Plan for working with orphans without parental care; with families in difficult life situations. Conducting individual preventive work for families in difficult life situations. Individual work plan
Report on working with children in difficult situations life situation(sample).
Provide:
Individual support program.
Diagnostics.
2 family survey reports (beginning and end of the year).
Characteristics.
Participation in classes, projects, sporting events.
Social card for working with family.
Social card for working with students.
Problem sheet.
Map of interests.
Characteristics of a 3rd grade student
Municipal educational institution of Burmakinsky secondary school No. 2 of the Nekrasovsky municipal district ________________________.
Born _______________ year. Russian by nationality. Lives at: ________________________________ He has been studying at the Burmakinsky Secondary School No. 2 since September 1, 201_. Before school, he attended a children's factory.
During his studies he showed himself on the positive side. The second grade finished with C grades in the main subjects (mathematics, Russian language, the world). The boy demands a lot of attention and asks a lot of questions. He is active in class, but often gets distracted. Able to work independently, but needs support. Showed interest in such subjects as mathematics, literary reading, and the world around us. He carries out all the teacher’s instructions and often offers his help. Participates in school competitions.
The boy is very active, sociable, and has many friends. Maxim often has conflicts with his classmates, but they are always resolved peacefully, because... If he is guilty, he knows how to ask for forgiveness. The reaction to comments and praise is adequate.
From the first grade he attends 10 clubs provided for by the Federal State Educational Standard. Treats adults with respect. Physically developed. Physical education group II main.
Maxim has everything necessary for studying. He does not miss school without good reason. Lives with his grandmother. Mom periodically visits school and is interested in her son’s progress.
Classroom teacher: Leshcheva S.N.
Individual support program
3rd grade student _________________________________
_____________________________________________
By decision of the methodological association of class teachers, he was placed under internal school control due to the failure of ___________________'s mother to fulfill her parental responsibilities.
| Time spending |
||
| Creating favorable conditions for personal development. Tracking gaps in knowledge, skills and abilities across subjects. Working with a classroom journal and diary. Involvement in participation in school and regional competitions. Involvement in sports activities of the class and school. Control over attendance at classes and clubs. Control over the maintenance of a personal portfolio. | During the whole year. |
|
| Strengthening the position in the class team, assistance in carrying out public assignments. Formation moral qualities character: camaraderie, laws of friendship, goodwill, politeness, culture of behavior. "Am I a good friend" test. | Monthly. |
|
| Monitoring class duty. Behavioral grading. | Weekly. |
|
| Diagnostics: "Motivation Questionnaire" “Assess yourself” technique Questionnaire “Evaluate the action” “Who Am I” Methodology Task "The Road to Home". | September |
|
| Involvement in participation in classes and holidays: "Autumn Festival" Holiday "Mother's Day" “Come on, boys!” “Come on, girls!” KVN “Nature Experts” Celebration “Farewell to 3rd grade!” | ||
| Family visit. Study of family relationships. | Autumn vacation. |
|
| Exploring interests and abilities. Test. Studying the organization of free time. Distribution of orders. Drawing up a plan for educational work with students. Involvement in club activities. Mugs: 1 Samodelkin's workshop. 2 Green planet. 3 Whychek Club. 4 Young museum experts. 5 Young inspectors traffic. 6 Healthy lifestyle. 7 School theater. 8 Outdoor games and mass sports. 9 I am a citizen of Russia. 10 On the road to goodness (project activity). | September |
|
| Study of reader's interests. Visit to the library. | ||
| Filling out individual achievement sheets in subjects and clubs. | ||
| Campaigning in the summer school camp. Writing characteristics for a student. | April May |
Inspection report on living conditions
date of examination: _____________________
FULL NAME. position of the specialist(s) who conducted the examination:
________________________________________________________________________________
An examination of the living conditions of the minor was carried out:
Full name, date of birth, student of class ____ IOC Burmakinsky secondary school No. 2 ___ "
1. Information about parents (guardians)
Mother: Full name date of birth, place of work
Father: Full name date of birth, place of work
2. Information about minors
2.1 Health status: the physical development of children corresponds to their age, external signs the presence of the disease has not been identified (detected). There are no (present) signs of physical or mental abuse of children.
2.2 Appearance: children are clean, well-groomed, have the necessary clothes and shoes for home, visiting an educational institution, and walking. All items are in good condition, appropriate for the age of the children, and outerwear is available according to the season and time of year.
2.3 Social adaptation: during the visit, the children (child) are calm, friendly, interested (indifferent) to the visit of a stranger. During the conversation they make contact (they are shy), the answers to questions are complete (monosyllabic). Relations with other family members are good, friendly (tense, conflicting). The nature of the relationship is built on trust, kindness (offenses, isolation). Whether I help or not with household chores, my attitude towards parents’ instructions is responsible, they show initiative (the performance of duties is formal, without initiative).
2.4 Upbringing and education: academic performance is good (if low, what is explained by: pedagogical neglect, lack of conditions, lack of development cognitive processes or other violations). What difficulties are there, what is being done to correct and correct them. Attitude to the difficulties of other family members.
3. Housing and living conditions:
3.1 The family lives in ____ apartment with an improved layout (Khrushchev-era, “gostinka”), privatized or not, total area ____ sq.m.
3.2 The house in which minors live is in good condition, the entrance is clean, renovated (the repairs were carried out a long time ago, the entrance is not cleaned).
3.3 The apartment is clean, comfortable, no unpleasant odors(dirty, not cleaned, smoky, smell of alcohol, acetone, etc.) The children (child) have a separate room, a place for study and relaxation, school and writing supplies (upholstered furniture, a student’s corner, renovations in the apartment and in the children’s room, wardrobe for storing clothes).
4. Approximate family income, whether financial assistance is required, and in what form.
1. Living conditions are satisfactory (unsatisfactory)
2. who cares for and supervises the children, and fulfills parental responsibilities in full (partially, parental responsibilities are not fulfilled)
3. Disadvantages noted family education and education (conflicts in the family between parents, conflicts with the child, parenting styles, control over the completion of homework, parental awareness of the child’s success at school, the child’s extracurricular activities, family holidays, traditions).
1. Provide child care
2. Cleaning the apartment, child’s room
3. Help in preparing homework
4. Registration of financial assistance (if necessary)
Diagnosis of a 3rd grade student ______________________.
| date | Conducted diagnostics | Result |
| "Motivation Questionnaire" | There is no obvious predominance of scales; educational, cognitive and social scales are expressed. |
|
| “Scale of educational and cognitive interest” | Interest arises regardless of external requirements and goes beyond the scope of the material being studied. The student is focused on general ways of solving a system of problems. |
|
| Moral dilemma (norm of mutual assistance in conflict with self-interest) | 3 - stage of interpersonal conformity and conservation good relations(“Oleg is a friend, buddy, friends should help” and vice versa) |
|
| “Assess yourself” technique | The level of self-esteem coincides with the adequate assessment of the teacher. |
|
| Questionnaire “Evaluate the action” | The sum of points characterizing the inadmissibility of violating conventional norms exceeds the sum of points characterizing the inadmissibility of violating moral norms by more than 4. |
|
| Reflective self-assessment of educational activities. | Self-esteem is inflated. |
|
| “Who Am I” Methodology | A slight predominance of positive judgments or a predominance of neutral judgments (ambivalent or insufficiently positive self-attitude). |
|
| Task "The Road to Home". | Low level - patterns are not built or do not look like samples; the instructions do not contain the necessary guidelines or are formulated in an unclear manner; questions are not relevant or are formulated in a way that is unclear to the partner. |
|
| Tasks to identify the level of moral decentration (Piaget) | Decentration based on the coordination of several norms based on operations of equivalence and compensation |
|
| Method “Who is right?” (Zuckerman) | Intermediate level: partially correct answer: the child understands the possibility of different approaches to assessing an object or situation and admits that different opinions are fair or wrong in their own way, but cannot justify their answers. |
|
| Diagnostics of the universal action of a general technique for solving problems (according to A.R. Luria) | Does not immediately begin to solve a problem, does not always write a short note on his own. In the solution sequence he makes mistakes, which he corrects with the support of the teacher. |
Problem sheet
teaching____ "____" class _________________________
1. In what mood do you usually go to school?
With good
Joyful
2. Do you like studying at school?
Not good
3. Do you get tired at school?
4. Do your parents help you prepare your homework?
5. What subjects do you like? Tag them.
Mathematics
Russian language
Foreign language
Physical training
Labor training
The world
6. Do you have friends in class?
7. Is your class friendly?
Not good
8. Help me:
Find friends
In preparing homework
Become attentive
I'm bad at remembering
I'm very shy
I'm afraid of everything
I'm very worried about_________________________________
Help me _______________________________
Map of the child's interests.
