“Social adaptation of minors in the process of rehabilitation. Program for social rehabilitation of children with disabilities “Thread of Help” A set of adaptation classes in a rehabilitation center

Tatiana Sirotkina
Development of social skills in children in a social rehabilitation center

The process of teaching and upbringing, aimed at shaping the child’s personality and correcting developmental deficiencies, ultimately creates the prerequisites for the social adaptation of children.

Social adaptation, i.e. active adaptation to the conditions of the social environment through the assimilation and acceptance of goals, values, norms, rules and modes of behavior accepted in society, is a universal basis for the personal and social well-being of any person.

Each child must be helped to gain the greatest possible independence in meeting the basic needs of life and to master the necessary skills to care for and fulfill them.

The lack of social experience and insufficient preparedness of children entering the Druzhba Regional State Budgetary Educational Institution has a significant impact on the nature of adaptation in new conditions. This is manifested in the inability to establish personal contacts with peers and staff, in negative attitude to participation in labor processes, in uncertainty and ignorance of how to behave in a given life situation.

In SOGBU SRCN “Friendship” the entire process of training and education should be aimed at ensuring the social adaptation of the child into society.

Each of us knows that people go through steps in life: up or, unfortunately, sometimes down. And we must do everything to ensure that our students walk the ladder of success and not failure. After all, only those who are successful are happy. In order for a person to learn something in life, a certain amount of experience is necessary. Therefore, in order to successfully integrate into society, our children need to be presented with life situations that they will have to face and make decisions.

Our center for the children living in it is the main model of the social world, and the acquisition of social experience by children, the foundations of human relationships, skills and abilities to ensure personal life and activities depends on how the educational process is structured.

The activities of students at the SOGBU SRCN “Friendship” are manifested in studies, in various forms labor activity, in organizing one’s free time, in behavior in public places, as well as in the ability to apply cultural, hygienic and self-service skills.

The problem of socialization of our children is particularly complex. To become familiar with social values ​​and norms, it is necessary to work in the following areas.

1. Social and everyday orientation.

During the classes, children are given a certain system of knowledge and social and everyday skills begin to be formed, during which students in everyday practical life repeat, consolidate and expand the knowledge acquired during the educational process, automate existing skills and organize useful habits and standards of behavior in children , evaluative attitude to various life situations.

I use the following forms of teaching social and everyday orientation: subject-based practical classes, excursions, role-playing games, conversations, didactic games, modeling of real situations, works fiction.

The main support in mastering any cognitive material is visual teaching aids.

In classes on social and everyday orientation, I use various types of visual aids: natural objects (for example, clothing, dishes, food); real objects (for example, the center premises); toys, images (subject, subject); practical demonstration of actions.

It is necessary to actively use the method of modeling real situations, that is, recreating certain everyday situations that people face in real life. Simulation of real situations should be used in the study of many topics, for example: “Dating”, “Behavior in public places”, “Purchasing” and so on. The plots of the situations are taken from real life, but always in accordance with the level of knowledge, experience of children and their capabilities.

The method of simulating real situations is not only one of the most effective, but also the most difficult teaching method. Difficulties arise due to the inability of children to act as actors, their lack of self-confidence, the inability of children to independently think through and analyze the situation, due to their emotional and behavioral characteristics. In addition, it is difficult for a child to understand and correctly assess the need for certain actions or actions the first time. That is why it is necessary to consistently train children to participate in a simulated situation.

2. Labor skills.

When developing labor skills and abilities, the daily practical activities of children are especially important, which should be organized in the following forms: assignments, duty, collective activities.

The task of educators is to teach children to agree among themselves about who will do what. This teaches each child to be responsible for the assigned task, not only when he does his work alone, but also when he works in a team. An important point is a report from duty officers on duty performed.

When working with children, it is advisable to use such a method of collective activity as joint-individual: each child, although working simultaneously with others, does not experience any dependence on them. For example, putting your bedside tables, clothing shelves, etc. in order, which allows each child to act at an individual pace - this is especially important at the stage of mastering a skill. In turn, we will be able to take into account the individual needs of each child: one needs additional exposure, the other needs physical assistance(hand in hand, the third - in hints, reminders, leading questions, the fourth - in support, so that he acts more confidently.

To maintain the cleanliness of the group, we, together with the children, establish alternate duty, thereby giving the pupils the opportunity to master the techniques of caring for their home, creating and maintaining order, creating comfort, and mastering the skills of using household appliances.

The knowledge and initial skills formed in the classroom require repeated, regular, systematic reinforcement in everyday activities in order to be consolidated and firmly assimilated.

Upon completion of studying a certain topic, it is advisable to conduct classes with the children, but in the form of a competition, quiz, or celebration.

3. Great place in the formation of social and everyday knowledge and skills is given to excursions.

Their value lies in the fact that children in real, natural conditions They observe the objects of the surrounding world, clarify and expand their ideas about them, consolidate the knowledge and skills developed in classes, role-playing games, learn to communicate with strangers, i.e. in the process of excursions, the social experience of children is formed and enriched.

4. Social behavior skill.

This skill must be developed by demonstrating a positive action with a preliminary and incidental explanation of its meaning. To do this, demonstrate some situation, taking on the social role that you want to teach children (for example, a buyer in a store). Then, together with the children, a situation is played out, during which the help from the adult gradually decreases, and the children’s independence increases. When playing out a situation, it is necessary to guide the children and ensure that they correctly convey the sequence of actions and pronounce the phrases correctly.

By playing out various stories, children thereby gain certain ideas, knowledge, practical experience of behavior in various life situations and communication with people around them.

5. Development of emotional background.

In the classroom, it is important to use small, interesting, emotionally vivid works of fiction that are accessible to children (for a deeper understanding of actions, actions and relationships to things and between people). The emotional factor is one of the main factors in the development of children of any age. Emotionally colored material that penetrates the child’s soul is firmly imprinted in his memory.

Thus, the system of educational work in our center should be a purposeful organization of children’s activities to acquire the social and everyday knowledge and skills necessary for them in life.

During classes, students gain knowledge about various spheres of human life and activity, acquire practical skills that allow them to successfully adapt to the social environment.

Publications on the topic:

Game event for pupils of the social rehabilitation center “Journey to Her Majesty Water” 1. Beginning ritual. Game "Naughty Star". A “mischievous star” approaches one of the group members, lightly touches the tip of his nose and speaks.

Photo report on baking cross-shaped pies during Lent. During the fourth week of Great Lent, Orthodox Christians perform...

Innovative technologies used by a teacher-psychologist in working with pupils of a social rehabilitation center Now children do not play, but study. They study and study and will never begin to live. A. Green Innovative technologies, used in work.

Mini-program on manual labor for pupils of the social rehabilitation center “In the Natural Workshop” Video Explanatory note: The program is based on the use of natural and waste materials in the work. Classes on manual labor very important.

On November 19, 2017, an event dedicated to a healthy lifestyle was held with the students of our institution - “We are against smoking.”

Outline of a lesson with pupils of a social rehabilitation center for minors “It’s Sweet Jam Day” Target audience: minors 5 – 15 years old. Form and methods of work: reading a poem, guessing a riddle, quiz, proverb competition.

Application of educational kinesiology in speech therapy classes in a social rehabilitation center Introduction Educational kinesiology is a system of increasing the capabilities of children, regardless of age, by drawing out the potentialities contained in them.

Developmental program for visual activities for children 4–5 years old in the “Little Miracles” rehabilitation center Developmental program for the formation of knowledge and skills in children 4–5 years old visual arts"Little Miracles" Explanatory.

The use of modern pedagogical technologies in the work of a teacher at a social rehabilitation center Modern educational technologies are one of necessary conditions effectiveness of innovative activities of social rehabilitation.

Lesson: “Family is a magical symbol of life” Goal: to develop in adolescents an idea of ​​family as the main value in life. Tasks:.

Image library:

The opening of a social adaptation room took place at the State Public Institution "Social Rehabilitation Center for Minors of the Vorotyn District" in the village of Krasnaya Gorka. The children's institution was visited by the head of the department for the implementation of family policy, the organization of social services for families and children, the department of family policy for families and children of the Ministry of Social Policy of the Nizhny Novgorod Region, S.A. Channova, head of the Vorotynsky district administration E.Yu. Gerasimov, director of the State Public Institution Non-Resident "Management" social protection population of the Vorotynsky district" L.N. Bragina, head of the social services sector of the USZN N.V. Savelyeva, chairman of the district Council of Veterans L.N. Trusova. First, a small meeting was held in the office of the director of the social rehabilitation center V.S. Kuznetsov. Valery Sergeevich told the distinguished guests about the program, within the framework of which the social adaptation room was opened:

The Ministry of Social Policy of the Nizhny Novgorod Region, in agreement with the Fund for Support of Children in Difficult Life Situations, is implementing the regional program “We are like everyone else.” Its main tasks are social support for families with children with health problems, ensuring family education and development of children in such families, preparing for independent life and developing the necessary work skills. To carry out the program's activities, rural social protection institutions that organize work on the social rehabilitation of children were allocated funds, including the State Public Institution "SRC of Vorotynsky District" in the form of a grant - 300 thousand rubles. These funds were provided for equipping the social adaptation room - purchasing furniture, equipment and materials for activities with children. The “We are like everyone else” program has been implemented at the institution since 2014. During this time, a room for conducting classes was selected, repair work was carried out, the door was replaced, electrical wiring was connected to household appliances, water drainage and sewerage installed. The room is an example of a modern kitchen. To replenish it with dishes, deputies of the Legislative Assembly V.A. Antipov and V.Yu. Shanin was provided with financial assistance in the amount of 15 thousand rubles. To solve the set tasks for the social and everyday adaptation of pupils, a program and educational thematic plan have been developed. Classes for children are conducted in the form of master classes, workshops, and video lessons. Initially Special attention paid attention to safe handling household appliances. The program is aimed at 15 pupils, a subgroup of disabled children (5-7 people), and during the summer recreational period - at 30 children. Children are trained from the age of 10. Classes on cooking and table setting are provided. The content of the program also includes topics on hygiene and home cleaning, washing and ironing, etiquette in various public places, at home, and away.

At the end of the course, children should be able to cook porridge, fry potatoes, prepare sandwiches and pastries, brew tea, set the table, use an electric stove, refrigerator, vacuum cleaner, washing machine, dishwasher, and microwave oven.

