for 2014 - 2017

With. Aktash, 2014

	Structural Components
	Program Passport
	Explanatory note
	Purpose, tasks and stages of the program implementation
	Stages of interaction with the family. Program implementation algorithm
	The main directions of the program implementation Plan of preventive measures "Family at risk"
	The main functions of the class teacher in working with dysfunctional families and children from dysfunctional families.
	System of program activities and expected results
	Individual plan of preventive measures for the family
	Scientific and methodological literature

1. THE PASSPORT

Name programs	Program of preventive work with dysfunctional families HOPE for 2014 - 2017
Implementation timeline programs	2014 - 2017 years.
Reasons for development programs	1. Constitution Russian Federation as amended by decrees of the President of the Russian Federation No. 841 dated July 25, 2003. (current version as of 01.01.2009) 2. Convention on the Rights of the Child. (Adopted by a resolution of the UN General Assembly on November 20, 1989. Entered into force on September 2, 1990). 3. Family Code of the Russian Federation of December 29, 1995 N 223-FZ. 4. Federal Law "On Education in the Russian Federation" dated 29.12.12. No. 273-FZ 5. Declaration of the principles of tolerance of the United Nations and UNESCO (Approved by resolution 5.61 of the UNESCO General Conference of November 16, 1995 6. Charter MBOU Aktash secondary school named after. Art. Mokhov
Program developers	The teaching staff of MBOU Aktash secondary school named after. Art. Mokhov Krasnykh N.Yu., Deputy Director for BP; Kakieva G.V., social pedagogue; Kyymyshtaeva S.S., psychologist-educator
Program executors	Administration of MBOU Aktash secondary school named after. Art. Mokhova, teaching staff, student team, parent community.
Purpose of the program	Creating conditions for the successful socialization of a child from a dysfunctional family, social protection of children's rights, establishing a connection between the family and the educational institution.
Main objectives of the program	1. Diagnosing and identifying problems that have a negative impact on the formation and development of the child's personality in the family. 2.Organization of educational work to master the psychological and legal culture of parents in the field of family education. 3. The implementation of mediation in crisis situations for the family and the child.
Priority directions	1. Creation and maintenance of a favorable psychological climate in the team; 2. Prevention of the psycho-emotional state of children; 3. Giving the child the maximum possible independence and freedom; 4. Building a health-saving environment at school; 5. The use of medical, social, psychological and pedagogical support for educational - educational process students; 6. Removal of psychological stress in a traumatic situation; 7. Reducing emotional dependence and rigidity; 8. Formation of compensatory mechanisms of behavior; 9. Work with the parent community; 10. Formation of an adequate attitude to life and death.
Program Implementation Stages	1st stage - January - May 2014 year - organizational Purpose: preparation of conditions for the creation of a system of work with socially disadvantaged families. · To study and analyze the state of work in schools with socially disadvantaged families. · Study the regulatory framework. Develop, discuss and approve a program for working with socially disadvantaged families · To analyze the material and technical, pedagogical conditions for the implementation of the program. · Select diagnostic methods in the main areas of the program. · Conduct MO class teachers on the problems of identifying socially disadvantaged families. · Carry out patronage, questioning and identification of the criteria for the need of a particular family. Purpose: implementation of the HOPE program. · Create psychological and pedagogical conditions for working with socially disadvantaged families. · Develop and implement individual programs with families; · Implement work with socially disadvantaged families according to special programs and methods. · Encourage parents to participate with their children in various classroom and school activities. 3rd stage - January - May 2017 - control - analytical. Purpose: analysis of the results of the program implementation. · Analysis of program results. · Summarizing the experience of working with socially disadvantaged families at school. · Creation of a bank of methods for working with socially disadvantaged families. · Definition of a strategy for further work with socially disadvantaged families.
Expected results of the program implementation	Improving the mechanisms for maintaining and strengthening the health of children, creating a safe and comfortable educational space; Ensuring that the content and quality of upbringing correspond to the actual and promising needs of the individual, society and the state; Development of an effective system for the prevention of antisocial behavior of children, child homelessness, and delinquency; Formation of a tolerant personality in the conditions of the multinational composition of the population of the Russian Federation; Building a model for working with children different ages aimed at the priority of a healthy lifestyle; Targeted fight against bad habits based on modern methods correction and rehabilitation; Carrying out preventive measures for educational work among parents (legal representatives), teachers and students.

