Individual preventive work with the family of a minor who is at the Higher School. Socio-psychological aspects of preventive work with the family

Individual preventive work

with the family of a minor.

Mentor: Ivanova E.Yu.

ACCOUNTING FAMILY MAP,

socially precarious position, wherein
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 looks after 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, ideal children 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.....

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, as there are a number of social problems: difficult material 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 of 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.

For the purpose of early detection of dysfunctional families living on the territory of the Tigilskaya secondary school at the beginning of each school year social teacher on the basis of the social passport of the class, it draws up the 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 features 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 teamwork 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 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.

The most effective form of work with a family in a socially dangerous position 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.

Topic: “Organization of work with parents. Identification of problems in the family. Working with disadvantaged families.

“Children are our old age. Proper upbringing is ours happy old age, bad upbringing is, future grief, these are our tears, this is our fault before other people, before the whole country.

A. S. Makarenko

Today we would like to talk about how to properly organize work with parents, how to identify problems in the family in the process of this work, and, finally, how to work with identified problems and such families.

The main activities of the class teacher in working with students and their parents.

The main task of the class teacher (shared with parents) is to create conditions for the free development of the physical and spiritual strengths of students, guided by the interests of children and their age needs, to protect them from all adverse factors that interfere with this.

The class teacher should be aware of the problems of the physical and mental health of students and do everything possible so that both parents and students are not afraid to talk about their problems.

In the first place in the work of the teacher are taken students' physical health problems , since it is the quality of the child's health that determines academic success and the level of his development.

To ensure the normal physical health of schoolchildren, the class teacher works in the following areas:

1. Involving children under the Health program.

2. Involvement of physical education teachers and parents in this activity.

3. Preparation and holding of class events aimed at students' awareness of the intrinsic value of health.

4. Informing parents about the specifics physical development, bringing issues of maintaining physical health to parent-teacher meetings, involving medical specialists in educational work with parents and the students themselves.

The second direction of activity of the class teacher is communication .

Communication - it is an impact that determines the maximum development of the child's personality, it is, first of all, an aesthetic impact aimed at the formation of universally recognized values. Three personal formations contribute to the success of the work of a class teacher: interest in life, interest in a person, interest in culture.

The third area of activity of the class teacher - This is the cognitive sphere of a child's life. . Protecting students in this area means explaining to all subject teachers the individual characteristics of a student. At the same time, the class teacher protects not the student, but the person in him, approaching each child from an “optimistic” position (A.S. Makarenko).

To solve this problem, you need to pay attention to:

To develop, together with the family, a unified tactic in the development of the student's learning skills, his cognitive activity, his future professional definition;

On the implementation of activities that expand the horizons and cognitive interests of the student, stimulate curiosity, research thinking;

To conduct psychological and pedagogical consultations that develop programs for correcting the general educational skills of individual students and the entire class;

Per organization class hours to improve students' learning skills and abilities, self-development.

The fourth area of activity of the class teacher is a family , in which the student grows, is formed, is brought up. The class teacher must remember that by educating a student, he primarily affects the educational potential of the family. The object of professional attention is not the family itself and not the parents of the child, but family education. It is within this framework that his interaction with his parents is considered.

The teacher needs to know what is the scope of the material existence of the child, what is the way of his life, what are the traditions and customs of the family. The following is needed here:

1. The study of the family atmosphere surrounding the student, his relationship with family members.

2. Psychological and pedagogical education of parents through the system parent meetings, consultations, conversations.

3. Organization and joint spending of free time of children and parents.

4. Protection of the interests and rights of the child in the so-called difficult families.

Thus, the class teacher implements the function of parental education (information about the educational concept of the school, the pedagogical position of the class teacher, about the methods of education, about the goals and objectives personal development schoolchildren for this period, about the progress spiritual development child, about the peculiarities of the student's school activities, about the relationship in the group, about the identified abilities in current affairs, etc.) and the adjustment of family education - exactly the side that is related to the child (the art of loving children), the child's lifestyle and activities , which provides for the correction of the personality of the parents.

Forms of interaction between the teacher and parents of students.

In practical work with parents of students, the class teacher uses collective and individual forms of interaction. Moreover, in both cases, both traditional and non-traditional forms of work are implemented.

Traditional forms of work with parents.