Answer sheet.
Date of__________. Last name, first name_________________
Processing the results.
Direction of interests of a primary school student.
The questions are drawn up in accordance with the conditional division of the child’s inclinations into seven areas:
1. mathematics and technology;
2. humanitarian sphere;
3 artistic activity;
4 physical education and sports;
5 communication interests;
6 nature and natural science;
7 household duties, self-care work.
Question sheet.
1. Do you like solving? logic problems and intelligence tasks.
3. Do you like to sing and play music?
4. Do you like to exercise?
5. Do you like to play various group games with other children?
7. Do you like to do anything in the kitchen (wash dishes, help prepare food).
8. Do you like playing with technical constructors?
9. Do you like learning a foreign language, being interested in and using new unfamiliar words?
10. Do you like to draw on your own?
11. Do you like to play sports and outdoor games?
12. Do you like directing games?
13. Do you like going to the forest, to the field, watching plants and animals?
14. Do you like going to the grocery store?
16. Do you like playing games with guessing words (names of cities, animals).
17. Do you like to compose stories, fairy tales, stories on your own?
18 Do you like to follow a daily routine and do exercises in the morning.
19. Do you like talking to new strangers?
20. Do you like caring for an aquarium, plants, pets (cats, dogs and others), birds, helping them, treating them?
21. Do you like to clean up books, notebooks, and toys after yourself?
22. Do you like to design and draw designs of airplanes and ships?
23. Do you like getting to know history (visiting historical museums).
24. Do you like to study independently, without encouragement from adults? various types artistic creativity.
26 Do you like explaining something to other children or adults (to convince, argue, prove your opinion).
27. Do you like taking care of house plants?
28. Do you like helping adults clean the apartment (wiping dust, sweeping the floor, etc.).
30. Do you like to get acquainted with social phenomena and international events?
31. Do you like to participate in performances?
32. Do you like playing sports in sections and clubs?
33. Do you like helping other people?
34. Do you like working in the garden, growing plants?
35. Do you like to help and sew, embroider, and do laundry yourself?
Processing the results.
Count the number of pluses and minuses vertically (plus and minus cancel each other). Dominance where there are more advantages. When summing up the results and especially when formulating conclusions, allowance should be made for the objectivity of the subjects. It is also necessary to take into account that a gifted child’s interests in all areas can be equally well expressed, while a number of children may have a lack of aptitude for any areas. In this case, we should talk about some specific type of direction of the child’s interests.
Information about participation in project activities
| Class | Date of participation | Job title | Level |
|
| Memo “Rules of conduct at school.” | Cool |
|||
| Book "Autumn Mysteries". | Cool |
|||
| Russian folk art"Clay toy" | School |
|||
| Poster "Dangerous Cigarette". | Cool |
|||
| Gift for mom. | School |
|||
| We sculpt from snow " Winter's Tale». | School |
|||
| Gift for a veteran. | School |
|||
| "My pet." | Cool |
Information about participation in regional, district, school and class
events.
| Class | Date of participation | Name of the event, holiday | Level |
|
| Excursion “The Beauty of the Native Land”. | Cool |
|||
| “Where and how to cross the street.” | Cool |
|||
| Concert for Teacher's Day. | School |
|||
| Autumn Festival. | School |
|||
| "Semyonov day." | Cool |
|||
| Mothers Day. | School |
|||
| "About the dangers of smoking." | Cool |
|||
| School |
||||
| Game "Journey to Treasure Island". | Cool |
|||
| Holiday "I am a future soldier." | Cool |
|||
| KVN “Favorite Tales”. | Cool |
|||
| “Come on, girls.” | Cool |
|||
| ABC Holiday. | Cool |
|||
| Bird Day. | School |
|||
| Book holiday. | School |
|||
| Victory Day. | School |
|||
| Celebration “So we have become a year older.” | School |
Information about participation in sporting events.
| Name of the competition. | Prizewinner. Participant. | |
| Op amp level: 1. Crafts competition from natural material"Nature and Fantasy". 2. Crafts competition “Winter’s Tale” (nomination “ Artistic processing wood"). 3. Drawing competition “We are together!” | Participant | |
| Municipal competitions: 1. Competition for children’s homemade toys “Toy Masters” (nomination “ Soft toy»). Children's homemade toy competition "Toy Masters" (nomination "Traditional Toy"). | Participant | |
| Regional competitions: 1. . Regional exhibition of technical and applied creativity. Nomination “Artistic wood processing”. | Participant | |
| All-Russian competitions: | ||
| Total number of competitions: 5 | Total points: 145 |
|
Card of individual work with registered students
Student (full name)___________________________________________________________ Class_____________
Start date for filling out the card________________________________________________
Classroom teacher______________________________________________________
Working with students.
| Result |
||
Working with parents.
Class teacher:_________ Leshcheva S.N.
Municipal educational institution "Tsokto-Khangil secondary general education
school named after Ch-L. Bazarona"
Aginsky district of Transbaikal region
Program
work withchildren who find themselves in difficult life situations
"OVERCOME"
10th grade class teacher
Tudunova Tsybegmit Tsyrempilovna
The program implementation period is 2013-2015.
Tsokto-Khangil village, 2013
Explanatory note
The family's inability to social institution Ensuring the upbringing and maintenance of children is one of the most important factors in the emergence of a category of children in difficult life situations.
Statistics show that recent years have been characterized by a decreasing trend in the number of families in a socially dangerous situation and the children living in them. As of January 1, 2008, registered with the authorities social protection population of the subjects Russian Federation consisted of 274.8 thousand families (309.1 thousand families in 2006), in which 489.53 thousand minors lived (554.27 thousand people in 2006). Family dysfunction is a multidimensional characteristic of family functioning. There are the following main types of deprivation that indicate family dysfunction:
difficult financial situation, poverty;
housing problems
unemployment
conflict situations in the family, neglect
irresponsible parenting, child abuse
alcoholism and drug addiction; housing problems;
Instability of the economic situationfor today, household troubles, insufficient level of family education and a generally unhealthy lifestyle intium lead to such phenomena,like: antisocial behavior of children and adults; low level of ethical, aesthetic and moral education; lack of values or the creation of your own, leading to childhood crime, aggression, drug addiction.
Thesefactors are reflected in the ways children behave. Deviant behavior becomes habitual and falls into two categories:
Pknowledge, not meeting mental health standards (i.e. pathological);
antisocial behavior (violating social, cultural, legal norms).