1. Explanatory note

Traditionally, the main institution of upbringing is the family, what a child acquires in the family in childhood, he retains throughout his life. The importance of the family as an institution of education is due to the fact that the child lives in it for a significant part of his life, and in terms of the duration of his impact on the personality, none of the institutions of education can be compared with the family. It lays the foundations of the child's personality, and by the time he enters school, he is already more than half formed as a person.

The family has a special place in the life of every person. A child grows up in a family, and from the first years of his life he learns the norms of the hostel, the norms of human relations, absorbing good and evil from the family, everything that is characteristic of his family. It is in the family that the individual receives the first life experience, therefore it is very important in which family the child is brought up: prosperous or dysfunctional.

Under a dysfunctional family, we tend to accept a family in which the structure is broken, the basic family functions are devalued or ignored, there are obvious or hidden defects in education, as a result of which “difficult” children appear.

A dysfunctional family is not only a family whose material life is far from normal, but also a family that has lost faith in the possibility of changing its life for the better and continues to head towards complete collapse. Lack of confidence in one's own strengths and lack of outside help increase confidence in the impossibility of living differently, form an appropriate way of life, which children also learn. We are talking about children from dysfunctional families, i.e. about children, families, about what happens to a child if he ends up in a dysfunctional family. What is a dysfunctional family? It is impossible to answer in one word. After all, everything in the world is relative - both well-being and trouble in relation to the child. But after all, children are all different: some are more enduring, others are not, some are vulnerable, but they are all responsive, and others are all trynta, you can’t get them through anything.

Unfortunately, at present, an increasing number of children find themselves in a situation of acute social disadvantage. Bad ecology, growth of social aggression, economic problems, spread of drugs, family instability, parental and pedagogical incompetence - these and many other factors become external constraints on the development of the child.

This problem is very relevant, the number of such families is rapidly increasing, new types of dysfunctional families appear in modern society exacerbated by the lack of specialists in this field.

The school strives to prevent the problem of the family as much as possible, to identify and eliminate the causes that give rise to it in a timely manner, to ensure the prevention of various kinds of negative phenomena, and makes every effort to ensure that the family develops correctly and harmoniously pedagogically, psychologically, socially and materially. Need to do right choice forms and methods of working with parents, taking into account all the features of a dysfunctional family who need active and long-term support.

The social insufficiency of many families is due to objective reasons, therefore, they need support.

It is possible to conditionally divide dysfunctional families into three groups:

1. Preventive - families in which problems have an insignificant manifestation and are at the initial stage of trouble.

2. Families in which social and other contradictions aggravate the relationship of family members with each other and the environment to a critical level.

3. Families that have lost any life perspective, inert in relation to their fate and the fate of their children.

The following classification of dysfunctional families is possible:

- by the number of parents- full, incomplete, guardian, adoptive, family of adoptive parents;

-by the number of children- small, large, childless;

- for material well-being- low-income, medium-income, well-off;

- parenting issues- a family of alcoholics, drug addicts, unemployed, criminogenic, deprived of parental rights, socially maladaptive.

Families stand out pedagogically untenable; most often they are found when they have children of adolescence.

Identification of a family in need of assistance and rehabilitation should take place as early as possible. For 10 years of living in a dysfunctional family, the child has time to gain a huge experience of antisocial behavior, to break down psychologically, to establish himself in such a variant of life self-determination, which is contrary to the norms of society.

A child from a dysfunctional family reveals himself by his appearance, clothing, manner of communication, a set of obscene expressions, mental imbalance, which is expressed in inadequate reactions, isolation, aggressiveness, anger, lack of interest in any kind of training. child's behavior and appearance not only talk about his problems, but also cry for help. But instead of helping, the environment of the child often reacts to him with rejection, rupture of relations, suppression or oppression of him. The child is faced with a lack of understanding of others, rejection and, as a result, finds himself even more isolated. The age of the child may be different, but the problems of such children are approximately the same.

The main areas of work with the family:

1. The study of the causes of family trouble, the relationship in the family to the child.
2. Psychological and pedagogical education of parents on issues of family education, acquaintance with the positive experience of raising children.
3. Providing practical assistance and psychological support to the family.

1. Purpose, tasks, terms of the program implementation.

GOAL- creation of conditions for successful socialization of a child from a dysfunctional family.

Tasks:

1. Diagnose and identify problems that have a negative impact on the formation and development of the child's personality in the family.

2. Organize educational work to master the psychological and legal culture of parents in the field of family education.

3.To carry out mediation in crisis situations for the family and the child.