1. Parent meetings.

2. All-school and public conferences.

3. Individual consultations of the teacher.

1. The parents' meeting should educate parents, and not state the mistakes and failures of children in their studies.

2. The theme of the meetings should take into account age features children.

3. The meeting should be both theoretical and practical: case studies, trainings, discussions, etc.

4. The meeting should not engage in discussion and condemnation of the personality of students.

parent conferences.

They are of great importance in the system of educational work of the school. Parents' conferences should discuss the pressing problems of society, of which children will become active members.

Problems of conflicts between fathers and children and ways out of them, drugs, sexual education in the family - these are the topics of parent conferences. Parent conferences should be prepared very carefully, and not only by class teachers, but with the participation of the school administration and narrow specialists who work at the school.

Their task is to conduct sociological and psychological research on the problem of the conference and their analysis, as well as to familiarize the students of the conference with the results of the research. Parents themselves are active participants in the conference. They prepare an analysis of the problem from the standpoint of their own experience.

A distinctive feature of the conference is that it makes certain decisions or outlines activities on the intended problem.

Individual consultations.

This is one of the most important forms of interaction between the class teacher and the family. It is especially necessary when the teacher is gaining a class. In order to overcome the anxiety of parents, the fear of talking about their child, it is necessary to conduct individual consultations-interviews with parents.

In preparation for the consultation, it is necessary to determine a number of questions, the answers to which will help the planning of educational work with the class.

Individual counseling should be exploratory in nature and help create good contact between parent and teacher. The teacher should give parents the opportunity to tell him everything that they would like to introduce the teacher to in an informal setting, and find out what is necessary for their professional work with the child:

1. Features of the child's health.

2. His hobbies, interests.

3. Preferences in communication in the family.

4. Behavioral reactions.

5. Features of character.

6. Motivation for learning.

7. moral values families.

During an individual consultation, you can use the "My child" questionnaire, which is filled out together with the parent:

1. When he was born, then ...

2. The most interesting thing in the first years of his life was ...

3. The following can be said about health ...

4. His attitude towards school was…etc.

Conversation.

Conversation in the educational arsenal of the class teacher is of great importance. The conversation is best used to prevent conflict situations between individual teachers and the family. It is necessary to use a conversation in working with parents in order to establish a trusting atmosphere, to identify difficult points of contact in conflict situations. The results of the conversation should not become public if one of the participants in the conversation does not want it. In a conversation, the class teacher should listen and hear more, and not get carried away with edifying advice.

Visiting a student at home.

One of the forms of interaction between the class teacher and the family is visiting the student at home. The teacher should warn about the proposed visit, indicating the purpose and day. Visits are only possible with parental permission. A teacher's visit to a family should leave a good impression on the family. To do this, you need to talk about abstract topics, ask about traditions, customs, joint affairs in the family, and only then discuss the reason for the arrival of the teacher in the family.

Non-traditional forms of work with parents.

1. Thematic consultations.

2. Parental readings.

3. Parental evenings.

Thematic consultations.

In each class there are students and families who are experiencing the same problem, experiencing identical personal and educational difficulties. Sometimes these problems are so confidential that they can be solved only in the circle of those people whom this problem unites, and understanding of the problem and each other is aimed at its joint solution.

In order for the thematic consultation to take place, parents must be convinced that this problem concerns them and requires an urgent solution. Parents are invited to participate in the thematic consultation with the help of special invitations. The thematic consultation should involve specialists who can help find the best solution to the problem. This is a social educator, psychologist, sexologist, law enforcement representative, etc. During the thematic consultation, parents receive recommendations on issues that concern them.

Approximate topics of consultations for parents.

1. The child does not want to study. How to help him?

2. bad memory child. How to develop it?

3. The only child in the family. Ways to overcome difficulties in education.

4. Punishment of children. What should they be?

5. Anxiety in children. What can it lead to?

6. shy child. Ways to overcome.

7. Rudeness and misunderstanding in the family.

8. Talented child in the family.

9. Children's friends - friends at home or enemies?

10. Three generations under one roof. Communication problems.

Parent Readings.

This is a very interesting form of work with parents, which makes it possible not only to listen to teachers' lectures, but also to study the literature on the problem and participate in its discussion. Parent readings can be organized as follows: at the first meeting at the beginning of the school year, parents determine the issues of pedagogy and psychology that concern them most. The teacher collects information and analyzes it. With the help of the school librarian and other specialists, books are identified that can be used to get an answer to the question posed. Parents read books and then use recommended literature in parent readings. A feature of parental readings is that, when analyzing the book, parents should state their own understanding of the issue and change their approaches to solving it after reading this book.