Teacher G.V. Sadovnikova conducts educational and developmental classes with children, develops work skills and abilities, and teaches them to apply the acquired knowledge in independent life.

Valery Sergeevich thanked S.A. for their help in such a necessary matter as arranging a social adaptation room. Channov, V.A. Antipova, V.Yu. Shanina, A.V. Nazarenkova, L.N. Bragin, I.A. Chuev, D.N. Polyakov, after which, accompanied by his deputy N.I. Trusovoy gave a tour of the facility. By the way, the head of the district E.Yu. Gerasimov also presented a set of porcelain dishes for the newly opened room.

Social teacher N.I. Isaykina showed the guests an exhibition of works made by residents of the rehabilitation center. They deserve universal praise.

Then everyone went to the social adaptation room, where teacher G.V. Sadovnikova conducted culinary classes with the children - they prepared pastries, made hot sandwiches and brewed tea, while not forgetting to wash the dishes and the kitchen table. Well done!

The opening of such an important room for teaching children to live independently can be considered a complete success. Good reviews leave no doubt about this. We hope that now it will be easier for children who find themselves in difficult life situations to master very difficult adult activities!

Final qualifying work

FEATURES OF SOCIAL ADAPTATION OF ORPHANAGE CHILDREN

Totma 2009

Introduction

It is no secret that in recent years in Russia, in the context of ongoing instability in socio-economic and political life, there has been a steady upward trend in the number of orphans and children left without parental care. This is evidenced by the statistical data presented in the annual state reports “On the situation of children in the Russian Federation.” Moreover, only a small number of these children were left without care as a result of the death of their parents. The rest relate to the phenomenon of the so-called “ social orphanhood“, that is, they are orphans with living parents, and their number is growing catastrophically. This is caused by the continuing deterioration of the life of the Russian family, its moral foundations and, as a consequence, a change in attitude towards children.

The statistics about those who grow up and leave orphanages and boarding schools are disappointing. Every year, tens of thousands of orphans leave orphanages to live independently, and most of them do not adapt well to such a life. The result is unemployment, poverty, crime, becoming alcoholics or drug addicts, and committing suicide. And only 10% manage to adapt to society. Society, represented by them, is losing a full-fledged change of generations and “experiencing” problems with their behavior,” stated Deputy Ministry of Education of the Russian Federation M.N. Lazutov at the All-Russian meeting of directors of orphanages and boarding schools (Moscow, 1995). The leading causes of “social orphanhood” are:

Deprivation parental rights(up to 70%);

Refusal to raise a child (up to 20%);

Parents' stay in prison (up to 10%).

Consequently, in our institutions conditions have not been created for the full formation of personality; there is no basis for the optimal inclusion of the student in the ordinary life of the country.

Children are not focused on achieving higher professional prospects: more than 80% of orphans expect to be sent to vocational schools, only 10% dream of secondary specialized and higher education. The difficulties and miscalculations of social adaptation are obvious when comparing the answers of students and graduates who lived independently. Inside the institution, the pupils do not feel any special problems; their expectations are rosy and are designed for further assistance and care from the state. The life of graduates outside an educational institution confronts them with problems that they cannot always overcome on their own. This concerns not only aspects of their life and attitude to work, but also maintaining their health, organizing their free time, and the experience of creating a family and raising children.

Children from orphanages have a lot of problems. One of the main ones is to successfully integrate into society and independently build your life worthy of a Human Being. Main mission orphanage– help in the social adaptation of pupils.

Purpose of the study is to identify the characteristics of social adaptation of children in orphanage.

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

1. Reveal the essence of the concepts: orphans; children left without parental care (social orphans); persons from among orphans and children left without parental care; institutions for orphans and children left without parental care; adaptation; social adaptation; social maladjustment.

2. Analyze the features of social adaptation of orphans and children left without parental care.

3. Describe the children living in the orphanage.

4. To measure the level of social adaptation of the pupils of the Tarnog orphanage and their peers living in two-parent families.

Object of study: orphans and children left without parental care (children in an orphanage).

Subject of study: Features of social adaptation of children in an orphanage.

Hypothesis: If you form in orphans and children left without parental care a “lifestyle worthy of a Human”, then social adaptation will have a positive dynamic.

Research methods:

1. Theoretical: analysis of literature on this topic, study of documentation from specialists at the Tarnog Orphanage.

2. Empirical: to measure the level of social adaptation, the socio-psychological adaptation questionnaire of Carl Roger and Richard Diamond is used; methods of mathematical information processing; To diagnose emotional connections, that is, mutual sympathy between group members, Jacob Moreno's sociometric test is used.

Practical significance: the work will allow us to coordinate efforts to organize the process of social adaptation of pupils of the Tarnog orphanage.

1. Social adaptation and its significance in the socialization of orphanage pupils

1.1 Social adaptation as the goal of educational work in an orphanage

At all times there have been children who had the bitter fate of growing up without parents. The first shelters were opened at monasteries, and only by the 18th–19th centuries many of them began to be patronized by the state.

In Russia, the first shelter for “disgraceful” babies was founded in Novgorod by Metropolitan Job in 1706. Peter I transferred the matter of charity to the state, opening 10 educational homes, called “orphan nurseries”. Under the successors of Peter I they were closed and reopened under Catherine II. The first such educational homes opened in Moscow (1764), St. Petersburg (1770), and then other provincial cities. The number of children in orphanages grew rapidly. Extreme overcrowding, malnutrition, lack of care and medical care in orphanages led to high infant mortality.

In Russia, orphanages for children over 3 years old arose in the 18th century at monasteries. The first non-monastic shelter was opened in St. Petersburg in 1837 at the Demidov House of Charity for Workers; it was called “children’s rooms.” In 1838, the Committee of the Chief Guardianship of Children's Shelters was created, which in 1839 proposed the Regulations on the Children's Shelter. V.F. took part in the development of this Regulation. Odoevsky. According to this provision, the purpose of orphanages is to provide children with temporary shelter and basic education. Initially, children visited these shelters only during the day; in 1846, overnight stays were allowed, and in 1847, permanent residence for children.

Before the October Revolution of 1917 in Russia, orphanages were under different subordination and were financed from different sources: charitable societies, individuals and departments. After the October Revolution, all institutions for orphans were closed. The state took full responsibility for the upbringing and maintenance of children. Children's institutions were organized for children under 3 years of age, which became known as “orphanages,” and for children over three years of age (they were called “orphanages”). As a result of a major reorganization of orphanages in the 50s and 60s of the 20th century, most orphanages were turned into boarding schools.

The First and then the Second World Wars, powerful economic crises and social upheavals led to the appearance of many abandoned children, children without parents... Such children filled hospitals, orphanages, orphanages.

Despite the significant progress in caring for orphans that was observed throughout the 20th century, those who were involved in this saw the same thing as centuries ago. Children left without parents permanently or temporarily are developmentally delayed, have serious emotional disturbances, get sick more often and die very often.

At first they thought that the reasons for this were poverty, bad food, bad conditions. When this was dealt with, good, clean shelters and hospitals were created, where all hygiene rules were observed, proper medical care was provided, the condition of the children did not change for the better, and in some cases even worsened.

The next version is an impoverished environment: a monotonous, institutional environment, a small number of toys, a lack of impressions. The solution to this problem did not lead to success.

A decisive breakthrough was made in the middle of the 20th century by psychologists D. Bowlby and R. Spitz, who proved the paramount importance of maternal care for the development of a child.

By the middle of the 20th century it became scientifically proven and public that the most important condition development small child is the presence of close and persistent emotional ties with the mother. The absence of such connections is called “maternal deprivation”.

The goal of educational work in an orphanage is social adaptation.

Adaptation(from the Latin adaptare - to adapt) - the process of adapting a living organism to environmental conditions.

Social adaptation(from the Latin adapto - adapt and socialis - social) - a constant process of active adaptation of the individual to the conditions of the social environment. An important aspect of social adaptation is the individual's acceptance of a social role. This explains the attribution of social adaptation to the socialization of the individual.

There are many definitions of the concept “social adaptation”. In addition, various sciences - philosophy, social psychology, social pedagogy, sociology - also have their own interpretations of this concept. Summarizing what they have in common, we can derive the following definition of this concept: social adaptation is the process and result of active adaptation to the conditions of the social environment. Social adaptation is one of the leading mechanisms of personality socialization.

Social adaptation of the child– the process of active adaptation of a child in a difficult life situation to the rules and norms of behavior accepted in society, as well as the process of overcoming the consequences of psychological or moral trauma.

Social adaptation is carried out through the assimilation of the norms and values ​​of a given society. The main manifestations of social adaptation are a person’s interaction with the outside world and his active activity. The most important means of achieving social adaptation are general education and upbringing, labor and vocational training. Every person goes through the process of social adaptation during his or her individual development and professional labor development.

Full social adaptation human includes physiological, managerial, economic, pedagogical, psychological and professional adaptation.

Managerial adaptation Without management, it is impossible to provide a person with favorable conditions (at work, at home), create the prerequisites for the development of his social role, influence him, and ensure activities that meet the interests of society and the individual.

Economic adaptation– this is the most complex process of assimilation of new socio-economic norms and principles of economic relations of individuals and subjects.

Pedagogical adaptation – This is an adaptation to the system of education, training and upbringing, which form the individual’s system of value guidelines.

Psychological adaptation – This is the process of adapting the sensory organs to the characteristics of the stimuli acting on them in order to better perceive them and protect the receptors from excessive load. The process of human psychological adaptation occurs continuously.

Professional adaptation – This is the individual’s adaptation to a new type of professional activity, a new social environment, working conditions and the characteristics of a particular specialty. The success of professional adaptation depends on a person’s inclination towards a specific professional activity, the coincidence of social and personal motivation for work and other reasons.

Experts note the main types of human adaptation:

1) through adaptation to existing circumstances by growing into the environment or changing oneself (a person’s activity in this case is directed towards better and more complete adaptation to the environment at the expense of one’s own reserves and personal resources);

2) self-elimination, leaving the environment, if it is impossible to accept the values ​​of the environment as your own and failed to change and conquer the world. The extreme form of leaving the environment (complete self-elimination) is suicide.

Social adaptation can be considered both as a process and as a result. From a pedagogical point of view, it is important for us that this process is purposeful and controlled. The main goal (result) of targeted work on social adaptation in modern conditions can be considered the formation of a socially active personality, capable of creative activity, aimed at self-realization, establishing a stable harmonious system of relationships with other people, society, work, and oneself.