1. Stages of interaction with the family

Family work is carried out in stages. Its effectiveness depends on the degree of establishing contact and trusting relationships with parents. Separation of families for reasons of trouble is relative, since one reason is inextricably linked with another. For example, in a family where alcohol is abused, conflict relations between parents and children are almost always observed, in addition, such families, as a rule, have an unstable financial situation and are low-income. It is logical to conclude that there may be several reasons for family distress, and they are interconnected. However, one of them plays a leading role, the other - a secondary one. And the choice of forms and methods of influencing the family depends on the leading cause of family trouble.

Work with dysfunctional family carried out in the following stages:

1st stage. Establishing contact, establishing trusting relationships with parents, positive foundations for further cooperation.

Funds:

1) conversation, setting the dates for the next meeting (parents are invited to the school);

2) visiting at home, getting to know parents, relatives, closest

the social environment of the family.

3) filling out a social passport, psychological assistance card, psychological, medical and social assistance card for a child

4) at the beginning of each academic year, an accurate diagnosis of the individual and the environment is carried out.

The goals of diagnostics are:

Early identification of dysfunctional families in order to implement a set of measures to provide socio-psychological assistance to children, adolescents and families;

Coordination of efforts of all bodies working with families of social risk;

Familiarization of families with legal norms.

In order to strengthen contacts within the family, three generations are involved (grandmother, grandfather - mother, father - child, teenager). If parents make contact with a psychologist and a social pedagogue, you can proceed to the 2nd stage of interaction with the family. If contact is not established, then the family may be influenced by the police, the department for the protection of children's rights of the education department, etc.

2nd stage. one) Family study.

Socio-pedagogical and psychological diagnostics of the family. The study of the microclimate in the family, parenting styles. Clarification of information about parents, their social status, other immediate relatives. Material security and living conditions. The study of relationships between adults in the family. Knowledge and application of methods and techniques of educational influence.

2) Diagnosis of the causes of family dysfunction.

Funds:

Home visits, acts of examination of living conditions, consultations, conversations, questionnaires, analysis of information about the family from documentation, survey;

Use of methods of psychological diagnostics (tests, projective methods, etc.).

3rd stage. Processing the results of socio-pedagogical and psychological diagnostics. Summarizing. Establishing the leading cause of family distress

4th stage. The choice of forms and methods of work, depending on the leading cause of trouble and ways to implement them.

• Family where parents abuse alcohol
• Conflict family requiring correction of intra-family relations
• Families where parents often get sick suffer from chronic diseases. In such a family, the child lacks communication with parents who need help and support from teachers, the public, and society.
• Low-income family: individual conversations, consultations, home visits.
• Raising children by close relatives (grandmother, grandfather, uncle, aunt). The following forms and working methods are acceptable: individual conversations, consultations, both with a psychologist and with other specialists, home visits, trainings, psychological games, planning joint activities.

5th stage. Family surveillance. Tracking the dynamics of the development of child-parent relationships. The study of the psychological microclimate in the family.

6th stage. Summing up the results of psychological and pedagogical interaction with a dysfunctional family.

Program implementation algorithm

First stage - organizational ( September) - analysis of families of social disadvantage, direct planning, coordination of plans, bringing them together into a single comprehensive plan, taking into account the situation and recommendations, studying the needs and requests of children, adolescents and their families.

Second phase - active(October - May) coordination of actions, implementation of planned activities, development of a system for monitoring their implementation.

Third stage - final(June) - analysis and summarizing the work, planning for next year taking into account the recommendations developed as a result of the analysis.

5. The main directions of the program implementation

1. Visiting families.

2. Psychological and pedagogical education of parents:

Invitation of specialists;

Demonstration of video materials, slides.

3. Open days

4. Formation of an understanding among parents of their belonging to the school educational space:

Excursions: acquaintance with the school and school services;

Holidays in the classroom;

Meeting with the school administration and socio-psychological service;

parent meetings;

Meeting of parents "Traditions of the class to be";

Participation in parent conferences;

Round tables;

Weekend club meeting;

Organization and conduct of parenting lessons.