Parenting Evenings.

This is a form of work that perfectly unites the parent team.

Parent evenings are held in the classroom 2-3 times a year without the presence of children (it is possible with children).

The theme of parenting evenings can be very different. Most importantly, they must teach to listen and hear each other, themselves.

Approximate topics of parental evenings: “The first books of the child”, “Friends of my child”, “Holidays of our family”, “Songs that we sang and our children sing”, etc.

Methods for studying the student's family.

observation. The teacher observes parents during family visits, class meetings, collective affairs. Observation of children can provide additional material for characterizing the family. For example, the teacher noticed that the student eschews collective affairs, does not go to events with the guys, and refuses public assignments. Such student behavior will alert the teacher and force him to get to know the family. You can use the included observation method, when the facts obtained by the teacher are supplemented by information obtained by the asset of parents or teachers of other classes.

Conversation. This method will help the teacher clarify certain provisions, find out the circumstances that explain or justify the child's behavior. The conversation helps to penetrate deep into the phenomenon, to expose the basis of the act, to find out its motives.

A collective conversation at a class meeting when solving pedagogical problems helps the teacher to find out the opinion of parents on certain issues of education.

Interview. It is used by the teacher when it is necessary to study the opinions of several parents on one or more issues at the same time. For example, when preparing a conference of parents on the daily routine, the teacher needs to know how much time it takes on average to teach junior schoolchildren to independent control over the distribution of time for the main activities. To this end, the teacher interviews parents from various families who require their children to strictly follow the daily routine.

Questioning. This research method allows the teacher to simultaneously obtain mass information. Analyzing the questionnaires, summarizing them, the teacher can draw a conclusion about how the issue of raising children in families is solved, compare the data obtained from previous years, and see the development trend.

But the survey may not give detailed results, since parents do not always give the true answer in the questionnaire. Sometimes these answers require clarification, then the teacher simultaneously gives a questionnaire to fill out for parents and children.

Works. The teacher uses this method of study when he wants to receive detailed, ambiguous answers to individual questions. For example, at one of the class meetings, you can ask the parents to write an essay in certain topic. (“How I would like to see my child after graduation”, “How we relax on the weekends”, etc.).

Method of generalization of independent characteristics. The method is used by the teacher when it is necessary to obtain the most complete knowledge about the family, the level of its spiritual development. To do this, the teacher talks with parents, with roommates, with representatives of public organizations, with members parent committee class. The generalized information will help the teacher to more thoroughly assess the level of spiritual development of the family and its influence on the upbringing of the student. But this method must be used very tactfully.

Diary of observations. To identify trends in the development of individual qualities of the child's personality, you can agree with parents on keeping a diary of observations of the child. Parents keep this diary for a long time, when meeting with the teacher they discuss the results of observations, outline new prospects and specific tasks for the near future.

In the process of all this work, the so-called dysfunctional families are identified.

WHAT IS A DIFFERENT FAMILY?

We mean trouble towards the child. To talk about a child in a dysfunctional family means to talk about:

* What are the children with their own psychological and psychopathological characteristics, prone to overreaction to family troubles.

* How does family trouble affect a child who is prone to an aggravated response to all sorts of unfavorable facts.

* How a child can disturb the peace of the family, causes irritation, anger, impatience in parents to turn the family into a dysfunctional one, and the latter, in turn, can further aggravate the mental state of the child

* What should teachers do, at least in general terms, to help the child, because it is not his fault that he lives in dysfunctional family conditions.

DIFFERENT OPTIONS.

one. . A one-child family can also form a spoiled child with uncontrollably growing needs and, ultimately, the impossibility of satisfying them and conflicting relations with society; and a lonely person with an inferiority complex, vulnerable, insecure, unlucky and spoiled by parental love, who wants to break out of this guardianship as soon as possible.

2. A family with many children can create not only friendly children - collectivists, but also children who are pedagogically neglected, with asocial and even antisocial behavior, if
parents are busy constantly earning a livelihood, and the life and upbringing of children are not organized, left to chance.