Social adaptation of orphans is one of the main components of social protection and an indicator of the social security of orphans and children without parental care.

Social adaptation presupposes the successful development by pupils of social roles in the system of social relations. The process of social adaptation occurs through the formation and development of housekeeping skills, self-service, labor skills.

The process of social adaptation consists of several stages:

The first stage is preparatory. It lasts until the pupil is included in a social group and is associated with determining his status, conducting social diagnostics, which involves becoming familiar with his personal characteristics.

The second stage is inclusion in a social group, which involves helping the new student adapt to the real conditions of the institution.

The third stage is the assimilation of socially useful roles through participation in social activities, the acquisition of new social experience, knowledge, skills and abilities.

The fourth stage is stable social and psychological adaptability, characterized by the ability to resolve any problematic situation, arising in the natural conditions of the social environment.

The antonym of social adaptation is the concept of social maladjustment.

Social maladjustment- this is the inability of an individual to social life in society. Social maladaptation manifests itself in antisocial forms of behavior. In adolescents, social maladjustment is expressed in vagrancy, immoral behavior, delinquency and crime, alcoholism and drug addiction, and ultimately in the inability to find one’s place in life, the impossibility of getting an education and profession, or starting a family.

Orphans– persons under the age of 18 whose both or only parents have died.

Children left without parental care– persons under the age of 18 who were left without the care of a single or both parents due to the absence of parents or deprivation of their parental rights, restriction of their parental rights, recognition of parents as missing, incapacitated (partially capable), located in medical institutions, declaration their deaths, their serving their sentences in institutions executing sentences of imprisonment, their detention in custody of suspects and accused of committing crimes; evasion of parents from raising children or from protecting their rights and interests, refusal of parents to take their children from educational, medical institutions, social protection institutions and other similar institutions, and in other cases of recognizing a child as left without parental care in the manner prescribed by law.

Persons from among orphans and children left without parental care,– persons aged 18 to 23 years, who, when they were under the age of 18, both or their only parent died, and also who were left without the care of their only or both parents and have the right to additional guarantees in accordance with this Federal Law on social support.

Institutions for orphans and children left without care parents,– educational institutions in which orphans and children left without parental care are kept (trained, educated); social service institutions (orphanages for disabled children with mental retardation and physical disabilities, social rehabilitation centers for children without parental care, social shelters); healthcare institutions (orphanages) and other institutions created in accordance with the procedure established by law.

Social orphan– a child whose parents have been deprived of parental rights or, for some reason, are unable to fulfill their parental functions.

Orphanage is a state social institution designed to at least to some extent replace a child’s family. We will consider what social functions the family performs, and we will be able to determine what functions the orphanage should perform as a social institution - a “substitute” for the family.

Sociologist A.G. Kharchev identifies the following social functions of the family:

Reproductive – biological reproduction of the population on a social level, satisfying the need for children on a personal level;

Educational – socialization of the younger generation, maintaining the cultural reproduction of society;

Household - maintaining the physical health of members of society, caring for children and elderly family members;

Economic – support for minors and disabled family members;

Primary social control is the responsibility and obligations between spouses, parents and children;

Spiritual communication – development of the personality of family members, spiritual mutual enrichment;

Social status – presentation of a certain social status to family members; reproduction of the social structure of society;

Leisure – organization of rational leisure, mutual enrichment of interests;

Emotional – receiving psychological protection, emotional support.

If we project these family functions onto an orphanage, then, obviously, the orphanage must perform the most important function of introducing the child to social life (that is, a socially adaptive function).

The orphanage for pupils is a temporary place of stay; after completing their studies, the children are released into independent life. The success of their future life path will depend on how well the orphanage can prepare graduates for this independent life.

Graduates of institutions for orphans and children left without parental care- persons who were in full custody state provision and who have completed their stay in this institution in connection with the completion of their studies.

The positive experience of family education, accumulated by more than one generation, is reflected in the development of modern concepts and education programs. When working with orphans, the works of N.E. become especially relevant. Shchurkova, L.I. Malenkova, V.A. Karakovsky. The educational system, according to the authors, will be based on universal human values, one of which is “the family is the initial structural unit of society, the natural environment for the development of a child, which lays the foundations of personality.” Teachers need to form in children a “way of life worthy of Man,” which has three foundations: “Good, Truth, Beauty.” " Life worthy of Humanity- this is life that allows him to fully realize the essential properties and the fullness of functions characteristic only of man as a representative of the highest level of the biological world.”

The UN Convention on the Rights of the Child declares that “a child who is temporarily or permanently deprived of his family environment or who, in his own best interests, is unable to remain in such an environment, has the right to the special protection and assistance provided by the State.”

In accordance with the international act and Russian legislation, a number of forms of placement for orphans left without parental care have been defined. The following forms have become widespread:

Adoption;

Guardianship and trusteeship;

Adoptive family;

Foster family;

Institutions for orphans.

Research into issues of education in orphanages has been going on for a long time. Significant practical and scientific experience has been accumulated both in our country and abroad.

The works of A.S. are of great importance for the study of both practical and theoretical problems of raising children in orphanages. Makarenko, N.K. Krupskaya, V.A. Sukhomlinsky, A.I. Zakharova. Numerous studies by L.I. Bozhovich, I.V. Dubrovina, M.I. Lisina, A.G. Ruzskoy, A.M. Prikhozhan, N.N. Tolstykh, are devoted to the analysis of the unfavorable consequences of raising children in government institutions. Outside the family, a child develops specific character traits, behavior, and personality, about which it is often impossible to say whether they are worse or better than those of an ordinary child - they are simply different. A.M. Prikhozhan and N.N. Tolstykh, who studied the formation of the personality of children brought up in orphanages, investigated the formation of the image of the Self, its content and the attitude of children towards themselves manifested in it. They consider the following to be the presumptive reasons for a different way of forming self-awareness in such conditions of upbringing:

Frequent turnover of adults in the institution, which breaks the continuity of the child’s relationships and experiences;

The pedagogical position of an adult, in which the child is the object of care, education and training, in contrast to the “event-based” position of an adult in the family;

Group approach to children and lack of emotional contact with adults, which entails undifferentiation and unawareness of the child’s “I”;

Strict regulation of all the child’s actions in the institution, leaving no opportunity for choice and responsibility.

The existing system of raising orphans is imperfect and is not able to solve the problem of their adaptation in modern society; the psychological readiness of each child to overcome life's difficulties is not achieved.

The educational work in the Tarnog orphanage was based on the idea of ​​developing the personal principles of each pupil and the formation of independence in the process of organizing all types of activities. When operating forms educational activities and their content, the emphasis was on the meaning-forming motives of the students’ personalities.

The composition of the group has changed significantly. These changes forced educators to reconsider previous guidelines, to more carefully select areas of form and methods of working with children, based on the level of development of children, their age and psychological characteristics, and emerging problems. Much attention was paid to the formation of a team of children, instilling in them sanitary and hygienic, labor skills, self-service and educational work.

Formation of collective work activity skills in children in the process of organizing general cleaning in groups, work in services (kitchen, castellan), cleaning the territory and at the livestock complex, in order to form a respectful attitude towards the work of workers. The use of incentive methods, teachers’ own example, implementation individual approach helps to develop a positive attitude towards work in children.

If, when working with younger children, we talk about the formation of various skills, then the majority of older pupils have developed these skills, and pupils of the 2nd group show independence and initiative in work matters. Educators paid a lot of attention to the issues of professional self-determination of graduates, legal education, fundamentals of life safety and healthy image life. The teachers managed to achieve positive results in their work: the children developed the basic vital skills and abilities. I am glad that the guys not only do self-service work, but also have the skill of agricultural labor: they care for animals at the livestock complex, work in preparing feed for livestock, in the summer they work in the garden, and split firewood. I would like to hope that the skills acquired in the orphanage will be useful to them in later life.

The orphanage has a system of economic incentives for children's work. Behind different kinds labor (work cleaning the territory, in a livestock brigade) children are assigned work time and salaries are calculated monthly. 10 hours per month for older students and 5 hours for younger students is mandatory and this time is not paid. For time worked in excess of these hours, wages are accrued. For work without criticism in a livestock brigade, a bonus of 25 to 100 rubles per month is awarded. At the end of each month, the results of the children’s work activities are summed up at the family council.

Throughout the year, students work in cleaning the area and in the kitchen.

A diagnostic study carried out at the end of the year to study the development of work skills and attitudes towards it showed the following results:

· 20% are involved in labor activity on the initiative of others;

· 45% finish what they start;

· 12% rarely finish what they start;

· 23% do not shy away from work.

Awareness of the need for work:

· 34% present;

· 54% present after clarification;

· 12% missing.

Analysis of these data shows that older pupils have developed working skills. Juniors are included in work activities on the initiative of the teacher.

All pupils are covered in a variety of types extracurricular activities. There are clubs “Bee”, “Housewife”, “Craftswoman”, “Young Livestock Breeder”, “Skillful Hands”, “Merry Notes”, “Home Science”.

Children are eager to attend clubs. Each child requires an individual approach, since with a large number of children it is difficult for a teacher to monitor the implementation of safety precautions.

At the “Bee” circle, students are engaged in making paper crafts, natural material, got acquainted with the origami technique. Crafts made by children in class were presented for sale at the fair.

The “Housewife” club was aimed at teaching children how to process food for the winter: pickling, making salads, jam.

The “Young Livestock Breeder” club was created to develop skills in working in the household. Introduces the rules of keeping and feeding cattle. The students monitored the growth and development of the bulls. At the end of each month, the animals were measured and the calves' weight gain was calculated.

The “Skillful Hands” circle is intended for senior students to make baskets, sleighs, ax handles, potato boxes, brooms, and shovels. Younger pupils made pencil cases, photo frames, and did wood carving.

Created 6 sports sections: gymnastics, weightlifting, general physical training, outdoor sports games, table tennis, ice skating rink in winter.

The main areas of work are holidays and events (Teacher’s Day, harvest festival - “Foliage is falling again in the gardens”, New Year– “Showdown at the Christmas tree”, March 8 – “All flowers and smiles to you”, February 23 – “Trumpeting the soldier’s muster”, May 9 – “Let’s bow to those great years”, June 1 – Children’s Day. Adults and children participate together.