Such children are characterized by a low level of educational motivation, cognitive passivity, and lack of development of general educational knowledge and special skills. They adapt poorly to school life, conflict with others.VeryIt is difficult in today’s conditions to make a child’s model of behavior attractive, which includes kindness, generosity, nobility, which do not bring quick recognition and money. There is not, and there can hardly be any list of the only correct, scientifically based rules and laws, there are only general patterns of development, maturation of the individual as a biological, mental and social being, which must be taken into account and to which one must subordinate one’s pedagogical actions. The main thing on this path is pedagogical intuition, moral sense and the desire to help the child in his most dramatic period of life, to convince him to believe in himself.. The study of this problem led to the creation of this program, which will help children who find themselves in difficult life situations find their way in life. First of all, the class teacher, the “cool mom,” faces this problem.The work of the class teacher should be carried out in several directions:
1. Social diagnostics. To identify these categories Formalized social cards students.
2. Organizational and educational activities. Carried out in close contact with deputy directors for educational work, additional education, and additional education teachers. Organization of control over extracurricular activities of students.
3. Corrective work. Diagnostic work is being carried out aimed at studying the socio-psychological climate in the classroom, interpersonal relationships and social status every student. In grades 8–11, testing is aimed at identifying the areas of professional interests of students. The main task is to attract the attention of parents to the activities of “at-risk” students, stimulate their interest in school life, and make them participants in various events.
4. Educational work. This area includes: organizing and conducting preventive conversations, lectures, thematic classes, excursions, meetings with interesting people, holding pedagogical councils, seminars, meetings and participation in them. In educational work, the emphasis is on the prevention of crime, vagrancy, drug addiction, and neglect among students.
5. Working with students. Minors who have committed an offense or are prone to illegal actions are identified. Preventative work is being carried out, individual conversations with the children are organized.
6. Work with the teaching staff. Joint identification of the causes of problems arising in a child, socio-pedagogical and psychological correctional work to provide assistance and prevent possible problem situations.
7. Study and analysis of all material , planning and organization of work:
teach children to prepare their own homework and overcome difficulties;
create a “success situation” for such students;
involve the child in activities that interest him (play, work, study, leisure);
teach how to deal with failures correctly and correct mistakes;
teach respect for comrades and adults;
develop the ability to forgive each other’s weaknesses and shortcomings.
Target: solving problems, overcoming difficulties and providing conditions for the social development of a child who finds himself in a difficult life situation, as well as conditions for creatingactivity and aesthetically rich, morally pure and emotionallyfavorable social environment.
Tasks:
acquire skills for further self-realization.
adequately perceive oneself and the surrounding reality;
develop adaptive skills;
feel responsible for your life and the lives of others;
Stages of work
Diagnostic work
Survey of living conditions, marital status
Real state studyinterpersonal and business relationshipsstudentsin class
Diagnostics
Identification of the development of cognitive interests and creative abilities
Determining the level of knowledge, skills and abilities of class students,
Compare. study of learning outcomesprevious years).
Learning core valuesstudent orientation
Preventive and correctional-developmental work:
The work of the Parent Academy
Creation of social ambulance
Organization of a trust service
Social lounges
Low threshold clubs
Involvement in the Hobby Center
Family therapy at home, home visiting
Network therapy, social contacts
Street social work
Class teacher's work plan
Areas of work, events
Deadlines
Responsibility .
1. Organization of pedagogical assistance
1.1. Creating favorable conditions for the development of students' personality.
During a year
K\r
1.2. Monitoring gaps in students' knowledge, skills and abilities.
ConstantBut
K\r, academic subject.
1.3. Conducting additional classes and consultations. Removing the “loser syndrome”.
scheduletion
K\r, academic subject.
1.4. Strengthening the position of children in the classroom, helping students carry out public assignments.
During a year
K\r,VR
1.5. Formation of a positive "I-concept".
During a year
K\rpsychologist
1.6. Providing medical assistance to parents of educationally neglected children and students from disadvantaged families
During a year
K\r
2. Organization of medical care
2.1. Conducting a clinical examination by pediatricians in order to diagnose deviations from normal behavior, psychophysiological and neurogenic causes.
Systematically
Paramedic,K\rparents
2.2. Prevention of smoking habits, craving for alcohol and toxic drugs:
survey of students and parents;
round table meeting on the topic “Drug addiction, alcoholism – weakness or disease”;
meetings of family clubs “Smoking is the price of a fashionable habit”, “Drug addiction among teenagers”;
lectures for parents:
"Psychology of early drug addiction"
"Trying a drug is a step into the abyss"
"There are no harmless cigarettes"
"Prevention of drug addiction, substance abuse, alcoholism."
During a year
K\r, psychologist
2.3. Sex education for children, solving gender identity problems
At the beginning of the year
K\r,doctor
3. Organization of psychological assistance
3.1. Studying the psychological identity of students (observation, conversations).
During a year
Psychologist
3.2. Identifying problems in family education (observation, conversations).
During a year
Psychologist, K\r
3.3. Psychological counseling to help the child understand his problems and suggest how they could be solved.
Systematically
Psychologistclass/hand
3.4. Individual conversations with students to help them take more conscious actions.
Systematically
PsychologistK\r
3.5. Organization of psychological training "Tolerance" for children from disadvantaged families
1 time per week
PsychologistK\r
4. Organization of free time
4.1. Studying the interests and abilities of students.
In current/of the year
K\r
4.2. Involving children in clubs, sections, social useful activity, children's public organizations.
September October
K\r
4.3. Studying the reader's interests, signing up for the library, tracking the frequency of visits, assistance in compiling a list of books that are interesting and necessary for development.
September
LibrarianK\r
4.4. Studying children's participation in informal community associations.
During a year
Cl/hand
4.5. Encouraging all types of artistic and technical creativity of children and their participation in social and classroom activities.
During a year
Cl/hand
4.6. Organization of seasonal recreational school camps and after-school groups
September, June
Social ped. K\r
Expected results:
Creating favorable conditions for the development of the personality of a “difficult” child.
tracking gaps in knowledge, skills and abilities of “difficult” students.
Determination of a system of additional classes, assistance and counseling.
Removing the loser syndrome."
Strengthening the position of children in the classroom team
Organization of assistance in carrying out public assignments.
Formation of a positive self-concept.
Creating a personal environment, a situation of success, approval, support, goodwill.
Analysis of each stage, the result of the student’s activities, his achievements.
Encouraging positive change. From authoritarian pedagogy to pedagogy of cooperation and care.
Providing pedagogical assistance to parents of “difficult schoolchildren. Teach them to understand the child, rely on his positive traits, control his behavior and activities in his free time.
Literature
Balatskaya I.
Difficult children. Difficult class. Difficult parents // Educational work at school.- 2006.- No. 5.- P. 113-122.
Daragan I.
Prevention of deviant behavior of a child in elementary school // Education of schoolchildren. - 2006. - No. 8. - P. 32-37.
Kazantsev, V. Tattoo // First of September. - 2010. - No. 6. - P. 18.
Kozhurina, L. //First of September.- 2007.- No. 09.-S7-8
Zhilyakova, E.N. Organization of school work with difficult children: Distribution of responsibilities / E.N. Zhilyakova //Handbook of the class teacher.- 2010.-№1.- (insert)
Pyatakov, E. Aggression: treatment through comprehension: [pedagogical methods of working with aggressive teenagers] / E. Pyatakov // School psychologist. - 2010. - No. 13. – P. 17-32.
Alcoholism, drug addiction, etc.
Annex 1.
ACT
surveys of housing, living and family conditions
from"____" _____________ 20 _ of the year.
minor(his)______________________________________
Date of Birth ________________________________________________
residing at________________________________________
In the presence _________________________________________________
An examination of the teenager's living and family conditions was carried out.