5. Diagnostics.

6. Corrective work.

7. Improvement of the classroom.

8. Pedagogical consultations: individual and group.

9. Trainings and surveys.

Plan of preventive measures "Family at risk"

MBOU Aktash secondary school named after. Art. Mokhov

for 2014-2015 academic year

No. p / p	Theme of the event	Implementation timeline	Responsible
	Diagnosis, identification of dysfunctional families	September, as needed throughout the year	Social pedagogue, teacher psychologist, Class teachers.
	Mapping dysfunctional families	September October	Teacher-psychologist, Class teacher, social worker teacher
	Individual work: visiting, drawing up an act	constantly	Social teacher class teachers.
	Individual counseling for parents and children from disadvantaged families	constantly	Social pedagogue, class teachers.
	Parent lecture of the topic: "Styles of family education" "Prevention of offenses"	October, April	social teacher
	Joint work on the rehabilitation of disadvantaged families with the department of social. protection of the population, PDN, KDN. Raids on dysfunctional families; Call to KDN; Appeal to the prosecutor's office; Assistance of the social service; Assistance in finding jobs for unemployed parents, providing children from disadvantaged families with vouchers to a health camp	Constantly	Teacher-psychologist, Class teacher, Social pedagogue, PDN inspector
	Interactive forms of work with disadvantaged families Questioning of parents and children from disadvantaged families in order to identify the degree of disadvantage; Conversations for parents "Family and school - together we can do a lot" Classes for children from dysfunctional families aimed at overcoming maladaptation.	During a year	Educational psychologist
	Involvement of parents to organize "Parents and Children" events with the involvement of children from disadvantaged families.	Constantly	Classroom teachers

1. The main functions of the class teacher in working with dysfunctional families and children from dysfunctional families.

1. Create a supportive classroom environment around a student from a dysfunctional family.

2. Establish a relationship of partnership and cooperation with a dysfunctional family.

3. Plan work with dysfunctional families.

4. Create a data bank on disadvantaged families and children from disadvantaged families studying in the classroom.

5. Create and implement individual programs for raising children from dysfunctional families.

6. Work with students of the group to improve the social status of a child from a dysfunctional family.

7. Be the initiator of the creation of individual educational programs for children from disadvantaged families.

8. Involve a child from a dysfunctional family in hobby groups and clubs, including weekend work.

9. If necessary, be the initiator of active actions to protect the rights of the child.

Memo for class teachers when interacting with dysfunctional families.

1. Never take parenting action in a bad mood.

2. Clearly and clearly define for yourself what you want from the family, what the family thinks about this, try to convince her that your goals are, first of all, their goals.

3. Do not give final ready-made recipes and recommendations. Do not teach parents, but show possible ways to overcome difficulties, analyze correct and false decisions leading to the goal.

4. The class teacher is obliged to encourage success, to notice even the smallest successes.

5. If there are errors, incorrect actions, point them out. Evaluate and pause for the family to take in what they have heard.

6. Let the family know that you sympathize with her, believe in her, despite the oversights of the parents.

When working with dysfunctional families, the class teacher must:

1. Identification of dysfunctional families as a means of preventing social orphanhood (knowledge of the living conditions of the child, the presence of an act of material inspection).

2. Increasing the pedagogical culture of all categories of parents:

Organization of pedagogical education. Persuasion of parents that family education is not morality, lectures or physical punishment, but the whole way of life of parents (primarily healthy), way of thinking, actions of the parents themselves, constant communication with children from the standpoint of humanity.

Involving parents as active educators ( family holidays at school, extracurricular extracurricular activities, participation in school management).

3. To avoid violence, cruelty, aggressive behavior in relation to their children to form the legal culture of parents.

4. Carrying out control and correctional work with parents (questionnaires, testing, analysis of the level of upbringing, education of children, individual conversations, etc.).

5. Take into account the peculiarities of upbringing in each individual family, based on positive experience, increase the priority of the family and family traditions among all subjects of educational activity: children, parents, teachers.

6. Eliminate the feeling of guilt of parents for their failure (a separate plan for working with problem groups of parents).

7. System of program activities and expected results

Based on the tasks set in working with a dysfunctional family, the main areas of activity were selected:

1. Identification of dysfunctional families and the reasons for their trouble.

Forms of work:

· Diagnosis, identification of dysfunctional families.

· Visiting families.

Questioning of parents and children.

· Individual conversations with parents and children.

Family supervision.

Results:

Drawing up a map of a dysfunctional family and family visit certificates; act of examination of living conditions. Identification of the degree of trouble in the family, asocial phenomena, maladaptation of the child. Preparation of material for PDN. Making decisions, drawing up an individual work plan

with my family.

2. Education of parents on issues of family education, the rights of the child.

Forms of work:

· Home visits.

· Individual and thematic consultations for parents and children from dysfunctional families.

· Release of information sheets.

· Making a stand for parents.

· Implementation of information assistance to the family.

· Transfer of positive experience of families.

· Conversations, parent meetings.