The “Home Science” club includes: developing skills in self-care, developing the ability to plan a family budget, and spending money. Pupils need to know the sources of the budget, income and expenditure parts, the possibility of rational use of funds and ways to increase them. Be able to analyze the budget, determine living wage, do simple economic calculations.

Thus, we examined the concepts of “adaptation” and “social adaptation”. We found out that the purpose of social adaptation is to instill in a child a sense of duty, social security and preparation for future adult life. The main mission of the orphanage is to prepare pupils for independent life in modern society, but at present the level of this training cannot be considered sufficient. The success of their future life path will depend on how well the orphanage can prepare the children for this independent life. Therefore, teachers need to form in children a “way of life worthy of Man,” which has three foundations: “Good, Truth, Beauty.” “A life worthy of Man is a life that allows him to fully realize the essential properties and fullness of functions characteristic only of man as a representative of the highest level of the biological world.”

1.2 Adaptation of orphans to modern socio-economic conditions

In our difficult times of socio-economic instability and crisis in all spheres of life, the least protected segments of the population suffer especially hard, and primarily orphans and children left without parental care.

Children in orphanages have a lot of problems, since in a state institution they do not have a sense of a permanent home. Some children had to change up to six settlements, including the place of birth and education after leaving school, and four or five child care institutions. At the age of 15–18, teenagers are forced to leave the orphanage into the unknown, to solve the problem of housing and registration. For some, finishing their studies means starting to wander. To the status of an orphan is added the status of a migrant, marginalized and stranger.

Orphans become migrants at an early age and maintain this status for many years, proving that migration is not a geographical fact, but social phenomenon. R. Park believes that migration should not be identified with simple movement. At a minimum, it involves a change of residence and the destruction of home ties. Home ties among orphans are destroyed several times:

1) actual domestic connections and separation from relatives;

2) home connections, when the child begins to consider the child care institution as home, and the teachers and children as relatives. Such moves leave psychological trauma for life.

Moving from one institution to another for some students is an expectation of something new, for others it is fear of the future. Those who were abused in the orphanage expect their lives to change for the better.

The study showed that in addition to character, upbringing, and health, the adaptation of an orphan is influenced by the presence of relatives and the relationships that are formed with them. Once in children's institutions, children completely lose all family ties.

Throughout the history of charity, orphans had the opportunity to increase their status in a state institution relative to street children. This is realized at the expense of the state and through the education or profession that they always try to give to the child in an educational institution. On this path, orphans are often limited in receiving a school education; many of them cannot study in a regular school or be equal in their knowledge to children who have parents.

Young people from among orphans are not competitive in the modern labor market. And the acquired professions are not in demand. Those few non-governmental organizations that have started working today and are ready to help orphans find employment play the role of formal and informal employment channels: acquaintances, recommendations, labor exchanges.

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

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

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

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

In some cases, teenagers find it easier to associate themselves with negative environments. Become homeless, join a gang, but not return to your parents.

After obtaining a profession, the housing problem takes on a new quality: you need a job where registration will be guaranteed. But today many organizations do not have dormitories. It is also difficult to take advantage of the quotas provided for employment. Orphans are often left without registration, and the employment center does not work with such people.

Among the orphans there are many homeless people, as well as people who have committed illegal acts. After being in prison, the problem of adaptation takes on a new meaning.

The housing problem leaves an imprint and sometimes determines the entire process of socialization of orphans. Most of them gain experience of struggling for housing and registration at the age of 14–18 years. Going through all the stages of “housing socialization”: meeting parents, applying to judiciary, go through a commission on housing issues, in some cases go through court, extortion. As a result, they receive negative life experiences: homelessness, vagrancy, drunkenness, theft, prostitution, illness.

Until they graduate from school (grades 9 or 11), orphans are kept in the same space - a children's institution, to varying degrees openness/closeness and represent a certain group of children and adolescents connected by territorial unity. Children of each group ( child care facility) live in the same conditions, receive the same upbringing and education, have the same social status- pupil. In our opinion, orphans from at least one educational institution gravitate towards each other.

The reason that children are grouped together as “children in an orphanage” is due to state tutelage and the lack of parental care. Collective Unity - Children's Institution. New team, like the whole society outside the children's institution, are strangers. If adaptation is successful, then the stranger becomes an insider and “fits in” with the group.

Many do not have important adaptation resources: material (housing, in-demand profession, savings) and psychological (adequate upbringing, support from relatives).

In modern economic conditions They attach great importance to the economic education of children. Since 1992, the following programs have been introduced into schools: “Introduction to Economics” and “Fundamentals of Economics and Entrepreneurship.”

Employees of orphanages are interested in enhancing the adaptation of pupils to new socio-economic conditions. This will provide an opportunity to prepare students for orientation in the financial sector.

The main criterion for the effectiveness of work on the social adaptation of pupils is their high level of adaptation to independent life in society after leaving the orphanage. The main indicators of adaptability include:

– how successfully the student was able to get a job;

– how successfully he was able to create his family and raise his children;

– development of social activity, independence, responsibility;

– absence of deviant behavior.

IN personal sphere an indicator of successful adaptation is the extent to which a graduate is able to build a “lifestyle worthy of a Human Being,” build his life perspective, set and successfully solve problems along this path, make a conscious choice and take responsibility for this choice.

Observation of graduates of the Tarnog orphanage shows that at the moment the level of social adaptation of pupils is insufficient.

The students have low academic performance, the majority complete only 9 grades, and after graduation they only enter vocational schools insignificant amount to higher education institutions.

Unfortunately, not all students finish their studies (for various reasons: they were expelled or dropped out) and not all of those who completed were able to then get a job in the specialty they received (or get a job at all) (Appendix 6).

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

After obtaining a profession, the housing problem takes on a new quality: you need a job where registration will be guaranteed. But today many organizations do not have dormitories. It is also difficult to take advantage of the quotas provided for employment. Orphans are often left without registration, and the employment center does not work with such people. The housing problem leaves an imprint and sometimes determines the entire process of socialization of orphans. Most of them gain experience of struggling for housing and registration at the age of 14–18 years. Going through all the stages of “housing socialization”: meeting parents, going to court, going through a commission on housing issues, in some cases going through court, extortion. They gain negative life experiences: homelessness, vagrancy, drunkenness, theft, prostitution, illness. Many do not have important adaptation resources: material (housing, in-demand profession, savings) and psychological (adequate upbringing, support from relatives).

1.3 Socialization of orphanage pupils

Psychologically, social adaptation acts as a unity of accommodation (learning the rules of the environment, “becoming like it”) and assimilation (being like oneself, transforming the environment). The environment influences the personality, which selectively perceives, processes and reacts to these influences in accordance with its internal nature, and the personality actively influences the environment. Such an adaptation mechanism, developing in the process of socialization of the individual, becomes the basis of his behavior and activities.

Socialization– the process and result of the individual’s assimilation and active reproduction of social experience, carried out in communication and activity.

Socialization is the process of a person becoming part of a social community, a group of people, a community. At the same time, he assimilates elements of culture, social norms and values, on the basis of which personality traits are formed.

For a person, social relations are the environment in which he realizes his needs, where he acquires the main features that distinguish him from other inhabitants of the Earth.

There are two approaches to the essence of socialization, with different ideas about a person and his role in the process of his own development. Thus, some researchers point out that the content of the socialization process is determined by society’s interest in its members successfully mastering social roles, being able to participate in production activities, creating a strong family, being law-abiding citizens, etc. This characterizes a person as an object of socialization.

Another approach is associated with the fact that a person becomes a full-fledged member of society and acts not only as an object, but also as a subject of socialization. As a subject, he assimilates social norms, cultural values ​​in society, not only adapts to society, actively participates in the process of socialization, but influences himself and his life circumstances. By socializing, a person realizes himself as an individual, influencing life circumstances and the people around him.

Having been born, a child immediately finds himself in the world of social relations - the world of relationships between people, where each person plays many roles: a family man, a friend, a neighbor, a resident of a city, a village. By mastering these roles, a person socializes and becomes an individual. The lack of contacts leads to the fact that the role image is created on the basis of contradictory information received by the child from various sources. Pupils develop an idea of ​​their social role as an orphan.

Due to the difficulties of socialization, adaptation problems are not solved.

Thus, the results of a psychological examination indicate problems in the development of the personality of children in orphanages in all age groups Oh. Great difficulties and deviations from normal personality development are observed in the emotional-volitional sphere, violation social interaction, self-doubt, decreased sense of purpose, which leads to a weakening of “personal strength.” In the older age group, it manifests itself in a decrease in professional suitability for many types of professional activities, especially of an intellectual nature and social interaction.

For a child who is raised outside the family, agents of socialization (team, peers, orphanage teachers). At the same time, social self-determination must occur - the choice by orphans of their role in social relations.

The process of forming a child’s ideas about a social role is very important. Such ideas are often distorted in orphans. The absence of normal contacts for a child (family, friends, neighbors) leads to the fact that the role image is created on the basis of contradictory information received by the child from different sources. Most often, the source of information for a child about social roles is the media and the opinions of peers. A false idea of ​​one’s social role as an orphan is formed.

Due to the limited social contacts of orphans, the process of their socialization is difficult. It depends on those norms accepted in the child’s social environment that regulate the requirements for him and ensure the formation of his personality. The orphanage pupil perceives the developing relationships between children and adults as reference norms of relations, while such a norm is the special position of orphans in society, which creates difficulties for adequate social development.

Difficulties in socializing orphans.In the process of socialization, three groups of problems are solved: adaptation, automation, and activation of the individual.

The solution to these problems, contradictory and unified, significantly depends on many external and internal factors.

Social adaptation presupposes the active adaptation of an individual to the conditions of the social environment, and social automation involves the implementation of a set of attitudes towards oneself; stability in behavior and relationships, which corresponds to the individual’s self-image and self-esteem. Solving the problems of social adaptation and social automation is regulated by the contradictory motives of “Being with everyone” and “Being yourself.”

When raised in an orphanage, the difficulties a child faces in the process of socialization double. This happens because the very organization of the viability of children in an orphanage is designed in such a way that the child develops only one role position - the position of an orphan who does not have support and approval in society. This role keeps the child in an infantile dependent position and blocks the manifestation of potential capabilities.

Pupils of an orphanage, leaving its threshold, know how to “be an orphan”, i.e. hope for patronage, have “learned helplessness”, not suspecting that they can rely on their own internal resources.