Time of examination: from an hour. min. until __ hour _min The survey found that the family consists of ___________
Mother__________________________________________________________
Father___________________________________________________________
Total area of the apartment _____________
Sanitary condition _____________________________________________________
Is the necessary furniture available?__________________________________________
Total family earnings _________________________________________________
Relationships in the family ________________________________________
Characteristics of parents_______________________________________________
In connection with which the examination was carried out___________________________
During the examination, the teenager was ____________________
and was engaged_________________________________________________
During the examination, a conversation was held ________________________________________
Conclusion _____________________________________________________
The examination was carried out in the presence of:
___________ /FULL NAME/
_____________ /FULL NAME
Characteristics of features interpersonal communication student
What position does the student occupy in the team?
(leader, popular, nice, unpopular, isolated, rejected)
How does the student feel about the team’s opinion, requirements, critical
comments?
(benevolent, serious, painful, indifferent, hostile)
Style of relationships with peers (calm-friendly; aggressive; unstable; isolated)
Does he have friends?(only in your class, outside the class, both in the class and outside the class, peers, older than yourself, younger than yourself, not friends with anyone)
How does he participate in school events?(initiator, organizer, active participant, passive performer, disorganizer, does not participate)
7. How does he carry out public assignments?(with pleasure, good, satisfactory, bad, avoids assignments)
With whom do you most often have conflicts?(with classmates, students from other classes, teachers, parents and relatives)
Appendix 2 General intelligence
Student's name
Date, month, year of birth
Date of admission to school
What circle/section is he in?
Is he registered with the KDN?
Is he registered with OPDN?
Date of disciplinary registration
FULL NAME. Place of work and position of father
FULL NAME. Mother's place of work and position
Residence address, home telephone number
WITHsocial card
1. HOUSING CONDITIONS
The child lives with his mother_________________________
With Father ______________________________________
With Grandma___________________________________
With grandfather ___________________________________
With other immediate family
(indicate relationship)_____________________________
With sisters__________________________________________
With brothers__________________________________________
Number of family members________________________
The child lives in: separate apartment______________
(apartment conditions) utilitiesapartment_________
(number of neighbors)
Relations with neighbors___________________________
The apartment is rented_____________________
The room is rented______________________
No housing______________________________
2. Student's place of study
Own room_____________________________________
Your own children's corner_______________________________
Mine desk _____________________________
Conditions for classes _______________________________
3. Family financial situation
4. Additional information (lives with grandparents, etc.)
Appendix 3
Student Family Survey Card
FULL NAME. of a child living in a dysfunctional family, his date of birthnia
Family residential address, phone number _____________________
Mother (full name, date of birth, education, place of work, position, salary,
work phone)_____________________________________
Father (Full name, date of birth, education, place of work, position, salary,
work phone
Children (full name, date of birth, what they attend, where they study) __________
Information about other people living with the child _
Living conditions (brief description of housing, conditions created for
minors, availability of seasonally necessary clothing and food productsnia)
Necessary assistance (repair (housing department), material, medical, psychologistscheskaya)
Educational card
Educational activities
Options
Opinion
student
Opinion
parents
Opinion
teachers
Items,studiedWithpleasure
Items,callingdifficulties
Items,whichwould like to studyadditionally
Providing assistance in studies from parents
Options
Opinion
student
Parents' opinion
Fullyindependent
Turns outepisodichelp(specify which ones)
Turns outconstantIhelp
O.A. Malchikhina
Specialist in working with families at the Department for the Prevention of Neglect and Family Problems budgetary institution"Comprehensive center for social services for the population of the Nizhneomsk region"
The family acts as the first educational institution, with which a person feels a connection throughout his life. It is in the family that the foundations of a person’s morality are laid, norms of behavior are formed, and the inner world and individual qualities of a person are revealed. The family contributes to a person’s self-affirmation and stimulates his social and creative activity. In other words, the primary socialization of the child takes place in the family.
At all times, there are families in difficult life situations and socially dangerous situations. There are many reasons for this: changes in the socio-economic situation of the population, a decrease in the material standard of living, loss of moral and family foundations, etc. Against this background, the psychological microsociety of the family is destroyed, the relationship of parents to children changes, and the educational function weakens. Often families (especially in which the situation is repeated from generation to generation) are psychologically unprepared to independently solve their problems and need the services of specialized institutions.
Families who find themselves in SOP and TJS have different potential for solving problems that have arisen in the family. It is enough for one group of families to point out the problem and determine ways to solve it. Another group of families has scant moral, intellectual and financial resources necessary to get out of the situation. Such families need long-term psychological, social, legal support, and control over the situation in the family. Working with such families is time-consuming, since this situation has developed over more than one year.
Effective methods of work of a specialist:
The most effective and widely used methods of work of a family specialist: consultations, individual consultations, patronage, persuasion, suggestion, censure, motivation, educational situations, instruction.
Social work methods– a set of technologies, research and therapeutic procedures, methods by which social work is carried out.
Pedagogical methods occupy a large place in social practice: the formation of individual consciousness (concepts, judgments, beliefs, assessments); organization of cognitive, practical activities in behavior (assignments, tasks, exercises, creation of special educational situations); stimulating the activity and behavior of the individual (assessment, encouragement, censure and etc.); psychological and pedagogical correction and social and pedagogical rehabilitation.
Social patronage method. During patronage, a specialist visits an apartment, examines living conditions, gets acquainted with the family, relatives, observes the family in normal home environment, explores its psychological climate, the environment in which children live. It is possible to grasp the psycho-emotional atmosphere prevailing in a family only in a familiar environment. The main goal of social patronage is comprehensive assistance in overcoming a crisis situation.
When conducting patronage, the specialist must be in good mood, with all your behavior, show interest in everything that the teenager and his family live, respect for all its members. 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 are left with a pleasant feeling that mutual language found. 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 home. In practice, when providing patronage to socially disadvantaged families, one often has to deal with an aggressive attitude of its members towards the specialist (abuse, threats, etc.). In these cases, it is recommended: do not respond with rudeness, do not raise your voice at your interlocutor; behave tactfully; Family patronage is carried out by two specialists or in alliance with representatives of the Department of Internal Affairs, the Department of Children's Affairs, guardianship and trusteeship authorities. The specialist must remember that his main argument is the protection of the rights and interests of minors.
Information method in social work - the most common. Its purpose is to convey relevant information to the client. This can be information of a legal, medical, moral - aesthetic, psychological - pedagogical, social - everyday nature.
Consulting method. This is the orientation of family members, especially children and adolescents, to cultivate culture family relations, according to age and individual characteristics mental development for the purpose of psychocorrection and prevention of deviations from the norm of family well-being. In terms of content, counseling can be: social and legal; social and pedagogical; socio-psychological; informational. A consultation conversation can be filled with various contents and perform various tasks - educational, psychological, psychological-pedagogical. The ultimate goal of consulting work is to, through a specially organized communication process, update the family’s internal resources, increase its rehabilitation culture and activity, and adjust its attitude towards the child. Along with individual advisory conversations, group methods of working with families can be used.
Method of persuasion. The method achieves its goal when the individual has formed a willingness to actively participate in the activities provided for by the content of education. This method ensures the development of universal human moral and ethical qualities. To convince means to explain, using emotional and verbal influence, relying on suggestion, i.e. combining a request with explanation and suggestion. Persuasion can take the form of a conversation, lecture, story, explanation, debate, example, suggestion. A powerful method of persuasion is example. Example can be realized through a story, display, discussion, analysis of a sample, literary and (or) life fact, personality. The possibilities of this method are great: with its help you can illustrate, specify the problem, and connect theory with practice and existing experience.