3. A family with a low financial situation that is below the poverty line for various reasons: unemployment, low wages, alcoholism, inability to build a family budget can lead to such consequences as: depriving children of the necessary to meet material and spiritual needs; inhibition of their mental and physical development; the emergence of the exploitation of children as earners of material wealth. allowing, and sometimes encouraging, immoral and illegal activities that bring income to the family.

4. An incomplete family due to a lack of material or paternal influence can give rise to a mask of feminization of boys and girls.

5. A family with free children can give rise to unpleasant, even hostile relations between children among themselves and with others.

6. Family with broken relationships, increased conflict between family members. Moreover, conflict and drama in some families increase as the child grows up, reaching maximum limits in the older adolescence and younger adolescence. The result may be a departure from the influence of family and school.

7. A family intentionally or unintentionally allowing neglect of children who find themselves outside the home and school in the companies of peers, in informal youth associations.

8. Families with child abuse occurring for various reasons: nervousness of parents due to the plight of unemployment, mental disorders, the highest degree of dissatisfaction with their children, despotism of the father or stepfather due to unfulfilled excessive demands on them, fatigue and parental depression. In all cases, the cruelty of the parents gives rise to the cruelty of the children, their quarrelsomeness with their peers and teachers.

WHAT DO YOU NEED TO KNOW ABOUT A DISABLED FAMILY?

one . Material and living conditions.

2. Emotional and moral climate.

3, The daily routine of the child in the family.

4. Methods and techniques for influencing adults on children

5. Family leisure.

6. Level of pedagogical culture of parents.

After making sure that the child lives in difficult conditions, the teacher must:

Explain to parents that because of their conflicts with each other, the child suffers, that the child should not be a bargaining chip in the complex game of competing adults, but
not cooperating with each other.
If it is not possible to reason with parents who create a psycho-traumatic environment for their child, capable of disfiguring his soul, you need to isolate the child from such parents sometime, place him in a boarding school, in a sanatorium, advise him to transfer many options to other relatives for a while, and in each specific case the best of them will be purely individual.
If a student has already developed mental anomalies, on the basis of family conversations, he should be consulted by a child psychiatrist who comes to school for preventive examinations. And then he decides what to do.

Defects in upbringing are the first, most important indicator of a dysfunctional family. Neither material, nor everyday, nor prestigious indicators characterize the degree of well-being or trouble of the family - only the attitude towards the child.

Everyone is well aware of the consequences of living and growing up in a dysfunctional family.

child neglect and homelessness.
run away from home.
sexual promiscuity.
offenses and criminal activity.
alcoholism.

A TEACHER'S CONVERSATION WITH THE PARENTS OF A CHILD FROM A DISTRIBUTED FAMILY.

one . What good can I say about a teenager? (for the purpose of psychological location of parents, attracting them to allies).

2. What worries me about him? (the same thing that is the subject of calling parents to school, coming to their home, discussing at a parent meeting).

3. What, in our general opinion, are the reasons for this negative phenomenon, fact? (this causes frankness, which means it will reveal the true reasons)

4. What measures should be taken by the school as well? (development of a common strategy and tactics of education and re-education)

5. What general requirements, general principles of transition to a child should be followed in order for the measures to be effective? (in this situation, parents frankly take the side of the teacher and actively help him).

The task of the entire teaching staff working with children brought up in adverse environmental conditions, which they themselves are not yet able to change: to form the internal stability of the individual, a critical perception of negative factors.

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.

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

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.

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.

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 of 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.

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 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.

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;
to assist parents in the development of the individual characteristics of 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 outside school 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 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.

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 for the deprivation of parents parental rights after evaluating the effectiveness of working with the family.

Characteristics of families in a socially dangerous situation

Family types:

Families of refugees or internally displaced persons,

low-income,

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

families of the unemployed.

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

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

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

In addition, with the growth in the number of families in a socially dangerous situation, the number of social orphans with living parents (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; so the specialist social work(or social pedagogue) 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 work.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In case of health problems caused by non-compliance with sanitary and hygienic standards and living conditions, a social work specialist (possibly, together with representatives of the school, administration, KDN) conducts purposeful work with family members to restore order in the house and maintain it.
If rodents (mice, hamsters or rats) are wound up in the house, the owners are advised to seek help from the sanitary and epidemiological station with a request to process the dwelling in order to clean it from rodents, insects, airborne infections. If the family does not seek to change the situation, then 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. Educational assistance is aimed at preventing emerging family problems in parent-child relationship 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, a psychologist of the social service, the inclusion in the topics of 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