Children do not have their own personal space where the child could be alone. In rare cases, personal space can be considered the walls above the bed, which the child can decorate at his own discretion, and a bedside table with personal belongings, the order and contents of which are controlled by the teacher. Life in an orphanage sets the forced publicity of living.

In the orphanage, the living hours are strictly regulated (when to get up, eat, play, study, walk, sleep), which does not allow taking into account the individual characteristics of the child.

The living conditions of children in orphanages create external difficulties for successful socialization; this group of children has internal difficulties that are associated with the characteristics of their mental development.

The most serious consequence of orphanhood is the loss of “basic trust in the world,” without which the development of such important new personality formations as autonomy, initiative, social competence, and skill at work becomes impossible.

Without these new formations, a child cannot become a subject of interpersonal relationships and develop into a mature personality. The loss of “basic trust in the world” also manifests itself in the child’s suspicion, mistrust, aggressiveness and the formation of a neurotic mechanism.

Difficulties of socialization give rise to hypertrophied adaptation to social processes, i.e. non-acceptance of the norms of relations that develop in society.

Due to the consequences of abnormal socialization, it is necessary to name such phenomena as social autism (detachment from the outside world), developmental delay.

The reasons for difficulties in a child’s entry into the system of social relations can be very different, but, first of all, they are associated with orphans’ inadequate perception of the demands that society makes.

Criteria for overcoming socialization difficulties:

Social adaptability – the ability to adapt to the existing system of relationships, master social-role behavior;

Resistance to adverse social influences (autonomy), preservation of one’s individual qualities;

Readiness for social action, self-development and self-realization in emerging difficult situations(social activity), ability to self-determination.

The organization of the life of the orphanage is based on the following principles:

Socialization: transfer of life experience with minimal pressure on the child from the teacher;

Individualization: accounting individual characteristics child, the creation of differentiated programs for the development and self-development of the individual, based on the results of psychological and pedagogical diagnostics;

Health improvement: restoration of psychosomatic health and prevention of diseases in children.

Thus, socialization is the process and result of the assimilation and active reproduction of social experience carried out in communication and activity.

1.4 Activities of orphanage specialists in developing the social adaptation of pupils

The state educational institution “Tarnogsky Orphanage” for orphans and children left without parental care was opened in August 1995 at the address: Vologda region, Tarnogsky district, Igumnovskaya village.

In the 90s In orphanages (and other institutions), the position of a social teacher was introduced - a specialist who organizes social and pedagogical activities aimed at creating conditions for children’s adaptation to new living conditions, their positive socialization and subsequent social integration.

The social and pedagogical activities of the orphanage involve such specialists as a social pedagogue, a psychologist, educators, a deputy director for education and management, and teachers. In order for the interaction of specialists in an orphanage to be effective, it is necessary to clearly distinguish between their functional responsibilities and roles in certain areas of activity.

Social teacher is a specialist whose area of ​​expertise includes organizing the social education of a child and creating conditions for his successful socialization.

When the social teacher contacts the ward, problems are identified, methods, sequence and ways of jointly solving them are determined. An analysis of these problems shows that long before leaving the orphanage, graduates should know about a responsible and careful attitude towards documents, about the availability of professions, about ways to adapt to different social groups, the problems that await them in society. Each of them must have a "package necessary documents" They must be informed about which institutions they need to contact in each individual case.

The social teacher is called upon to play a central role in the implementation of a comprehensive system of support and accompaniment for orphans. The mission of a social teacher is to be an authorized representative and defender of the interests of adolescent graduates in various social institutions, to be a professionally and personally separate consultant for a child on a wide range of life and personal problems, to provide support and assistance in new situations and to promote the development of independence in children.

The model of professional competence of a social teacher of children living in an orphanage and graduates includes a block of knowledge: social pedagogy, psychology, social psychology, law, economics; block of abilities: communication abilities, ability to reflect, ability to organize one’s own activities and others; block of technologies: consulting, training, diagnostics of adaptability. To fulfill his professional role, a social teacher must navigate the characteristics of individual, group, professional psychology in the broadest sense of the word, the conditions and specifics of the activities of subjects of social interaction, the characteristics of the environment, the conditions and specifics of the activities of certain social institutions.

The main direction of work of a social teacher on social adaptation is his activity as a “universal consultant” and “universal mediator”.

The leading function of a social teacher is mediation between the student and the social environment surrounding him.

Social teacher:

Ensures compliance with children's rights, protects the interests of pupils in the event of a violation of rights or an offense committed;

Maintains contacts with educational institutions where children study, with service specialists social security, with internal affairs bodies, health care, public organizations who can assist in patronizing the graduate and their specialists;

Another important function of a social teacher is to create conditions for successful social adaptation of pupils. Its implementation assumes:

Diagnostics identifying the psychological characteristics of pupils, abilities, needs, opportunities, interests, social circle, problems, studying the characteristics of life, positive and negative influences of the environment and establishing a “social diagnosis”;

Development of a forecast for the social development of pupils, taking into account personal characteristics, level of intelligence, motivation, microsocial environment, planning social and preventive tactics for young people at social risk;

Consulting on a wide range of issues;

Help in solving life and personal problems, supporting the development of independence of students;

Helping to increase the level of self-esteem of students, gaining self-confidence, awareness of responsibility for their actions, constructive communication skills, creative thinking, overcoming crisis situations, avoiding asocial temptations;

Organization of educational, labor, and leisure activities of students through vocational guidance and professional adaptation;

Prevention of social maladjustment, including unemployment, crime, vagrancy, alcoholism, drug addiction, etc., by involving socio-legal and medical-psychological services;

Prevention of secondary orphanhood with assistance in developing the ability to make independent decisions about the life problems of future graduates of an orphanage, influencing the formation of a young mother’s attachment to her child, supporting parental feelings, enriching their positive interaction.

The social teacher works in the following areas:

1. Creating a good psychological climate inside the orphanage (participation in work on the annual plan; holding seminars, consultations for teachers and junior teachers on issues of legal protection of pupils, their adaptation in an orphanage, resolution of conflict situations; individual work with teachers; participation in all events held inside the orphanage).

2. Protection and protection of the rights of pupils.

3. Career guidance for students.

4. Determining the professional orientation of the student.

The goal is to comprehensively prepare orphans for a full independent life after leaving the orphanage.

The main task of a social teacher is to organize the system of upbringing and education.

The solution to this problem involves:

Satisfying the intellectual, cultural and cultural needs of orphans moral development, obtaining vocational education;

Development and implementation of new teaching methods;

Organization of continuing education in prestigious and competitive professions in the labor market.

Stages of work of a social teacher:

1. Preparatory – getting to know children when they enter an institution, factors in the child’s living environment, establishing contacts, social diagnostics, pedagogical capabilities of the individual; creating a file of children, taking into account needs and opportunities, brief analysis work status.

Research methods - psychological testing (questionnaire “Adaptation to school education”; preference questionnaire; diagnosis of mental states; observations, interviews, drawings to identify the institution’s regime for the child’s adaptation in the environment).

2. Organizational – analysis, differentiation, classification of problems, “getting used to the environment.” A social educator determines priorities in his work, forms of social creativity, and ensures coordination in the work of social institutions (family, school, health institutions).

Forms an active community of social assistants, studies the possibilities of clubs and organizations dealing with problems of education, health, and leisure; systematizes the results of social and pedagogical research.

3. Directly social work - observation, consultation, assistance in protecting and protecting the rights of the child, studying and analyzing complex situations, implementing various kinds of “interventions”, coordinating pedagogically sound choices of means, forms and methods of working with observed children.

Forms of work:

– tracking the dynamics of the child’s socialization through an observation map.

Social adaptation in an orphanage:

– conscious acceptance and implementation of the norms of collective life;

– self-control of behavior, counteracting negative influences;

– adequate attitude to pedagogical influences;

– harmonization of relationships between adults and peers;

– active participation in the life of the children's team;

– satisfaction with one’s social status and relationships.

Social adaptation of orphanage graduates:

– psychological readiness of graduates for independent life;

– presence of positively oriented life plans;

– professional self-determination;

– social activity;

– favorable social status in educational institutions and at the place of work;

– satisfaction with one’s status, relationships [ 24] .

For this purpose, the orphanage plans to work on the vocational determination of pupils and their further employment, which includes: collecting information on the vocational guidance of pupils (tests, diagnostics); registration of individual vocational identification cards for pupils; meetings, excursions, conversations with representatives of different professions; social protection and self-defense of children (Appendix 1).

To develop the ability of self-defense in a student means to protect him. Self-defense- this is the ability of an individual to actively and flexibly respond to changes in external conditions, social and psychological realities and at the same time constantly maintain accepted norms, attitudes and value orientations, counteractions negative impacts social environment.

To prepare a child for social self-defense means to form a set of qualities and personality traits that allow a person to successfully overcome the difficulties of social adaptation. Work on adaptation of pupils in an orphanage is of great importance in their social protection. The organization of life in an orphanage gives the child clearly defined social and role positions. Staying for a long time only within the framework of this position, the student loses the opportunity to demonstrate individuality and free self-expression. This is why it is so important to treat a child admitted to an orphanage. In the first week there is an acquaintance with him, observation, then a short conversation with the pupil and his teacher. These conversations, the results of tests to determine interests, opportunities, and hobbies are recorded. Based on them, the student is assigned to an interest group.

Thus, the social teacher carries out professional activity in an orphanage, is a source of social protection for orphans and children left without parental care, including being the organizer of work to develop the social adaptation of pupils. Forms in orphans and children left without parental care “a lifestyle worthy of a Human Being.”

2. Features of social adaptation of children using the example of the Tarnog orphanage

2.1 Organization and conduct of the study

Studying the characteristics of social adaptation of children of the Tarnog orphanage.

To achieve this goal, you must complete the following tasks:

1. To measure the level of social adaptation in the Tarnog orphanage between the ages of 12 and 17 years.

2. To measure the level of social adaptation of students in the 7th grade of a comprehensive school.

3. Analyze the obtained data.

Research base:

The state educational institution “Tarnog Orphanage” for orphans and children left without parental care was opened in August 1995 in the village of Igumnovskaya, Tarnogsky district.

Type of institution: closed.

Departmental affiliation: Ministry of Education of the Russian Federation, Department of Education of the Vologda Region.

Over the years, the development of the material base of the institution was created, a development program for the institution and subprograms were developed: “The owner (mistress) of a peasant farmstead”, “Preparation of students for family life", "Instilling methods of protection and safe behavior in pupils", "Course program in economics for pupils of an orphanage."