- To persuade means to intensify the activity of the object of influence. To do this, a number of conditions must be met:
Show the individual the erroneous and positive sides of his behavior;
Putting a person in conditions where he could express his best qualities, while not having the opportunity or temptation to commit erroneous actions;
Timely notice and encourage the positive aspects of an individual;
Suggestion method . It consists of reasoned verbal influence on family members in order to change their opinions, attitudes and attitudes. The effect of suggestion is enhanced by the use of a certain emotional background. Suggestion has an emotional-volitional coloring and is based on trust.
From the history of the family of the Sitnikovsky rural settlement.
The family is incomplete, consists of three people: mother, cohabitant (biological father of the child, not listed on the birth certificate), a minor 8 years old. The mother withdraws from parental responsibilities, she and her partner drank alcohol together, they have no work experience, the mother is not fit to run a household, the apartment is often dirty and in disarray. From the moment of birth, she was not involved in raising the child, did not properly care for them, food was insufficient, there were no bedding, the minor walked around in dirty clothes. In connection with this, the child began to lag behind in his development, became prone to colds, got infected infectious disease microsporia. There was a threat to life and health for the child. The child received insufficient pedagogical influence from his mother, since the mother is illiterate and self-care skills were not instilled in the family. Due to illness, the minor did not attend an educational institution for a long time.
The family is registered with the prevention department as a family in a socially dangerous situation.
The Center’s specialists carried out the following activities:
Social patronage;
Placement of a minor in children's department BUZOO "Nizhneomsk Central District Hospital" for treatment,
The methods of work of the Center's specialists were used: the method of persuasion, suggestion, the method of counseling, the method of social patronage (psychologist, social teacher, specialist in working with families);
Individual preventive consultations on any problem,
both in the department and at home;
Repeated provision of financial assistance with used items;
For a long time, the family prepared for voluntary treatment for alcohol addiction. Methods of suggestion and persuasion were repeatedly used, and examples from the experience of families who stopped drinking alcohol were given. As a result, assistance was provided in getting rid of the mother’s alcohol addiction.
Activities were carried out aimed at creating motivation for work and study.
After carrying out rehabilitation activities with the family, the microclimate in the family improved, the mother underwent treatment for alcohol addiction, and began to pay more attention to the upbringing, maintenance, and education of the child. The sanitary and hygienic living conditions of minors have been improved. The mother and partner work part-time for fellow villagers in their farmsteads.
Result: Using the methods of social patronage, counseling, information, persuasion, and suggestion, the family is removed from the data bank of minors and families in a socially dangerous situation with positive dynamics.
Inducement method. The main thing here is to direct a person to activities in accordance with his interests and needs. Incentive is the most important method of education, which determines the framework of an individual’s behavior in accordance with accepted norms. The motivation in the interpersonal relationships of a social worker with a client or in relation to a subordinate is expressed in the form of recommendations, instructions, advice, including on improving the organization of life.
Incentive method. Methods of reward and reprimand are also used to evaluate people's performance. Encouragement reflects a positive assessment of an individual’s performance. The mechanism of action of incentives is based on the stimulation of positive emotions, which instill confidence, create a pleasant mood, and increase the client’s responsibility. Types of encouragement are very varied: approval, praise, gratitude, or just a handshake.
Blame method. Blame is a reaction to undesirable activities and behavior. In order for this method to be effective, a number of pedagogical requirements must be met:
a) specificity of censure - for a specific activity or act;
b) individual approach - it is necessary to take into account the nature of the committed act in connection with the personality of the individual;
c) you cannot express reproach while in a state of irritation;
d) timely and mandatory application of censure is required; the formula “misdemeanor - punishment” must be strictly observed.
From the history of the family of the Khomutinsky village:
The family consists of 5 people: a mother, a partner (the biological father of the children, the children are not listed on the birth certificate) and three children. This family arrived and was almost immediately registered as a family in a difficult life situation. The mother had no idea about life in the village, did not know how to light a stove, plant a garden, could not run a household, maintain order in the house, or wash clothes. Unsanitary conditions were observed in the house. A huge amount of rehabilitation work has been done with the family. The department's specialists established contact with the mother.
When working with mom, working methods are used: methods of encouragement, encouragement, and reprimand. The work was aimed at the need to maintain order at home; the Center’s specialists, together with my mother, cleaned the house, taught her how to wash things, plant a garden, and care for pets. The family was repeatedly provided with humanitarian aid, both for the children and for the mother.
The department's specialists keep in touch with the mother by mobile phone at any time and always give the necessary advice. Mom accepts any help, easily makes contact, shares her achievements, tries to correct the situation, if necessary, she herself gets in touch with specialists, and accepts any help.
Result: work with this family continues, although the situation in the family has improved significantly.
Instruction: the softest method of organizational influence, the essence of which is to explain the tasks, opportunities, difficulties and consequences of the client’s wrong actions, warning him against possible errors(consulting, informing). The most widely used instruction is prevention child injury, V summer period“Compliance with precautionary measures on water bodies”, “Prevention of accidents on water bodies”, in the winter, instructions on fire safety techniques. There are visual methodological manuals, booklets.
Techniques is an approach, an action aimed at achieving the goals set.
- Educational activities may include family organization labor activity, family evenings and holidays (Easter, Maslenitsa, Christmas, etc.), family reading. (Events: “Childhood without tears”, “What kind of parent am I?”, “A ray of sunshine - kindness”, “Children’s health is the care of parents”).
Conducted « round tables», which reveal the importance of the family in the formation of a child’s personality, teach to look at the family through the eyes of a child, problems of children’s health, communication between parents and children, child disobedience, problems of “children and money”, restless teenagers and others, offer ways to move from confrontation to cooperation between parents and children .
Our experience has shown that it is very difficult to achieve high efficiency of social work with such a category as families in a socially dangerous situation. This indicator directly depends not only on the presence of motivation (even slight) of the family members themselves for positive changes in the family situation, not only on the systematic and comprehensive nature of social assistance from specialists social institutions. But also many territorial social problems (lack of jobs, low-paid labor of unskilled workers, asocial family environment, insufficient children's out-of-school organizations, etc.).
In our practice, there are positive results from working with families in socially dangerous situations. After a long collaboration specialists from the center, the Children's College and schools, the situation in families changed dramatically: parents were cured of alcoholism, found employment, the children in the family began to receive enough attention, as a result of which their school and behavioral problems were resolved. Regular patronage, social control, and continuity on the part of school and center specialists made it possible to consolidate these results and became successful methods for preventing social maladaptation of the family.
The most important thing is that you need to love your profession, despite the difficulties that sometimes arise along the professional path!
Malchikhina Olga Alexandrovna
Specialist in working with families in the department for the prevention of neglect and family problems of the budgetary institution "Comprehensive Center for Social Services for the Population of the Nizhneomsky District."
Municipal budgetary educational institution
"Khovu-Aksyn secondary school"
I APPROVED
Head teacher
__________Respect J.B.
"___"___________2012
Program
“Supporting a family in difficult life situations”
Mongush Choigana Nikolaevna,
School PP inspector
Khovu-Aksy 2012
Conducting individual preventive work for families in difficult life situations.
Explanatory note
The most important social function of the family is the upbringing and development of children, the socialization of the younger generation. The educational potential of the family includes not only its capabilities in the sphere of spiritual and practical activities of parents, aimed at developing certain qualities in children, but also those that are laid down by the family microsphere, the way of life of the family as a whole.
Currently, the family is going through a difficult crisis. A significant number of family and moral traditions have been lost, the attitude of parents towards their children has changed, and the psychological structure of the family has been destroyed.
In this situation, unstable families have become more unstable and deteriorate, actually forgetting about their children and abandoning them to their own devices.