Results:

Establish partnerships between teachers, parents and children. Creation of general education of parents, involvement of parents in pedagogical self-education. Motivating parents to solve problems on their own. Increasing parental responsibility for the maintenance and upbringing of minors. Improving the microclimate of the family, preventing delinquency, overcoming asocial phenomena and maladjustment of the child at school.

3. Providing practical assistance to the family and the child.

Forms of work:

· Assistance to the family in problems related to education, upbringing, looking after the child.

· Assistance to parents in collecting documents for registration of child allowances, vouchers to a sanatorium, unemployment benefits.

· Assistance in the provision of benefits provided by law.

Assistance in obtaining material assistance to a dysfunctional family at the expense of the fund social support population.

· Assistance in the employment of parents through the employment service.

· Involvement of parents, children, the public in socially significant events.

Providing educational assistance to the child.

Determination of the level of development of the child (if necessary - referral to PMPK)

Organization of leisure activities for children.

· Organization during the holidays of the camp with a day stay of children on the basis of the school.

· Providing children from dysfunctional families with vouchers to a health camp.

· Assistance in the employment of children during the holidays through the employment service.

moral support for the family.

· Motivation for alcohol addiction treatment of parents who abuse alcohol.

Involvement of socially prosperous families, the School Council, parent committee, PDN, KDN and ZP, guardianship and guardianship authorities for working with dysfunctional families

Involvement of next of kin in the upbringing of the child.

· Coordinating activities with a health worker.

8. Individual plan of preventive measures for the family

Mother

Date of Birth ________ Place of work________

Address______________________________________________________

Statement on _______________

family problem_________________________________________________________________________________________________________________________________________________________

				Responsible
	Intraschool interaction
	Family Study: Interview with the class teacher; Interrogation of neighbors.	September		Social educator class head	Characteristic
	Survey of living conditions	September		Social educator class head	Survey report
	home visit			Social educator class head
	Meetings at school	Throughout the year as needed		School administration, social teacher class head	Protocol
	Accounting for the progress of children at the end of the quarter	Daily and at the end of the quarter		Social educator class head	Grading sheet
	Summing up the preliminary results of the progress of children for a quarter	2 weeks before the end of the quarter		Social educator class head
	Involving children in extracurricular activities: Tourist "Autumn Path", dedicated to the 80th anniversary of the birth of E.M. Palkin Festival of the Peoples of the World "Mom and I are a sports family" Game "Zarnitsa" Competition "Minute of Glory"	September and throughout the year		Social educator class head deputy director of VR, physical education teacher.
	Psychological support of the family "Self-assessment of my personality" "Alcoholism - reason, causes and consequences"	During a year		Psychologist
	Participation of parents in activities to prevent neglect, delinquency, promotion of healthy lifestyles Phyto-exhibition "Golden Autumn" Flash Presentation Contest "About Sports" Competition "No bad habits!" Ecological action to clean up the local river Conversation with parents on the topic: "Criminal liability of minors"	During the year according to the BP plan		Social educator PDN inspector class head deputy director of BP
	Conversations on the problems of discipline, academic performance and attendance of children Parent lecture "Styles of family education Competition of creative families "Let's sing, mommy!" Decade of family and school	During a year		Social educator class head deputy director of BP	Mark in the notebook of work with students
	Raids
	"Education for all children"	During the promotion		Social educator class head	Raid schedule, acts
	"Protection"
	"Street Children"
	"Teenager"
	Prevention Council
	1 quarter	As needed		Social educator	Protocol
	2 quarter
	3 quarter
	4 quarter
	Interdepartmental interaction
		As needed		Social educator	Information
	Public organizations

Scientific and methodological:

1. Ivantsova A. About working with problem families. Education of schoolchildren - No. 10, 2000.

2. Goncharova T. Dysfunctional families and work with them / / Public education. No. 6, 2002.

3. Mustaeva F.A. Fundamentals of prevention of neglect and homelessness of minors: Textbook for universities. - M.: Academic Project. 2003.

4. Nikitina L.E. Social educator at school. - M.: Academic Project: Gaudeamus, 2003.

5. Smirnova E. O., Bykova M. V. Structure and dynamics parental relationship//Questions of psychology. No. 3, 2000.

6. Sultanova T.A. Working with disadvantaged families. Toolkit- Ufa; 2005

7. Tkacheva V.V. Harmonization of intra-family relations: dad, mom, me - Friendly family. Workshop on the formation of adequate intra-family relations. - M., 2000

8. Shulga T.I., slot V. Spaniard H. Methods of working with children at risk. M., 2000