The orphanage operates according to an educational work plan. Each teacher has his own individual plan, which he implements in the process of activities organized with children.

The orphanage has developed rules for protecting the life and health of pupils.

There are 6 groups created in the orphanage. Each group is staffed by three teachers in shifts.

The purpose of the orphanage is to prepare pupils for successful adaptation in modern society.

Areas of activity of the Tarnog Orphanage:

1) study of social rehabilitation of children in a holistic system labor education in the orphanage 7 types through independence and individuality in the educational process.

2) continuation of work on the formation of ideological - moral values societies: Motherland, World, Man, Labor, Knowledge;

3) advanced training of teaching staff through self-education, courses, seminars;

4) expansion and strengthening of the educational and material base of the institution;

5) creating conditions for the social adaptation of children in a renewed children's team based on labor education.

1) create conditions for the successful completion of stage 1 of the formation of a children's team;

2) develop and master individual routes supporting the development and self-development of orphanage pupils;

3) determine and test optimal ways organizing graduate patronage;

4) prepare 16 teaching staff for certification;

5) creating conditions for the social adaptation of children in a renewed children's team based on labor education;

6) continue to improve the labor education system through organizing the work of janitors, livestock brigades, etc.;

7) continue work on the formation of ideological and moral values ​​of society;

8) increase the role physical culture and sports in the social adaptation of orphanage pupils.

Partnership between the orphanage and other institutions

District schools;

Orphanages;

The House for arts and crafts for children;

House of Culture;

Children's sports school;

Library;

The orphanage is open 24 hours a day.

Administration list:

1) director – Panova Zinaida Stanislavovna;

2) Deputy Director – Arkhipovskaya Margarita Ivanovna;

3) Deputy Director for educational work – Tatyana Ivanovna Vyacheslavova;

4) Chief Accountant– Vyacheslavova Elena Protogenovna;

5) cashier - Kuzmina Tamara Nikolaevna.

List of specialists:

1) social teacher – Dedyukova Margarita Ivanovna;

2) speech therapist – Arkhipovskaya Margarita Ivanovna;

3) psychologist – Marina Petrovna Ulyanovskaya;

4) instructor physical education– Naumenko Sergey Nikolaevich;

5) musical director– Kuzmina Olga Valerievna;

6) librarian – Olga Nikolaevna Ulyanovskaya;

7) sewing teacher - Popova Alexandra Mikhailovna;

8) medical workers– Svetlana Igorevna Silenskaya;

9) teacher of carpentry and shoemaking - Popov Pavel Nikolaevich.

The success of educational activities in developing pupils’ readiness for independent life largely depends on the efforts of the teaching staff of the orphanage:

1) from purposeful and systematic teaching activities;

2) from careful thinking and selection of forms and methods of work;

3) from logical and consistent planning of stages of activity;

4) from monitoring and constant analysis of the effectiveness of teaching activities;

5) from timely correction of undesirable results.

There are 40 pupils living in the orphanage: 13 girls and 27 boys, different ages. The orphanage houses children of three age groups: preschool, primary school and adolescence. Moreover, only a small number of these children were left without care as a result of the death of their parents. The rest belong to the phenomenon of so-called “social orphanhood”, that is, they are orphans with living parents (see Appendix 3, Chart 1). This is caused by the continuing deterioration of the life of the Russian family, its moral principles, material and housing difficulties, an increase in out-of-wedlock births, an increase in the number of parents leading an antisocial lifestyle, an increase in the number of divorces and, as a result, a change in attitudes towards children.

The main reasons for the increase in the number of “social orphans” are:

Decline in the social prestige of the family;

Material and housing difficulties;

Interethnic conflicts;

Increase in out-of-wedlock births;

A high percentage of parents leading an antisocial lifestyle;

Rising number of divorces;

The spread of child abuse.

From the data we received, we see that in grades 3 and 5 there are more students, and preschoolers, first-graders, second-graders and eighth-graders have 1 person each.

During the work on social adaptation, the following problems of pupils were revealed:

1. Problems of a social nature:

– children are overloaded with negative experiences, negative images, due to their initial stay in an inferior, dangerous social situation;

– social status of an orphan – “child of the state”.

2. Medical problems:

– pathological abnormalities in the health status of pupils;

– severe mental trauma, nervous disorders, developmental delay;

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

3. Psychological problems:

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

– emotional coldness, constriction, alienation, distrust of people, hostile and sometimes aggressive attitude towards them;

– lack of development of communication skills, inability to build constructive communication at the “child-child”, “child-adult” level;

– increased vulnerability of orphanage residents, inability to self-determination, infantilism;

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

4. Pedagogical problems:

– socio-pedagogical neglect of children;

- deviant behavior;

– low level of culture;

– high level of aspirations, selfishness, consumer attitude towards people, poorly developed sense of responsibility and frugality.

Based on the results of a study of problems, pupils note that they are faced with problems: in their studies, conflict with adults (teachers, educators), homesickness.

To solve problems, respondents noted that they often turn to educators, friends and teachers. They turn to a social pedagogue, a psychologist, or the deputy director for educational management with problems less often.

The results obtained tell us about the need to organize social adaptation.

To optimize this process, we recommend the following:

- respond to the student’s problem in such a way as to convey confidence that he himself can cope with it;

– continuously increase the student’s activity and responsibility;

– limit the influence of negative social factors;

- develop skills interpersonal communication in students;

– try to eliminate communication barriers that lead to misunderstanding;

– inform health authorities about the identification of minors in need of examination, observation or treatment in connection with the use of alcoholic beverages;

– identify, together with a psychologist and social teacher, the reasons and conditions for teenagers committing offenses;

– Conduct initial introductory conversations.

To measure the level of social adaptation, the methodology of K. Rogers and R. Diamond is used.

This technique was developed for the purpose of diagnosing maladjustment, identifying deviations in the psychological state of orphanage residents, analyzing and preventing problems at the initial stage of their occurrence.

Intended for schoolchildren aged 12–17 years.

Description of the technique:

The technique consists of 101 statements that the subject evaluates on a 7-point scale (from 0 to 6 points), as characteristic and not characteristic of him (from 0 - does not apply to me at all, to 6 - definitely about me).

Jacob Moreno's sociometry is used to diagnose emotional connections, that is, mutual sympathy between group members.

When forming groups, the wishes of the students could not be taken into account, since we were not sufficiently familiar with them. Now the relationships in the group have been sufficiently defined, and it is beneficial for both the students and the management to take into account the wishes when organizing the activities of the group.

2.2 Analysis of the results and conclusions from the study of social adaptation of children in the Tarnog orphanage

Research on the level of social adaptation was carried out in February 2009 among pupils of the Tarnog orphanage and 7th grade students of the Tarnog secondary school.

Table 1. Primary indicators of the level of social adaptation of pupils of the Tarnog orphanage and 7th grade students of the Tarnog secondary school

Pupils
Adaptation	Disadaptation	Self acceptance	Self-acceptance	Acceptance of others	Rejection of others	Emotional comfort	Emotional discomfort	Internal control	External control	Domination	Statement	Avoiding problem solving
68 -170	68 – 170	22 – 52	14 – 35	12 – 30	14 – 35	14 – 35	14 – 35	25 – 65	15 – 45	6 – 15	12 – 30	10 – 25
126	80.3	42.6	14	22	14.5	25.2	15.2	49	18	8.3	17.3	15.6
Children - orphans and children left without parental care
Adaptation	Disadaptation	Self acceptance	Self-acceptance	Acceptance of others	Rejection of others	Emotional comfort	Emotional discomfort	Internal control	External control	Domination	Statement	Avoiding problem solving
107.7	94	34	17.5	20.3	18	22.5	19.7	42.7	25.4	8.2	17.6	16.2

From Table 1 we see that maladjustment of orphans (inadequacy of behavior to the norms, requirements of the system of social relations in which the person is included), although within the normal range, is still much higher than that of their peers living in families. Orphans also have a higher level of non-acceptance of themselves (the discrepancy between “I am the ideal” and “I am the real” ideas about themselves), non-acceptance of others, emotional discomfort, and external control. Both children living in families and orphans are taken into account. The level of avoidance of problem solving among pupils exceeds that of students. In general, the analysis of these indicators allows us to conclude that the social adaptation of orphanage residents, although within the normal range, is slightly lower than that of their peers raised in families.

Thus, excessive guardianship and care of educators deprives children of independence. Children who early age live in closed children's institutions, grow up in conditions of lack of communication. It would seem that in such conditions, one should expect the pupils of orphanages to have relatively high level the ability to organize oneself and plan one’s behavior. As studies conducted at the Tarnog Orphanage have shown, this is far from the case.

We examined the level of social adaptation in boys and girls brought up in the Tarnog orphanage in order to identify deviations in the psychological state, analyze and prevent problems at the initial stage of their occurrence.

Table 2. Primary indicators of the level of social adaptation of pupils of the Tarnog orphanage

Boys

Adaptation

Disadaptation

Self acceptance

Self-acceptance

Acceptance of others

Rejection of others

Emotional comfort

Emotional discomfort

Internal control

External control

Domination

Statement

Avoiding problem solving

68–170

68–170

22–52

14–35

12–30

14–35

14–35

14–35

26–25

18–45

6–15

10–25

10–25

106.2

90.2

32

16.7

20.5

18.8

24.2

18.3

39.7

25

8.8

17.5

17

Girls

Adaptation

Disadaptation

Self acceptance

Self-acceptance

Acceptance of others

Rejection of others

Emotional comfort

Emotional discomfort

Internal control

External control

Domination

Statement

Avoiding problem solving

109.2

97.8

36

18.2

20

17

20.8

21.2

45.7

25.8

7.5

17.7

15.3

From Table 2 we see that the maladaptation of girls, although within the normal range, is slightly higher than that of boys, thus, girls are prone to inappropriate behavior of norms and requirements in society. Both boys and girls accept themselves, accept others, are driven. Boys have higher emotional comfort, and girls have higher emotional discomfort. The level of escapism in boys is within the normal range, but slightly higher, so in situations of crisis, powerlessness, alienation, they strive to escape reality into the world of illusions and fantasies.

In general, data analysis allows us to conclude that the social adaptation of boys in the Tarnog orphanage is slightly higher than that of girls; boys adapt better to the conditions of the social environment.