And each new round of the economic crisis, expressed in rising prices, low wages, and the closure of enterprises, leads to the deterioration of children in the family. Therefore, educational institutions are faced with the task of providing social, psychological and pedagogical assistance to such families and children from these families.
A family in a difficult difficult situation or a socially dangerous situation.
A family in a socially dangerous situation is a family with children, where the parents or legal representatives of minors do not fulfill their responsibilities for their upbringing, education and (or) maintenance and (or) negatively influence their behavior or abuse them.
The main criteria for determining families in this category are:
failure by parents to fulfill their responsibilities to provide for their children (children lack of necessary clothing, regular meals, non-compliance with sanitary and hygienic conditions);
lack of conditions for raising children (lack of work for parents, lack of 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 school, inattention of parents to the child’s progress);
families in which children have committed a crime or offense.
It follows from this that trouble in the family depends not on the composition and structure of the family, not on the level of its material well-being, but on the psychological climate formed in it. Therefore, we can distinguish the following 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 relationships;
immoral - characterized by oblivion of all moral and ethnic norms; conflict and immoral families are united by the fact that the situation in them is directly dependent on intrafamily relations, and the educational factor takes on a derivative meaning;
pedagogically insolvent – with a low level of general and lack of psychological and pedagogical culture; characterized not only by mistakes and defects in raising children, but also by a reluctance to change or correct anything in the content and methods of education: such a family, consciously or unwillingly, sets the child up for disobedience to social norms and requirements, for confrontation with the leader.
asocial – in which children from an early age are in an environment of disdain for generally accepted social and moral norms, and 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 material conditions, lack of jobs, conflicts between spouses and much more. Closer to this stage, of course, are families at risk. Families at risk are families whose members are vulnerable due to current circumstances or may suffer damage from certain social impacts of a social nature. Such families include, for example, low-income families with many children; single-parent families; single mothers; families with disabled children; parents suffering from 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 the social educator is to begin 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. The activities of a social teacher with a family includethree main components of social and pedagogical assistance : educational, psychological and mediation.
In the MBOU "Khovu-Aksynskaya" secondary school, work to prevent, prevent and eliminate troubles in the family is carried out in accordance with Law of the Russian Federation “On Education”, Federal Law of the Russian Federation No. 120 “On the fundamentals of the system for the prevention of neglect and juvenile delinquency”, “On approval of the Regulations on the procedure for interaction of bodies and institutions of the system for the prevention of neglect and juvenile delinquency in the field of organizing individual preventive work in relation to minors and families in a socially dangerous situation”, To the Convention on the Rights of the Child, the Declaration of Human Rights and Freedoms, and other legal documents regulating the social protection of children in difficult life situations.
Based on these laws, we developed stages, an algorithm and a scheme (Appendix 1) for organizing support for families at social risk.
Stages of school work with families,
in a socially dangerous situation.
Stage 1.
Early identification of families in SOP and formation of a data bank. In order to early identify disadvantaged families living on the school grounds, the following work has been organized: each school teacher is assigned micro-sites, which are visited twice a year, all minors living in families, their place of education, and living conditions are recorded. At the beginning of each school year The social teacher, based on the information received from the class teachers about the social passport of the class, draws up a social passport of the school, which includes all families at risk. In the future, these families are always under close control. I do this kind of work too.
The most effective form of working with families is individual. Individual forms of work include: conversations with parents, legal representatives, recommendations and consultations, family visits, questioning, diagnostics, identification and recording.
(Appendix 2).
Stage 2.
The work of the class teacher in working with the SOP family (TJS):
ensures communication between the educational institution and the family;
establishes contact with parents (other legal representatives) of students;
advises parents (other legal representatives) on issues of raising and educating children (personally, through specialists from an educational institution);
organizes an educational and upbringing space in the classroom 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 participants educational process life activity of the classroom team, educational institution.
monitors the attendance of classes 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 of this category;
Responsible for maintaining internal school records.
In preventive work, the class teacher can use a wide range of possible forms and methods: visiting a family to examine living conditions, monitoring student attendance on a daily basis, individual conversations and consultations with students and parents, monitoring children throughout the year for their appearance, as well as the performance of responsibilities by parents, involving parents in parent meetings, cool events, house raids, monitoring students’ progress, providing them with assistance in completing homework ,involving them in clubs, sections, social life of the class and school, lectures, seminars, workshops for parents, open lessons and class events, etc.
Stage 3.
The family is considered at the pedagogical council and the meeting of the Prevention Council. The class teacher talks about the results of the individual preventive work done.
Stage 4.
School Council for the Prevention of Juvenile Delinquency.
The class teacher provides documentation for the family: an inspection report of living conditions, a presentation for the family, a description of the minor, a report card and attendance, and information about the work done with the family.
Stage 5.
Registration of families at school for preventive registration, notification of various district services involved in preventive work with families and organization of correctional and rehabilitation work to improve the situation in the family. The decision to register for internal preventive registration is made in accordance with the regulations of the Council for the Prevention of Juvenile Delinquency of the MBOU "Khovu-Aksynskaya" Secondary School.
To eliminate problems in the family, the school carries out targeted work with parents. The main task is to provide effective assistance to the family in matters of successful social adaptation children and teenagers.
During work with the family, the following tasks are solved:
Provide assistance to parents in solving problems that arise in the process of upbringing and education;
Provide assistance to parents in the development of their child’s individual characteristics;
Coordinate educational assistance from parents to their children;
Identify the educational capabilities of parents and involve them in the life of classroom groups;
Provide assistance to parents in solving emerging problems;
Study the way of life and traditions of students’ families;
Organize psychological and pedagogical education of parents;
Provide assistance in resolving conflict situations.
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;
Conducting consultations and lectures for parents;
Providing them with socio-psychological, mediation and legal assistance;
Tracking the progress and attendance of disadvantaged students
Organization of leisure activities for children from these families outside school hours and during vacations;
Assistance in organizing employment for teenagers during summer holidays.
When working with a family in SOP/TJS, a social teacher uses the following algorithm:
Studying the family and understanding the problems that exist in it, studying families’ requests for help, studying complaints from residents (neighbors).
Primary examination of the living conditions of a dysfunctional (problematic) family.
Getting to know family members and their environment, talking with children, assessing their living conditions (collecting information about the family and its immediate environment).
Getting to know the services that have already provided assistance to the family, studying their actions and conclusions.
Study of the causes of family dysfunction, its characteristics, its goals, value orientations (diagnosis).
Studying the personal characteristics of family members.
Drawing up a family map.
Coordination activities with all interested organizations (PDN of the Ministry of Internal Affairs, KDN and ZP, School Prevention Council, center for social rehabilitation of children and adolescents, shelters, central health center, youth affairs department, etc.).
Drawing up a program (plan) for working with a dysfunctional family.
Routine and follow-up visits to the family.
Conclusions about the results of working with a dysfunctional family.
Based on the diagnostic results, the social teacher determines the essence of the problem or a set of problems, and, relying on a bank of technological approaches, selects a psychological, pedagogical, social means for their effective resolution (Appendix 3).
The plan must include points to eliminate all signs of a socially dangerous situation (Appendix 4):
Material:
Providing humanitarian assistance (rural administration, educational institution);
Financial (Employment Center of Chedi-Kholsky kozhuun);
Targeted social;
Consulting parents on receiving social benefits
help different types(educational institution, social work specialist).
Pedagogical:
Employment of children in clubs, sections, electives (educational institution);
Monitoring the attendance of minors in educational classes (educational institution);
Monitoring the progress of a minor in academic subjects (educational institution);
Consulting parents on issues of raising a child (educational institution);
Educating parents in order to develop a critical attitude towards socially dangerous phenomena (educational institution).
Psychological:
Supporting the child’s development process (psychodiagnostics of the child’s developmental characteristics, prevention of deviations in the child’s development) (educational institution);
Educating parents on the issues of creating conditions for preserving and strengthening the neuropsychic health of the child;
Corrective and developmental measures aimed at stabilizing or establishing child-parent relationships(educational institution).
Corrective:
Individual sessions with the child in those subjects where there is poor performance (educational institution);
Formation of hygiene skills in a child (educational institution).
Medical:
If the criteria for a socially dangerous situation indicate the use of alcoholic beverages by parents, measures for treatment of alcohol dependence must be prescribed (by a narcologist);
Medical examination child, if necessary, referral for inpatient treatment (outpatient clinic, first aid station);
Implementation of measures aimed at preserving the health of the child (vitaminization, vaccinations, monitoring compliance with the daily routine and nutrition, safety of the environment) (outpatient clinic, first-aid post);
Organization of health improvement for a minor, referral to a health camp (department for family and childhood issues).
Legal:
If the parents or child do not have documents, the following points are included in legal assistance:
1) registration of a child’s birth certificate (social work specialist),
2) assisting parents in restoring lost documents and replacing documents;
Consulting parents about responsibility for evading the upbringing and maintenance of a child (PDN, educational institution).
Other type of help:
Employment of parents (Employment Center)
Employment of a minor in free time, vacation time (educational institution);
Preventive inspection of electrical wiring, gas equipment (social work specialist);
Visiting a family at the place of residence, social patronage of the family (educational institution, rural administration, social work specialist, juvenile affairs inspector, department for family and childhood issues);
Monitoring the behavior of parents at home in the evenings and weekends (PDN).
The implementation of the individual plan of preventive work is heard at the school Council for the Prevention of Neglect and Juvenile Delinquency (according to the plan).
The social teacher creates a personal file for the family, which consists of the following documents:
1. Title page (full name of parents, date of birth, place of residence, family status, full name of children, date of birth, employment of children, basis for registration, employment of children)
2. Grounds for registration (Extract from the protocol of the Council for Prevention on the recognition of a family located in a residential housing complex or the Resolution of the Committee for Disaster Control and ZP on the recognition of a family in a socially dangerous situation).
3. An inspection report on the family’s living conditions.
4. A copy of the minor's birth certificate or passport.
5. Copies of parents' passports.
6. Prevention card (reflects the interaction of all specialists working with families, the work done with parents and minors).
8. An individual program of social-psychological-medical-pedagogical support for a student who is registered with the SOP/TJS for preventive work with the family, which prescribes specific measures to eliminate the socially dangerous situation of the family, indicates specific deadlines for the implementation of measures, and the persons responsible for carrying out the measures.
9. Monthly reports on the work done to restore the educational potential of the family.
10. Monthly acts and certificates of family visits.
11. Characteristics of the minor(s), report card and attendance.
12. Social passport of the SOP/TZHS family.
13. Copies of requests, petitions, and other information indicating the work carried out with the SOP/TJS family to improve the situation in the family.
14. Individual work with parents and minors (explanatory notes, statements, receipts, etc.).
15. Results of a study of families and students (his) (diagnostics, questionnaires, tests, etc.).
Stage 6.
Information letters, reports from subject teachers, class teachers and complaints from village residents about the school prevention council, which was created and operates at the Khovu-Aksynskaya Secondary School.
Stage 7.
Representation, relations, and information letters to the Commission on Minors' Affairs and Protection of Their Rights of the Chedi-Kholsky Kozhuun.
The main criterion for assessing the effectiveness of individual preventive work with families:
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.
Assessing the effectiveness of working with families:
Compliance of family problems with the goals, objectives and areas of work determined by the social teacher.
Assessing the positive dynamics of the situation may include the following indicators:
The family's standard of living has been brought to average levels (parents are trying to lead a normal life, the living situation in the family has improved);
Parents take care of their children;
Children attend an educational institution;
Parents' consumption of alcoholic beverages decreased;
Family connections with children's medical institutions have been restored;
The family is in contact with educational institution, social assistance center, etc.;
Other significant adults (relatives, close friends) have appeared in the social environment, whose help the family accepts and is positive about interacting with them;
The family positively accepts help and social contacts with caregivers.
Since the 2012 academic year, the social and pedagogical service of the MBOU "Khovu-Aksynskaya Secondary School" has developed and implemented: a program for the prevention of crime and neglect, a program of social assistance for students from families in a socially dangerous situation, in difficult life situations, a plan for socio-psychological work with parents of students, individual plans for preventive work with families. The work of the social service and the school to eliminate family dysfunction and remove the family from a difficult life situation is carried out in accordance with these above-listed documents. The work done has shown a positive trend in reducing the number of families registered for preventive care.
Monitoring of preventive work with families of SOP (TJS)
2012-2013 academic year year
2013-2014 academic year year
2014-2015 academic year year
These data confirm that the program we have developed and the stages of work with families in SOP/TJS are working, and that their implementation has positive results.Therefore, it is possible to organize effective assistance to disadvantaged families and children using the proposed program on social adaptation and experience working with families.
In this work, the role of the social educator is very important, how much authority he has among the family, and whether he is a person whom the family trusts. If a social teacher is respected and loved in the family, then he is given the opportunity to communicate more closely with the family. And vice versa, the social teacher is completely isolated from working with the family if he does not have the trust of the family.
The main task of a social teacher is to intensify the pedagogical, educational, social activities of the family, to give it a purposeful, socially significant character.
Conclusion.
Having considered the problem of families in a socially dangerous situation or in a difficult life situation, having studied the available literature, I systematized and selected the most effective forms and methods of work for my work.
Most effective form working with a family in a socially dangerous situation or in a difficult life situation, I believe, is an individual form. Diagnostics, patronage, conversations, and the provision of psychological and pedagogical material assistance can help in working with families.
I also realized that no matter what work I do with a family in a socially dangerous situation or in a difficult life situation, in order to get a positive result it must be carried out within the system. The process must be continuous. Weakening 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.
Annex 1.
Scheme work of a social teacher with a dysfunctional family:
Appendix 2.
Based on observations, testing, and questioning, an algorithm for identifying, preventing and eliminating family problems was developed.
1. COLLABORATION:
Social protection bodies
Education department;
Internal affairs bodies;
Healthcare;
Youth Policy Department;
Employment Service;
Administration of Chedi-Kholsky kozhuun;
2. SOURCES OF INFORMATION ABOUT FAMILY TROUBLE:
District inspector;
Residents of the village;
Relatives;
Class teachers;
School teachers;
3. ADDITIONAL SOURCE IS:
Documents of social and medical patronage;
Documents of the psychological and pedagogical consultation at the school;
Psychodiagnostic materials;
Raid results;
Complaints and statements from citizens;
Materials about offenses;
Juvenile crimes.
4. INDICATORS OF THE NEGATIVE INFLUENCE OF A DISADVANTAGED FAMILY ON A CHILD.
CONDUCT DISORDERS – 50%
Extortion;
Offenses;
Immoral forms of behavior;
Inappropriate reactions to comments from adults.
Vagrancy;
Aggressiveness;
Hooliganism;
CHILD DEVELOPMENT DISORDERS - 70%.
Malnutrition;
Avoidance of studies.
Low academic performance;
Neurasthenia;
Lack of personal hygiene skills;
Mental imbalance;
Teenage alcoholism;
Teenage prostitution;
COMMUNICATION DISORDERS - 40%
Conflicts with teachers;
Frequent use of informal language;
Fidgetiness or hyperactivity;
Conflicts with parents;
Contacts with criminal groups.