We can trace the social adaptation of students through relationships with classmates.

In February 2009, we conducted a diagnosis of emotional connections, that is, mutual sympathy between group members.

Let's look at the results of our diagnostics

From the data we received, we see that in the first group, the “star zone” included leaders who scored maximum amount elections - these are B. Ruslan, L. Zabar, R. Ivan. They are in the best position, each of them an attractive personality to others. R. Ivan received the maximum number of elections (6 out of 6); he turned out to be the most popular among his classmates. Thus, an informal group of three people is identified, and the rest are drawn to them.

The “preferred zone” included M. Arthur, S. Matvey, S. Mikhail, P. Vasily. The guys also feel good in this position. Despite the fact that P. Vasily received the fewest selections (2 selections out of 6), he is on the border of the “preferred” and “neglected” zones. The reason, apparently, is his behavior, uncontrollability, hyperactivity. Vasily himself made the largest number of choices (6 out of 6), which suggests that Vasya strives for communication, wants to have friendly relations with all the guys in the group.

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

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

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

B. Vadim, K. Maxim entered the “preferred zone”, they received 4 choices out of 7, they were the same among the guys in the group, they themselves made an average number of choices. D. Alexander and S. Sergey, although they are on the border of the “preferred zone” and the “neglected zone,” each received 2 votes. In turn, D. Alexander did greatest number elections, which indicates the individual’s need for communication, S. Sergey made 5 elections, he also wants to communicate with most of the group.

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

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

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

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

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

“Zone of the Neglected” – P. Diana, she received the minimum number of elections (1). A girl is needed from time to time, but they get by just fine without her. Diana herself strives for communication, her 5 choices speak about this.

The group cohesion coefficient is 83.3%

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

In the fourth group, the “zone of stars” was not identified.

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

Group cohesion coefficient is 100%

Pay attention to Ch. Sergei and Sh. Dmitry.

In the fifth group, the “zone of stars” was not identified.

“Preferred zone” – A. Alexey, K. Ruslan, K. Evgeniy, they are comfortable in a team.

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

The group cohesion coefficient is 66.6% - this is the group with the lowest coefficient in the orphanage.

We recommend paying attention to isolated children. Conduct conversations with all students. Help the guys prove themselves, prove that the team needs them. Emphasize their abilities and positive qualities more often.

In the sixth group, the “zone of stars” was not identified.

“Preferred Zone” – B. Anastasia, V. Ekaterina, T. Lydia, they confidently took their place. A. Alena and V. Victoria each received 2 choices out of 5 and are on the border of the “preferred zone” and the “neglected zone.” “Zone of the Neglected” – P. Anastasia, she received 1 choice. The girl does not strive to communicate. The group cohesion coefficient is 83.3%

Table 3. Primary indicators of the level of social adaptation of pupils of the 6th group of the Tarnog orphanage

Adaptation	Disadaptation	Self acceptance	Self-acceptance	Acceptance of others	Not accepting others	Emotional comfort	Emotional discomfort	Internal control	External control	Domination	Statement	Escapism
100	85	32	16	17	17	16	17	46	29	3	15	12	A.A
138	94	44	14	28	17	28	22	51	23	9	18	18	B.A
112	112	41	22	19	25	29	20	41	24	7	20	19	V.V
132	112	42	22	23	24	24	20	57	28	12	20	16	VC
42	81	8	17	12	1	0	21	25	28	4	15	12	P.A
131	103	49	18	21	18	28	27	54	23	10	18	15	T.L
68–170	68–170	22–52	14–35	12–30	14–35	14–35	14–35	26–25	18–45	6–15	10–25	10–25	norms

From Table 4 we see that P. Anastasia’s data (adaptation, self-acceptance, non-acceptance of others, emotional comfort, dominance) do not correspond to the norms. The girl is maladapted, that is, she has not adapted to the new environmental conditions. She accepts herself, accepts others (in sociometry she made two choices, but she herself received one), she does not strive for communication because she experiences emotional discomfort, therefore in sociometry she is in the “neglected zone.”

V. Victoria’s data shows that she does not accept others, so the girl has few friends in the group and is on the border of the “preferred zone” and the “neglected zone.”

Based on the results of the study, we recommend paying attention to P. Anastasia and V. Victoria. Conduct conversations with students of group 6. Help the girls prove themselves, prove that the team needs them. Emphasize their abilities and positive qualities more often.

Thus, we measured the degree of cohesion and identified intra-group “authorities” based on signs of sympathy and “rejected” ones based on signs of antipathy.

Taking into account the results obtained, we consider it possible to recommend to the teaching staff of the orphanage:

– create an emotionally comfortable environment for students;

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

– include pupils in a variety of activities for full development;

– in educational work, focus not on formal discipline and instilling obedience, but on the development of the personal potential of each child;

– one of the most important problems in an orphanage is the need of orphans for love. Deprivation of this need entails many violations in the development of the personality of pupils. Taking this into account, as well as the emotional overload of educators, we recommend that you devote 15–20 minutes a day to each child personally, but during these minutes, focus your attention exclusively on him;

– taking into account the need among orphanage pupils for informal communication with adults, the distortion of its forms, as well as the fact that communication is a leading activity for adolescents, the inability to communicate constructively leads to significant difficulties in the social adaptation of pupils, in everyday communication with children, educators need use developmental communication technologies;

– use the data we receive to restructure groups, increase their cohesion and efficiency, so that social adaptation has positive dynamics.

Conclusion

In the process of theoretical study of this problem, we examined the concepts of “adaptation” and “social adaptation”. We found out that the purpose of social adaptation is to instill in a child a sense of duty, social security and preparation for future adult life. The main mission of the orphanage is to prepare pupils for independent life in modern society, but at present the level of this preparation cannot be considered sufficient. The success of their future life path will depend on how well the orphanage can prepare the children for this independent life. Therefore, teachers need to form in children a “way of life worthy of Man,” which has three foundations: “Good, Truth, Beauty.” “A life worthy of Man is a life that allows him to fully realize the essential properties and fullness of functions characteristic only of man as a representative of the highest level of the biological world.”

For normal personality development, it is necessary to satisfy not only biological, but also social and spiritual needs.

If it is possible to raise a person with a conscious attitude towards himself, others, society, the Motherland, etc., a person with an active life position, who knows how to build a life perspective, constructively resolve conflicts, and knows how to interact with others, then we can safely predict the successful social adaptation of such personalities

We learned that young people from among orphans are not competitive in the modern labor market, and the professions they acquired are not in demand.

After obtaining a profession, the housing problem takes on a new quality: you need a job where registration will be guaranteed. But today many organizations do not have dormitories. It is also difficult to take advantage of the quotas provided for employment. Orphans are often left without registration, and the employment center does not work with such people. The housing problem leaves an imprint and sometimes determines the entire process of socialization of orphans. Most of them gain experience of struggling for housing and registration at the age of 14–18 years. Going through all the stages of “housing socialization”: meeting parents, going to court, going through a commission on housing issues, in some cases going through court, extortion. They gain negative life experiences: homelessness, vagrancy, drunkenness, theft, prostitution, illness.

Many do not have important adaptation resources: material (housing, in-demand profession, savings) and psychological (adequate upbringing, support from relatives).

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

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

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

A social teacher creates conditions for children’s adaptation to new living conditions, their positive socialization and subsequent social integration.

A social teacher carries out professional activities in an orphanage and is a source of social protection for orphans and children left without parental care, including the organizer of work to develop the social adaptation of pupils. Forms in orphans and children left without parental care “a lifestyle worthy of a Human Being.”

In the process of experimental study of this problem, the following was established:

The results of the study did not confirm the existing hypothesis that if we form in orphans and children without parental care a “lifestyle worthy of a Human”, then social adaptation will have positive dynamics.

From the results obtained, it is clear that the level of maladaptation among orphans of the orphanage is higher than among their peers, since we found out that excessive guardianship and care of teachers deprives children of independence. Children who live in closed children's institutions from an early age grow up in conditions of lack of communication. It would seem that in such conditions, one should expect the pupils of orphanages to have a relatively high level of ability to organize themselves and plan their behavior. As studies conducted at the Tarnog Orphanage have shown, this is far from the case.

Pupils have a strict daily routine, constant instructions from adults on what to do at one time or another, control by teachers - all this deprives children of the need to independently plan and control their behavior, and forms the habit of “ step by step execution other people's instructions."

A child raised in a family finds himself in a less stringent situation of demands and control, has the opportunity to participate in a variety of complex adult activities (repairing a TV with his father, cooking dinner with his mother), learns to perform not only individual operations, but also masters quite complex planning programs, organization and control of its activities. In the family, the assimilation of complex elements of activity, the development of internal planning of actions does not occur in a situation of special training, but by natural inclusion in the context of activities that are attractive to the child.

What is given to a child spontaneously in a family, without the special efforts of parents, a pupil of an orphanage can receive only at the cost of enormous focused work of the teaching staff.

Features that distinguish orphans from their peers with a normal family environment:

– dependency, lack of understanding of the material side of life;

– difficulties in communication;

– infantilism, delayed self-determination, non-acceptance of oneself as an individual, inability to consciously choose one’s destiny;

– overload with negative experiences, negative patterns of behavior.

– taking into account the need among orphanage pupils for informal communication with adults, the distortion of its forms, as well as the fact that communication is a leading activity for adolescents, the inability to communicate constructively leads to significant difficulties in the social adaptation of pupils, in everyday communication with children, educators need use developmental communication technologies.

The results can be used in the work of a psychologist and social teacher at an orphanage. Based on the results of the work, recommendations were given for organizing work with the pupils of the Tarnog Orphanage in order to increase the level of their social adaptation.