5. EFFECTIVE MEASURES OF INFLUENCE ON A DISADVANTAGED FAMILY.
Compulsory treatment for alcoholism;
Deprivation of parental rights, including temporary;
Consulting;
Educational consultations for parents;
Help from public organizations;
Influence through the media;
Propaganda healthy image life;
Promotion of family values;
Providing financial assistance;
Administrative fines;
Creation of interest clubs;
Permanent patronage;
Providing free meals to children from disadvantaged families;
Free treatment for children and health improvement during the holidays;
Interaction of all services in early detection and individual approach to solving the problems of each family.
Appendix 3.
REMINDER FOR SOCIAL EDUCATORS ON WORKING WITH DISADVANTAGED FAMILIES.
Never take educational measures when you are in a bad mood.
Clearly and clearly define for yourself what you want from your family, find out what the family thinks about this, try to convince them that your goals are, first of all, their goals.
Don’t take everything upon yourself, give the family independence, it’s not necessary to control and evaluate their every step.
Don't be definitive ready-made recipes and recommendations. Do not lecture your parents, but show possible ways to overcome difficulties, analyze the right and wrong decisions that lead to the goal.
The social educator is obliged to encourage success, to notice even minor growth and achievements in the family’s actions.
If there are errors or incorrect actions, point them out. Evaluate and pause to allow the family to process what they have heard.
Let the family know that you sympathize with them, believe in them, good opinion about her, despite the mistakes of her parents.
A social teacher is obliged to develop internal stability and a positive perception of facts. Such stability of position allows a person not to adapt to circumstances, but to take them into account and change in accordance
moral standards of life.
Do not show that you have come to re-educate your parents. Act in the logic of the “perspective lines” system - from the long term to the average and from it to today’s.
A social teacher must be firm, but kind and responsive. Neither absolute firmness, no matter what, nor any kind of boundless kindness are suitable as the only fundamental principle of education. Everything is good in due time. Must be able to apply different methods according to the specific situation.
Appendix 4.
MBOU KHOVU-AKSYNSKAYA SOSH
“Agreed” “I approve”
Deputy Director for HR Director of MBOU
Khovu-Aksynskaya secondary school Khovu-Aksynskaya secondary school
Respect A.D. _________Kuular A.B.
"___"__________2014 "___"___________2014
Individual program of social-psychological-medical-pedagogical support for a family registered with the Higher School of Medicine (the family is in a difficult life situation)
Cause of trouble: improper performance of parental responsibilities , a large family (5 children), the mother is a widow, does not work, low educational level of the family, alcohol addiction in the mother.
Goal: removing the family from a socially dangerous situation (assisting the mother in understanding the extent of responsibility for the maintenance and upbringing of minor children).
1. Providing social and pedagogical assistance to the family;
2.Involvement of specialists who can help resolve those problems that the family cannot solve on its own;
3. Education and consultation of the mother on issues of development and upbringing of children;
4. Teaching mothers how to raise children in the absence of a father;
5. Help in renewing lost connections with extended family members (grandmother, sisters, brother and other in-laws) so that they provide moral support in raising children;
Ongoing events
Execution date
national
about execution
Survey of family living conditions
Cl. management, social ped., deputy dir. according to VR, spec. according to social worker
Social and pedagogical support for the family (conversations with the mother in order to improve the educational and cultural level of the family):
IB “The influence of alcohol on the human body”;
IB “On Evasion of Parental Responsibilities”
IC “Family Relationships”;
IB “The role of the family in raising children”
IC “Family Parenting Styles”
- “Age-related changes in children.”
Monthly
Cl. manager, social service, deputy dir. according to BP
Monitoring class attendance
daily
Organization of summer employment and health improvement for children
In current summer
Cl. management, social ped., deputy dir. according to VR, . social service
Individual conversations with children:
- “On personal hygiene”
- "Talk about proper nutrition»
- “Conversation on career guidance”
- “Rights, duties and responsibilities of minors”
- “About relationships in the family”
- « Bad habits»
Individual conversations with children and mother (according to a separate plan)
weekly
Cl. management
Involving mothers in parent lectures (according to a separate plan)
monthly
Cl. management
Providing social assistance and support to children.
constantly
Social ped., Cl. hands
Providing assistance to children in educational activities by subject teachers.
constantly
Involving children in classroom and school activities ( cool watch, promotions, health days, etc.), library.
constantly
Cl. director, librarian
Assistance in registration necessary documents at the request of the mother, various services.
During a year
Social ped., class hands
Conversation with the mother about maintaining the child’s personal hygiene.
as needed.
Social ped., class hands
Involving the mother in class activities and participating in parent lectures.
constantly
Involving children in clubs, sport sections, Monitoring their visits
constantly
Cl. management, social ped.
Coordination of activities with all interested organizations, inspector PDN, department for family and childhood issues, KDN and ZP, joint venture under the administration of Chedi-Kholsky kozhuun.
Constantly
Conversation with the mother about the responsibility of parents for raising children, about improper performance of parental responsibilities.
constantly
Social ped., PP inspector, PDN
Working with the social environment of families and children. Involving close relatives in raising children.
constantly
Social ped., deputy dir. according to BP
Working with teaching staff and school students to change attitudes towards family and children
constantly
Deputy dir. in VR, social ped..
Employment of minor Oyun M. during the holidays (optional)
March, June-August
Social ped., class hands
Analysis of the results of work with families. Consider the issue at a meeting of the Prevention Council about removal from preventive registration to correct the situation in the family.
Social ped., class manager, deputy dir. according to BP
FULL NAME. ___________________________________ signature_____________
Executor Inspector PP Mongush Ch.N.
FAMILY PLAN
FULL NAME. student of birth,
registered at:______________________________
residing at:__________________________________________
Reason for registration:
Date of registration:
Family composition:
1.
Visiting the family, drawing up sanitary, hygienic and material inspection reports.
2 times per year
Social educator
Key manager
2
Observations of the socio-psychological climate in the family, identification of problems of family education. Providing timely psychological and pedagogical assistance in solving emerging problems.
Monitoring the sanitary condition of the family and housing.
Systematically.
Social educator
Key manager
3
Individual conversations with parents with the aim of shaping their responsibility for raising a child and forming the foundations of a healthy family lifestyle:
-Reward and punishment in the family;
-Healthy nutrition is the basis of a child’s health;
- Rights and responsibilities of parents;
-Personal example and authority of parents;
- Material and living conditions as a factor in the harmonious development of a child;
-How to organize joint leisure time in the family;
-Bad habits of parents;
-What interferes with family harmony;
1 time per month
Social educator
Key manager
Psychologist
5.
Inviting parents to school to see their daughters’ progress
of necessity
Cl. supervisor,
teacher
6.
Organizing meetings between parents and school specialists for the purpose of psychological and pedagogical consultation.
of necessity
Cl. supervisor,
Teacher psychologist,
Social teacher
7.
Inviting parents to class events, school-wide celebrations, exhibitions, meetings in order to include them in the educational process.
according to the school work plan,
cool hand.
Cl. supervisor,
8
Exercising control:
- providing for the child school supplies, clothes;
- passes school activities Without good reason;
- for the health of the child;
systematically
Cl. supervisor,
Social teacher
9.
Maintain contact with the OKDN at the administration of the Nizhneivkinsky city settlement, with the KDN and ZP of the Kumensky district, with the Center for Social Assistance to Family and Children of the Kumensky district, with the administration of the Kuchelapovsky village in order to timely notify about identified shortcomings in the family
systematically
Social teacher
Social teacher
Educational psychologist
Classroom teacher
Head teacher
Attached files
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