Literature

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Annex 1

Planning work in an orphanage

Protection of children's social rights

1	Protection of financial interests	1 time per quarter	Dedyukova M.I.
1.1	Control over the payment of pensions and alimony.	1 time per quarter
1.2	Working with SSP on alimony payments: Nikuliny - Babushkinsky district; Barunin - the city of Vologda; Maslukhin A. - Kadnikov; Petrovs - Totemsky district; Valeria Smirnova – V. Ustyug	September
1.3	Working with the SSP to find parents who are debtors. Borodachev Vadim - Novgorod.	During a year
1.4	Registration of pensions for pupils, transfer of pensions (Gavrilov, Pilyugina)	As needed
2	Right to housing
2.1	Continue monitoring the condition of Anastasia Koltakova’s housing – Nikolsky district. For newly arrived pupils, create a request to the settlement administration about the priority order for receiving housing.	During a year
2.2	Conduct monitoring of assigned housing for newly arrived students.	During a year
3	Work in society, court, civil registry office, prosecutor's office, social affairs department, police department, Sberbank.	2 times a month
4	Work with personal files: Stepanov, Lipunov, Koltakova.
5	Issue passports
2. Work with students
Prepare and conduct classes on the UN Convention “On the Rights of the Child”, “The Child’s Right to a Name”, “The Child’s Right to Live and Be Raised in a Family”.
Tracking the adaptation process of newly arrived students	As received
Create social passports for new arrivals
Individual counseling of students on personal issues, studies, behavior, their rights and responsibilities.	During a year
3. Interaction with structural units of the orphanage
3.1	Interaction with educators, teachers (Study, problems of students, help in solving problems).	During a year
3.2	Interaction with the medical service in the preparation of documentation: for the military registration and enlistment office, VOPB, registration in a boarding school.	During a year
3.3	Speak at a meeting of educators with information	During a year
4. Working with documentation and information
4.1	Preparation of documentation for the military registration and enlistment office	On request
4.2	Registration of documentation in the Central Bank of the population, department of social protection for summer employment of minors.	March April May June July August
5. Working with family
5.1	Maintain contact with relatives of pupils in order to further support them in life through correspondence and personal meetings (Nikulins, Petrovs, Barunin, Lipunov, Stepanovs, Borozdina, Rastorguevs, Koptevs).	During a year
6. Escort
6.1	Accompaniment of former students studying at the PU.	Isakova N.A.
6.2	Sending letters to the director at educational institution with a request to send a reference for a former pupil of the orphanage.	October	Isakova N.A.
6.3	Telephone conversations with former students. Identification of problems that have arisen and ways to solve them.	monthly	Isakova N.A.
6.4	Trips to schools	If possible	Isakova N.A.
6.5	Drawing up a graduate’s life plan for the year, based on scientific literature.	As needed	Isakova N.A.
6.6	Meeting on the topic “Post-orphanage adaptation.” From the experience of other orphanages	October	Isakova N.A.

Appendix 2

Rules for the protection of life and health for children in an orphanage

2. It is allowed to engage in carpentry work in workshops in the presence of the head of the workshops, or at home under the supervision of an adult.

3. Pupils must follow the rules for using tools and working in workshops.

4. Pupils must follow traffic rules.

6. Swimming should only be done under the supervision of teachers in permitted places.

7. It is prohibited to feed animals or bring them into the house in accordance with SES standards and rules for maintaining closed institutions.

8. Leaving the orphanage is permitted only with the consent of the teacher.

10. Pupils of the orphanage must know and strictly follow fire safety rules.

13. Use electrical appliances (cassette recorders, curling irons, irons) only with the consent of adults and in good condition. Strictly monitor the insulation of the wires.

14. Do not leave switched on electrical appliances unattended.

15. Do not use the gym as a place for discos.

16. Know the evacuation plan during a fire.

17. Conduct public events only in the presence of adults.

18. Do not create lighting effects using pyrotechnics in the house; it is allowed on the street only in the presence of adults.

Appendix 3

Social characteristics of the student population

There are 40 children living in the Tarnog orphanage, including:

4 – orphans;

34 – children whose parents were deprived of parental rights;

9 – children from single-parent families (single mother);

10 – children from a large family;

40 – children who are fully supported by the state;

12 – children receiving a survivor’s pension;

11 – children receiving child support;

2 – children are registered with the Children's Children's Service.

Appendix 4

Indicators of the level of social adaptation of pupils of the Tarnog orphanage and 7th grade students of the Tarnog secondary school

Indicators of the level of social adaptation of pupils of the Tarnog orphanage

Social adaptation is an indicator of a person’s state, reflecting his ability to perform certain biosocial functions (perception of the surrounding reality and his own body, an adequate system of relationships and communication with others; adaptability of behavior in accordance with the role expectations of others).

Social adaptation is a constant process and the result of a person’s active adaptation to the conditions of a changing social environment.

Today I would like to talk about one of the most important components of the socialization of sick children - social and everyday adaptation, i.e. about developing in children the skills they need to gain independence at home. This task is common in raising any child, but in relation to sick children it takes on a special meaning. Because mastering even the simplest self-care skills not only reduces the child’s dependence on others (while facilitating their activities in caring for the child), but also “works” to strengthen his self-confidence and promotes advancement in psychomotor development. It is very important to use all the abilities and capabilities of the child and develop in him vital skills so that, when becoming adults, they can, if possible, take care of themselves independently and perform tasks in everyday life. simple work, live in normal environmental conditions.

Social and everyday adaptation is a process not without contradictions and problems.

One of the features when organizing social adaptation is the need to take into account the characteristics of the child, his capabilities, and the degree of health loss.

After all, if any type of activity is available to one child, for another it will cause certain difficulties that can be solved through regular exercises, but for a third it will be impossible to perform. When organizing work with a child on social and everyday adaptation, one should remember that “everyone ascends to their own peak, at their own pace, relying on their own capabilities.” It should be remembered that children with developmental disabilities are much more in need of support and assistance. Raising and teaching such a child requires a lot of patience, perseverance, understanding and even often pedagogical ingenuity, because in work one has to rely only on those functions that the child has preserved.

The role of parents in this process cannot be overestimated. Many of you make great efforts to create favorable conditions for the development of your child. This is very important because on the one hand you are environment, in which the child lives and grows, and on the other hand, you find yourself directly involved in the formation of the child, his development, and assistants in the fight against the disease.

However, all of us, parents, often lack the knowledge and skills to proper upbringing their children, there is no targeted systematic tactics of education. Moreover, this applies to the process of raising all children, both sick and healthy. In raising sick children, a situation of excessive guardianship is very often observed. One can understand a loving mother who, trying to make the life of a child with disabilities easier, protects him from any difficulties, immediately rushes to help him in everything, does for the child much of what he can do on his own or with a little help. And often people don’t think about the fact that helping a child doesn’t mean doing something for him, but means teaching him how to do it. The correct approach of parents to their child is not unlimited guardianship, but calm goodwill, understanding of the goals and prospects of his development and upbringing.

Experience shows that children, even with SLI, can successfully develop progressively more complex skills. There are various methods of working with children to develop such vital skills as: (from the most basic to complex)

Body hygiene;

Using the toilet;

Eating;

Proper handling of food;

Cooking simple dishes;

Dressing and undressing;

Putting on and taking off shoes;

Care of clothes and shoes; .

Maintaining order and cleaning the premises;

Care indoor plants, pets;

Cleaning the area;

Making small purchases;

Some other skills of self-service and household work.

Practical tips for teaching children new activities.

1. There are many ways you can help.
the child learns new activities. You can use the following:

choose those types of activities for training. Which a child can see or hear in practical life, in reality;

always explain to your child and talk to him about what you are doing;

perform all unfamiliar actions together with the child and talk with the child about those actions. Which other children perform in your presence;

2. First, find out how the child understands you. He can understand you by listening to your speech, observing your facial expressions, hand movements, and body movements. Or a child can understand you if he touches you when you do something. Your baby can understand you by doing something with you.

Conclusion: When you teach a child, talk and explain your actions to him in a way that he understands best.

3. Teach your child to perform various activities at times when other people usually do them. For example, help your child learn to undress when it's time to change clothes or go to bed.
Start training with the activity that you think he can learn most easily.

Start training with the activity that you think he can learn most easily.

Teach your child only one activity at a time. Start teaching him new things only when he learns to do the previous ones well.

4. Spend some time every day teaching your child. A child will be able to learn something faster if he sees others doing it too.
(for example, the whole family has lunch together).

5. It may happen that a child cannot learn some new activity, no matter how hard you try to teach him. In this case, allow your child to do what he can already do. This will help him improve his skills. Watch carefully to determine when he is ready to learn again.

6. When you teach a child, you must get his full attention. A child will not be able to concentrate well if he is hungry or wet. Make sure he is okay and comfortable. For classes, choose a quiet and calm place where the child can concentrate. If there is a lot of people around, he will want to see what is going on around him.

7. Some children can hold attention for very long a short time. If the child is like this, then first teach him the activities or games that he likes the most. (For example, playing ball: rolling the ball towards the child and pushing it back). Every day, spend a long time doing activities that your child enjoys. In this way, you will teach your child to maintain attention on one activity for a long time. When he can do this, start teaching him other activities. However, it should be remembered that if a child does the same thing for a long time, he may get tired. Then he may want to do this at all. Don't force your child to do anything for too long. Watch him to see when he starts to get tired. Stop doing this activity before he gets tired.

8. Be patient when teaching your child. Talk to him slowly, quietly. A child will not learn anything if you yell at him or scare him.

9. The child needs to continue to perform some type of activity after he learns how to do it. The more times a child does something, the better he will be able to do it.

10. To help a child learn faster, it is necessary to use encouragement. When a child receives some kind of reward for doing something correctly, he will want to do it again. Therefore, make sure that the child you are teaching, knowing that you will reward him for

he did something well.

Encourage your child as soon as he does something correctly.

Reward him whenever he does something right.

Encouragement can be: a smile, a hug, praise, something special (fruit, toy), permission to do what he likes (for example, listen to music).

Observe your child to find out what he likes. Then you can use this as an incentive.

You should only reward things that are done well. If a child is rewarded for something he did wrong, he will repeat it again.

Encourage your child if what he did was done at the right time and in the right place. For example, he eats with everyone else at the allotted time.

Keep encouraging until then. until he learns to do what you teach him. When your child learns a new activity, gradually stop encouraging him.

11.When you teach a child something, constantly watch him during classes. Always try to find out what part of this type of activity the child can do on his own, what his maximum capabilities are. Then help your child do something that he cannot do without outside help(for example, when eating).

12. Repeat what you do with your child in the same way. It is important that you instruct and reward him equally too.

13. Provide help and guidance by placing your hands on top of your child's only if he needs your help to complete something.

14. Continue training in this way until he learns to perform this type of activity entirely, without outside help. This may take several days, weeks or months.

Of course, none of this is easy. However the right approach, the daily training of a child to perform feasible tasks will, over time, pay for itself a hundredfold. And the child gradually becomes an independent person serving himself, and sometimes an assistant to his parents.

Prepared by social teacher Slashchinina V.Ch.